An Interior Design Experience Program,

Part I: Defining The Need

Buie Harwood, M.F.A., Virginia Commonwealth University

OBJECTIVE

The objective of this study was to identify the need for an apprentice or interior design expe
rience program and, if supported, to propose such a program.
RESEARCH DESIGN

The study investigated entry level work experience and related requirements impacting the
career path of professional interior designers. Requirements established by educational
accreditation, professional examination, and legal recognition/licensing, as well as pro
fessional apprenticeships in other fields were investigated.
ANALYSIS

A qualitative analysis of existing materials found that a monitored and structured experi-
ence program could do three things for the interior design profession: (a)bridge the gap
between formal education and competent professional practice, (b)link the process of edu
cational accreditation by the Foundation for Interior Design Education Research (FIDER)with
that of professional examination by the National Council for Interior Design Qualification
(NCIDQ), and (c)address the need for quality experience required of NCIDQ candidates.
KEY FINDINGS

The findings supported the need for a structured work experience program for entry level
interior designers.

CONCLUSION

Such a program could provide a critical link between the education and examination
processes and fill a void in the career path of professional interior designers.

As a result of the rapid growth in the breadth and depth of inte-
rior design over the past four decades, the profession has identified
three components in the preparation sequence of the profession-
al interior designers’ career path. These are formal interior design
education, entry level apprenticeship, and satisfactory comple-
tion of a qualifymg examination (American Society of Interior
Designers [ASID], 1994; Anderson & Associates International,
1990;h o o d , 1989,1991;National Council for Interior Design
Qualification [NCIDQI, l991,1992b, 1993a, 1994).During the
mid 1970s, the professional associations in North America, with
the support of the design industry, established two independent
international organhtions-the Foundationfor Interior Design
Education Research (FIDER)and the NationaJ Councilfor Interior
Design Qualification (NCIDQ).FIDER was initiated for the pur-
pose of creating a voluntary plan for the accreditation of interior
design educational programs. NCIDQ was established to define
minimum competency standards for the qualification of profes-
sional interior designers through a qualrfylngexamination.
During the 1 9 8 0 as~ ~legal registration issues surfaced, profes-
sional concerns reflected the responsibility and qualifications of
interior designers to make decisions regarding the health, safety,
and welfare of the general public. These concerns led directly into
a review of the three components in the career path of profes-
sional interior designers. It became clear that standards and
guidehes were established for education and examination, but that
there were no formal guidelines or structurefor work experience
at the entry level.
Additionally, many people did not fully understand the components
of an entry level apprenticeship program. Traditionally, appren-
ticeship programs offer a formal learning experience for entry
level employees provided through instruction by knowledgeable

