{"id":{"repo_id":"de-montfort","oai_identifier":"oai:dora.dmu.ac.uk:2086/25696"},"canonical_url":"https://search.dev.ndltd.org/etd/de-montfort/oai:dora.dmu.ac.uk:2086/25696","repository":{"repo_id":"de-montfort","name":"De Montfort University","base_url":"https://dora.dmu.ac.uk/server/oai/request"},"display":{"title":"THE CONCEPT OF A NOMOLOGICAL NETWORK IN HIGHER EDUCATION IN GRAPHIC DESIGN WITH EMPHASIS ON THE SITUATION IN GREAT BRITAIN","abstract":"A study to develop a conceptual framework which can embrace models and data relevant to the understanding of the process of progress and development of a national system of higher education in Graphic Design in Great Britain. In Britain a great diversity of courses exists in the field of Graphic Design, administered through a complex pattern of local, regional and national bodies concerned with finance, and academic and professional matters in education. The use of the term Graphic Design to identify a specific course in the field of Art and Design is relatively new. Before the 1960s in England it was almost always included in other Art and Design disciplines or known under different names. Nationally validated courses identified the field in 1960 as Graphic Design without specific references to what the term embraces. Subsequently a variety of courses emerged emphasising different aspects in the discipline. The investigation of specific educational systems can be approached from several perspectives. The direction of investigation of this study relates an heuristic with a descriptive mode of study. Philosophies derived from structuralism have been used to foster abstract conceptual models of developmental processes in an educational system concept for Graphic Design. Systems theory has been mainly used with a particular distinction between 'hard' and 'soft' system approaches. 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In Britain a great diversity of courses exists in the field of Graphic Design, administered through a complex pattern of local, regional and national bodies concerned with finance, and academic and professional matters in education. The use of the term Graphic Design to identify a specific course in the field of Art and Design is relatively new. Before the 1960s in England it was almost always included in other Art and Design disciplines or known under different names. Nationally validated courses identified the field in 1960 as Graphic Design without specific references to what the term embraces. Subsequently a variety of courses emerged emphasising different aspects in the discipline. The investigation of specific educational systems can be approached from several perspectives. The direction of investigation of this study relates an heuristic with a descriptive mode of study. Philosophies derived from structuralism have been used to foster abstract conceptual models of developmental processes in an educational system concept for Graphic Design. Systems theory has been mainly used with a particular distinction between 'hard' and 'soft' system approaches. The critique of the phenomenological schools of thought against structuralism has been emphasised, therefore ideographic descriptions have been added to relate to the abstract patterns of process modes for analysis of events. The idea of a 'nomological network' has been borrowed from the study of methodology in psychology to create a concept which can embrace diversity of opinions for a specific body of knowledge. 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