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The purpose of this paper is, first, to present an experiential framework for an international interior design course and, second, to determine if this framework assisted the students in attaining the course goals. The course, European Design, is a study–tour of five major cities in Europe. The experiential framework is based on Greenberg's (1978) four constructs of experiential learning as well as a fifth construct based on the authors’ experience with international study programs. These constructs are well–planned experiences, serious study, opportunities for reflection, interchange with other learners, and use of a design focus in each city to guide learning. The goals of the course are to increase students’ knowledge of European design characteristics and their sensitivity to culturally based design. Data were collected from students who participated in the European Design course over the past ten years. Statistical analysis showed that the two hypotheses (1) use of the experiential framework increased student knowledge about European design characteristics, and (2) use of the experiential framework increased student sensitivity to culturally based design, were not rejected. This finding provides support for use of the framework for experiential international interior design education. The need for interior design students to participate in international education and experiential learning also is discussed.
Guerin et al. (Sat,) studied this question.