JOURNAL OF INTERIOR
DESIGN 0 Copyright 1995, Interior Design Educators Council,
]ountal of Interior Design 21 (2): 39-51
 INTERIOR DESIGN EXPERIENCE PROGRAM, PART I
HARWOOD
Apprenticeships emphasize lc‘irning by doing.. ..They offer participants
the opportunity to understand the complexities of the real world.
and skilled practitioners in the trade or profession. Apprenticeships
emphasize learning by doing and are often structured so partici-
pants acquire knowledge, skills, and career awareness in an
organized manner. They offer participants the opportunity to
understand the complexities of the real world, to merge their
basic knowledge into professionalpractice, to develop judgmen-
tal skills necessary for decision making, to discover the breadth of
the profession, to define their own career goals, and to continue
their education throughprofessional development activities (Interior
Design ExperienceProgram P E P]Research Team, 1993).Within
many design professions, the apprenticeship program has an
established set of criteria that form the foundation for continued
learning after formal education. Usually there is a typical time
period delineated for completion of the program, with recognition
acknowledged through cedcation or award.
While there were many opinions regardmg the various elements
of such a program in interior design,numerous questions were gen-
erated with few clear answers immediately available. As a
consequence, the profession initiated a researdl study to define the
need for an entry level work experience program.
Addressing the questions asked most frequently provided the
rationale for the study: Does the interior design profession need an
entry level apprenticeshipprogram and if so,why? What would
such a program do? Who would benefit and why? What impact
would it have on the profession? As with many studies, one ques-
tion led to another, and defining the need became complex. It
became clear, however, that there was a lack of understanding
about the value of apprenticeshipprograms, so d e h g the need
became very important.
Review of Precedent
An analysis of the existing facts provided direction for the initial
investigation. In the mid 1970s, ASID provided recommenda-
tions in the Report of the Internship Task Force that ASID “look
in a positive way into a National Post Graduate Internship
Program’’(St. Clair, 1975, p. 2) and that a two year pilot study be
conducted for graduates from FlDER accredited schools. In August
1988 (see Table l),the FIDER Board of Trustees developed a
proposal for a monitored work experience program for graduates
with a first professional degree level of education (D.Jackman, per-
sonal correspondence, 1988). In September 1988, there was
agreement among leaders attending the Interior Design Issues
Forum that an organized apprenticeshipprogram was necessary
Volume 21 Number 2 1995
40
(Knell, 1988). In December 1988, the presidents of the constituent
associationsof FIDER endorsed the proposal (D. Jackman, per-
sonal correspondence, 1988). At this point, there was recognition
that some type of program was important and that numerous
questions needed to be answered. In May 1989, the FIDER pro-
posal was unanimously endorsed by the major interior design
associations in North America.
By this time, five states had title registration in interior design,
and the District of Columbia had a practice act. Canada could
already claim numerous provinces with title registration. Legal
registration, commonly called licensing, necessitated a review of
education, experience, and examination-the essential qualifica-
tions in the career path of professional interior designers. The
review was typically conducted by the state or provincial liming
board, so the threecomponents were under scrutiny. In essence,the
licensing boards were establishing the parameters for appropriate
professional qualificationsin the field.
‘while the licensing boards fully recognized the FIDER standards
and guidelines for education of interior designers, questions were
often raised as to the minimum educational requirements needed
for licensure. Those most typically subscribed to were ident8ed in
the NCIDQ (1993b) eligibility requirements, which required a
combination of six to seven years of education and experience.
However, it was clear that even though NCIDQ provided the
acknowledged guidelines for assessment, there was much diversity
in the NCIDQ candidate backgrounds, and that all practitioners
were not equal at the entry level. The conclusion of these investi-
gations was that an entry level apprenticeship program is one
way to respond to these needs in the profession.
Development of the Theme
In 1991, appointmentswere made by several interior design orga-
nizations to form a research team to define the need for and to
develop an apprenticeship program. Subsequently, the concept
was formally supported and endorsed by leaders from the Un&d
Voice Task Force (UVTF),who were discussing the merger of the
professional associations,and from the Design Issues Forum, who
were discussing future directions for the profession as presidents
and b e n of the professional interior design associations.It was
clear from the feedback that the idea of an entry level appren-
ticeship program was very important to the professional practice
community.
JOURNAL OF INTERIOR DESIGN
 INTERIOR DESIGN EXPERIENCE PROGRAM, PART I

HARWOOD

The key link in the career path process was NCIDQ.

Table 1
Historical Backgroundand Pmgram Endorsement.
Year Issue Association Document Result
......................................................................................................................................................................................................................................
Mid 1970s Post graduate internship ASlD Report of the Internship Recommended 2year
Task force pilot study
..........................................................................................................................................................................................................
Aug-Dec. 1988 Work experience program FIDER Proposal to leaders in Endorsed by ASID, CFID,
First Prof. Degree level North America FIDER, Gov. B a r d , IBD,
I K , IDEC, ISID,
ISP, NCIDQ

Dec. 1989 Licensing ASID, IBD, ISID, AIA Accord Agreement Signed letter of agreement
requiring a monitored work
experience

June 1991 Support Unified Voice Written statement Unified agreement

............................................................................................................................................................................................................................
late 1991 Support Issues Forum Announcement Unified support

June 1992 Expand program to be IBD Verbal request at IBD Program expanded to
inclusive Board meeting include all grads from all
educational programs

1991-1 994 Inform + communicate IDEP Team Information presentations Informed, interested, and
endorsed

AIA American Institute of Architects ISlD International Society of lnterior Designers

ASlD American Society of Interior Designers ISP institute of Store Planners
CFID Council of Federal Interior Designers Issues Forum Presidents/Chairmen of major interior
FlDER Foundation for Interior Design Education Research design organizations
Gov. Bcwrd Governing Board for Contract lnterior Design Standards NCIDQ National Council for Interior Design
I6D Institute of Busines~Designers Qualification
IDC lnterior Designers of Canada United Voice Task force discussing merger of
IDEC lnterior Design Educators Council professional associations

While many characteristics of education and examination require- compiled into a resource data bank indexed as to source, con-
ments were known, the key link in the career path process was tent type,and importance.
NCIDQ. The examination eligibility requirements affected the
Further materials illustrating the relationship between NCIDQ
evaluation of education and experience and impacted licensing
decisions. Therefore, this study was activated with a qualitative and education resulted in a thorough review of the FIDER stan-
analysisof requirements, processes by dards and guidelines for both the first professional degree level
(1991,1992q 1992bY1993a,1993b, 1994),and ~ a t p r ~(FIDER,
~ - 1988a) and the pre-professional assistant level (FIDER,
es were verified (T m&, ~ - ~ n d1992-1994). ~ ~ , 1988b), along with a review of the recognized common body of
The intent of the analysis was to reconfirm all previously known knowledge in interior design (FIDER, 1990).Additiod materi-
facts, to ascertain any new information that would help define al on two-year programs was limited, but meetjngs with members
the need,and to answer the most frequently asked questions. ALI of the Interior Design Educators Council (IDEC) network on
of this and subsequent information obtained from the study were two-year programs (B. Harwood, personal notes, 1992-1994)

JOURNAL OF INTERIORDESIGN Volume 21 Number 2 1995

41
 INTERIOR DESIGN EXPERIENCE PROGRAM, PART I

HARWOOD

There was variety in participant experiences, evaluation processes,

research sources, and documentation methods.

identified the lack of appropriate documentation required for tion, but had not subscribed to any universal and standardd
licensing assessment. guidelines for work experience or the evaluation of work experi-
ence. Furthermore, there was variety in participant experiences,
An evaluation of the relationship between NCIDQ and the
evaluation processes, research sources,and documentation meth-
National L.gslative Coalition for Interior Design (NLCID)led to
ods. Many interior designersclaimed to be experts, but fewwere.
the review of the NCIDQ and NLCID draft guidelines for state
The problem was to identdy the need for a structured work expe-
board rules, meeting transcripts, and state studies on the licensing
rience program, to develop universal guidelines and evaluation
of interior designers, particularly those that related to the assess- methods for this work experience, and to show that the evaluation
ment of work experience (Anderson & Associates International, processes could be incorporated at all levels of the career path.
1990; NCIDQ, 199313; NUDQ & NLCID, 1992;Place, Kress, & Finally, members of the design profession-practitioners, educa-
Hohm, 1989).A survey of interior design registration laws in the tors, and the industry-not just the leaders, needed to understand
United States and Canada (ASID, 1994; Interior Designers of the necessity of the program for the attainment of better prepared
Canada WC], 1994) provided information on the legal regis- professional practitioners.
tration requirements (see Table 2). Licensing bills from various
states were evaluated to asse.ss the definitions of legal registration The Need in Relationship to NClDQ Examination
for title and practice acts, spechcallythose related to the scope of Requirements
services. Additionally, eligibility requirements for the examina- NCIDQ, as an internationalboard composed of representatives
tion administered by the Council for the Qualification of from states and provinces with licensing boards and from pro-
Residential Interior Designers (CQRD)(1992)were reviewed to fessional associations,represents over 40,000 professional interior
identdy guidelines for education and experience as they related to designers throughout North America. NCIDQ has certified
residential licensing requirements in Arkansas and Illinois. through examination over 11,000 interior designers in North
America (T. Bostick, personal communication, 1992-1994).The
Other resources identified the requirements, scope, need, and
examination is accepted and used for legal recognition in the
value of an entry level work experience program. Professional
United States and Canada and also required for professional
apprenticeship models in non-design professions (Bartholomew,
membership in the majority of interior design associations.
1992)provided general dormation on requirements, terminology,
and importance. Guidelines for the apprenticeship program in The need for guidelines d e h g entry level work experience in inte
architecture, the Intern Development Program (IDP),were inves- rior design was highlighted in the NCIDQ review processes,
tigated to assess requirements, processes, and relationships to because the candidates could participate in any type of indepen-
licensingboards (AmericanInstitute of Architects [AIA] &National dent work experience for a minimum of two years. NCIDQ
Council of Architectural Registration Boards [NCARB], 1989, (1994) conducts reviews of work experience using a short
1991,1993; NCARB, 1991a,1991b, 1991~). Findme from the Candidate Experience Form and letters of reference. The form
study on the career development of business designers (Dohr, requires the candidate to list experiences,months with the employ-
1992)and on the business and communication skills needed by eq the type of business,the type of praaice, & firm's speuahy, three
interior designers (Tew, 1992)offered dormation on jobrelated major activities while at the firm, and the positions held. If a can-
skills and knowledge. Additional material was limited, so informal didate does not have two years of experience,NUDQ will conduct
interviews were conducted with various practitioners, entry level a review on an individual basis. These candidates represent enor-
interior designers, students, and educatorsto clardy perceptions mous diversity in meeting NCIDQ examination eligibility
and amtudes concerning the need. Finally, material from the sur- requiremen~an~consequen~,somearebetterpreparedthanoth-
vey of resources was cross-referenced into a preliminary list of ers for the examination (T. Bostick, personal communication,
what was known and what was unknown. 1992-1994).At the present time, NCIDQ has no delineated anh
universal guidelines definmg entry level work experience in inte-
The Problem rior design. Thus, a model for work experience guidelines could
The prehnmary list documented a changing profession that had provide more structuredtraining with career guidance and assist
established standardsand guidelines for education and examina- NCIDQ in its review of work experiences. In the long run, thls

Volume 21 Number 2 1995 JOURNAL OF INTERIOR DESIGN

42
 INTERIOR DESIGN EXPERIENCE PROGRAM, PART I

HARWOOD

Candidates who apply to take the examination illustrate much diversity

in their educational backgrounds.

Table 2
Selecfed legal Registration within the United Stater.
stale Dale Title of Act(r) Act Number Tide of ~ o a r d ( ~ )
AK 1993 Arkansas Residential Interior House Bill 1982 Arkansas State Board of Residential
Designer’s Title Registration Act Act 959 Interior Design
......................................................................................................................................................................................................................................
AK 1993 Arkansas Interior House Bill 1497 Arkansas State Board of Interior
Designer’s Title Registration Act Act 847 Design

K 1986 District of Columbia Interior Title 17 DCMR, Chapter 8, D.C. District of Columbia Interior
1989 Designer licensure Act of 1986 law 6172, Code 12-3404(3); Designers, & Department of
and 36 D.C. Reg. 1224 Consumer and Regulatory Affairs

Fl 1991 Florida Board of Architecture and Florida Statues 48 1 Pt. 1 Rule Florida Department of Professional
Interior Design Chapter 2 1 B, Florida Regulation
Administrative Code

GA 1992 Official Code of Georgia Chapter 4, Title 43, S.B. No. 168 Georgia State Board of Architects
annotated for the certification of
registered interior designers
...................................................................................................................................................................................................................................
I1 1989 Illinois Architecture Practice Act of Part 1150 Illinois Department of Professional
1993 1989. Notice of proposed Regulation
amendments cited for 1993
............................................................................................................................................................................................ ................
ME 1993 An act to regulate the use of the S.P. 467-1.D. 1459, Sec. 1.3 Maine censure of
title of certified interior designer MRSA 3 927, sub 5 8, 1B Architects, landscape Architects
and Interior Designers
.......................................................................................................................................................................................................................................
MN 1992 An act relating to occupations Section 1 ; Minnesota Statutes Minnesota Board of Architecture,
and professions 1990 section 1 16J.70, Engineering, land Surveying,
subdivision 2a landscape Architecture, and
Interior Design
..............................................................................................................................................................................................................................
Tx 1991 Regulation of practice of interior Sec. 1, Title 1 OA, Art. 249e,. Texas Board of Architectural
design S.B 429 Examiners

VA 1990 House Bill #645 on the regulation of 554.1-400and 554.1-403, Virginia Board of Architects,
interior designers Chapter 4, Article 1 & 2 Professional Engineers, land
Surveyors, and Landscape
Architects

could facilitate the preparation of better qualified candidates for programs in interior design, FIDER accredited preprofessional
the NCIDQ examination. assistant level programs in interior design (two-year programs),
other preprofessional assistant level programs in interior design,
Additionally, GXldidateSwho apply to take the ~XalllhtiCMlillus- and professional ducation in &td fields &-
trate much diversity in their educational backgrounds (T.Bostick, tecture, industrial design, and furnituredesign. candidates must
personal correspondence, 1992-1994),reflecting FTDER accred- d u a t i 0 d b,&gound through a f l q e d p h
ited first professional degree level programs in interior design which are reviewed relative to content, scope, and number of
(four-or five-year programs),other first professional degree level credit hours.The model d y used by NCIDQ (T. Bostldr,per-

m
JOURNAL OF INTERIOR DESIGN Volume 21 Number 2 1995
43
 Since education is the first step in the career path of a professional interi-
or designer, it serves as the foundation for advancement.

Figure 1
Carwr paths for professional interior designers, current status.

@Interior Design Experience Program

Research Team, March, 1995
.....................................
.
; Spec a :zed Cert f cation (Voluntary] :
..................'r................
licensing Professional Status Professional Associations

I
NCIDQ Eligibilify level

f
Independent
Experience

f \
f
53
B
' FIDER Accredited First
Professional Degree Level
Other First
Professional Degree
Programs Level Programs
Interior Design Interior Design
i / \

s o d communication, 1992-1994)to determine educational qual-
ity in interior design is the FIDER accredited first professional
degree level program (FIDER,1988a).
Data compiled by Dianne Jackman, past chairman of the FIDER
Board of Trustees, indicated that 2,500 studentswere expected to
graduate from FIDER accredited first professional degree level
programs in North America in 1992/1993 and 6,000 students
from first professional degree level programs (accreditedand non-
accredited) in North America in 1992/1993 (IDEP Research
Team,1993).Additionally, there were approximately 250 interior
design programs of three-, four-, or five-years duration in North
America, and there were another 250 programs which require
two years of study. At this time, there is no reliable statistical
information on these two-year programs (Coleman, Flanagan,
McNabb, & Zelnik, 1993). When this information is coupled
with the diversity of educational backgrounds presented to
NCIDQ, one can quickly visualize the future impact these students
wdl have on NCIDQ relative to educational evaluation.
Since education is the first step in the career path of a profes-
sional interior designeq it serves as the foundation for advanament
Requirements in education, in combination with experience and
examination,provide a system for evaluating the quality, respon-
sibility, and ability of a person to meet minimumstandards and
guidelines for professional competency and development. Recent
illustrations of this relationship have been prepared (Anderson
& Associates International, 1990; Governing Board for Contract
Interior Design Standards, 1989,1991),but they do not expand
on the diversity of education available to interior design students.

Volume 21 Number 2 1995 JOURNAL OF INTERIOR DESIGN

44
 Generally, the work experiences required for licensure are evaluated by
the state or provincial licensing boards.
Additionally, a FIDER first professional degree level is cited as
the expected educational background.
To understand the relationship of education and experience in
the career path of interior designers, a chart was developed by
the entry level apprenticeship program research team to illus-
trate the current status of education accepted by NCIDQ, as
well as the experience presented by the candidates for the
NCIDQ examination. The chart on the Career Paths for
Professional Interior Designers (see Figure 1) shows the wide
diversity of accepted educational backgrounds. The evaluation
noted for education and experience is currently a part of the
NCIDQ evaluation processes, but, because of the wide diver-
sity in education and experience, it is clear that a formal
evaluation system would help NCIDQ.
An independent educational evaluation service could review
the educational backgrounds of the entry level designers who
apply to take the NCIDQ examination. A service such as this
would alleviate problems, as well as provide evaluation of
education that does not meet FIDER standards for the first
professional degree level of education in interior design. This
service also could evaluate all alternative education routes
and make recommendations for additional study, supple-
mental education, and continuing education. Finally, it could
facilitate the review of eligibility requirements for a moni-
tored work experience program and provide needed
information for the evaluation of all education presented as a
part of the career path of a professional interior designer.
The Need in Relationship to Licensing
Requirements
Licensing boards either accept the NCIDQ experience require-
ments or develop their own often without research or universal
agreement between the boards. Because legal recognition
requires that interior designers take responsibility for their
work and highlights their ability to make professional judg-
ments, the public is assured that anyone using the title or
having a professional license has the appropriate qualifica-
tions.
The latest survey of interior design registration laws in the
United States identified 14 states and the District of Columbia
that stipulated some type of work experience to meet legal
registration requirements (see Table 3). Alabama, Georgia,
JOURNAL OF INTERIOR DESIGN
45
and Puerto Rico d o not require work experience, and
Minnesota identifies education and experience as determined
by the licensing board. Furthermore, Florida, Nevada, and
the District of Columbia have laws restricting the practice of
interior design, which usually means that the entry level work
experience is more closely scrutinized by the licensing board.
Of the ten provinces in Canada (see Table 4), eight provinces
have legal registration requirements (IDC, 1994). The provin-
cial associations have the same responsibilities as the state
licensing boards and the Canadians receive their profession-
al licenses through these provincial associations. But, they
are different from the state boards in that the provincial asso-
ciations form the Interior Designers of Canada, the national
professional association that serves as the voice of the pro-
fession as ASID and the newly formed International Interior
Design Association (IIDA) do in the United States. All of the
eight provinces require work experience for legal registration
and most of the provinces have title registration.
As a consequence of the expansion of licensing activity,
NCIDQ has become the recordkeeping body for most of the
work experience required for documentationthrough licensure.
Many of the states and provinces utilize the NCIDQ eligibil-
ity requirements (ASID, 1994) and some stipulate the NCIDQ
examination as a part of the law. Other states identify the
NCIDQ examination or an equivalent examination.
Generally, the work experiences required for licensure are
evaluated by the state or provincial licensing boards. The
assessments are done mainly by practitioners without uni-
versal guidelines or a research base and on an individual basis.
Information provided by NLCID members clarifies that boards
often develop d o n n a 1 guidelines structured on student intern-
ships in interior design or on the IDP in architecture (AIA &
NCARB, 1989,1991,1993; NCIDQ & NLCID, 1992). The
general concern is the definition of what constitutes appro-
priate experience and the documentation of this experience.
This concern is also verified in several state laws. During the
NLCID sessions over the last three years, there has been a
clear effort to list some of the work experiences acceptable for
licensing requirements, but a model for evaluation could
insure consistent reviews.
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 INTERIOR DESIGN EXPERIENCE PROGRAM, PART I

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Table 3
Licensing requirements-united States.
...................................
Stab Type of Act Minimum Education Education + Experience Examination
Alabama Title 60 auarter or 48 tri sem. credit hrs. No exwrience Yes, not identified
...................................
Arkansas Title 2 years 6 years NClDQ general
CQRlD residential
............................................................................
California SelfCertification None 68 vears Codes exam
Connecticut Title (As required by NCIDQ) (As required by NCIDQ) NCIDQ
...........................................................................................................................................................................................................................
Florida Title/Practice 4 years 6 years NClDQ
...............................................................................................................................................................................................................................
Georgia Title 4 years or first professional degree 4 years; no experience listed NClDQ or equiv.
.................................................................................................................................................................................................................................
Illinois Title 2 years 6 years NClDQ general
CQRlD residential
........................................................................................................................................................................................................................
Louisiana Title
.....................................
2 years
................................................................
6 years N C l W or equiv.
................................................................................................
Maine Title 2 years; 6 years NClDQ
Min. 4 vears. after 10/99 Codes exam
Maryland Title 4 years 6 years NlClDQ or equiv.
................................................................................................................................................................................................................................
Minnesota Title Board determines Board determines NClDQ
..............................................................................................................................................................................................................................
Nevada Title/Practice None until 1998 6 years educ + exper, or NCIDQ +
6 vears exDer. luntil 19981 Board exam
New Mexico Title None 8 years NCIDQ
..............................................................................................................................................................................................................................
New York Title 2 years 7 years Yes, not identified
Codes exam
.................................................................................................................................................................................................................................
Puerto Rico Title/Practice 2 yeors or 480 hours 2 years; no exp. specified Yes, not identified
..................................................................................................................................................................................................................................
Tennessee Title 2 vears 6 vears NCIDQ
Texas Title 1 year 5-6 years NClDQ or equiv.
...........................................................................................................................................................................................................................
Virginia Title 4 years FIDER first prof. degree 6 years
.............................................................................................................................................................................................
NClDQ or equiv.
Washington, DC Title/Practice 2 years 6 years NClDQ
IAs reauired bv NClDQl IAs reauired bv NClDQl

Adopted From ASID, 1994.

Table 4
Licensing quirements-Canada.
....................................................................................................................................................................................................................................
Province Type of Act Minimum Lducation Education + Experience Examination
...................................................................................................................................................................................................................................
Alberta Title 2 years 7 years
.......................................................................................................................................................................................................
NClDQ .............
British Columbia Title/Society Act 2yeors 6 years NClDQ
.............................................................................................................................................................................................................................
Manitoba Title 4 vears 6 vears NClDQ
New Brunswick Title FIDER prof.deg. or equiv. 6 years NClDQ
.....................................................................................................................................................................................................................................
Nova Scotia/ Title 3 years 7 years NClDQ
Prince Edward Island
..........................................................................................................................................................................................................................
Ontario Title 2 years specified 7 years NClDQ
..............................................................................................................................................................................................................................
Quebec Title 3 years 8 years NClDQ or equiv.
....................................................................................................................................................................................................................................
Saskatchewan Title 2 years 7 years NClDQ
.........................................................................................................................................................................................................................

Adapted From /DC, 1994.

Volume 21 Number 2 1995 JOURNAL OF INTERIOR DESIGN

46
 INTERIOR DESIGN EXPERIENCE PROGRAM, PART I
HARWOOD
Throughout the last decade, the education and experience
qualifications of interior designers have been under attack in
the licensing arena. The architectural profession generally feels
that the qualifications do not equate with those in architec-
ture. Turf wars for professional recognition and project work
have erupted at the grassroots level, as well as at other levels,
resulting in a formal letter of agreement on title registration
between the architectural and interior design professions. In
December 1989, the Accord Agreement (ASID, Institute of
Business Designers [IBD], International Society of Interior
Designers [ISID], & AIA, 1989) was signed reflecting the cul-
mination of two years of discussions “toward a unified
approach to title registration of interior designers” (p. 1).
Within h s agreement (see Figure 2), both professions embraced
the requirements for title registration to include education,
examination, and a monitored work experience program. With
this recognition, the need for an experience program was fully
established.
Providing a Solution to the Need
Based on all of the information accumulated and with a
clearly defined mandate from the interior design profes-
sion leadership, the development of a n entry level
apprenticeship program began. The objectives for the pro-
gram were threefold: (a) to bridge the gap between formal
education and competent professional practice; (b) to link
the processes of educational accreditation by FIDER with
that of professional examination by NCIDQ; and (c) to
address the need for quality experience required of NCIDQ
candidates, by licensing boards, and by interior design asso-
ciations.
Professional apprenticeship models (Bartholomew, 1992) in
other professions provided direction and clarification on the
relationship between school, work, and licensing requirements.
Most are offered either in tandem with graduate course work,
usually described by the term internship or externship, or after
completion of a master’s degree, usually described by the term
internship, apprenticeship, clerkship, or residency. The appren-
ticeship or internship programs in dietetics and pharmacy are
mandatory at a national level and also may be required through
state licensing. Those in law and medicine are generally required
through state licensing, and those in library science and nurs-
ing may be required through state licensing but are not
mandatory at a national level.
JOURNAL OF INTERIORDESIGN
47
Fmum 2
The Principles of the Accord Agreement.
The Accord Agreement on interior design title registrationwas
signed in December 1989 between the American Society of
Interior Designers (ASID), the Institute of Business Designers
(IBD),the International Society of Interior Designers (ISID),
and the American Institute of Architects (AIA). The principles
of agreement on the unified approach are identified below and
quoted directly. The indication of a monitored internship result-
ed in the investigationand development of the Interior Design
Experience Program (IDEP). The cuwent accepted definition
of an interior designer was being updated at the time.
.................. ...................... ... .. ..... .......... ..... .................... ... ........... ... ...... .....
*Title registration.
*Requirements for registration to include: [ 1 ) a fouryear minimum pro fes-
sional degree, accredited by the Foundation for Interior Design Education
Research or the equivalent; (2)National Council for Interior Design
Qualification testing or the equivalent; and (3)a monitored internship, to
be developed.
*No grandfathering without strict and equivalent education, training, and
testing criteria.
*Joint regulatory boards, where feasible.
*A clear definition of interior designer to be developed and agreed upon
by the respective parties at the state level.
*Voluntary continuing education.
*Licensed architects can continue to perform interior design services and
use the title, interior designer. 1
*Where states customarily provide sealing privileges for professions under
title registration, a set of definitional conditions will apply. In addition, the
parties pledge not to be associated with the development, consideration
or introduction of any form of interior design practice registration. 2
1 The term registered/licensed could not be used
2 The conditions apply to statements on working drawings indicating that
they were not done by an architect or engineer and were not for lad
bearing construction.
IDP in architecture, a model closely related to IDEP, was
investigated more thoroughly. The program was created to
remedy a deficiency at the entry level of the profession (AIA
& NCARB, 1989,1991,1993).It is administered as an arm
of NCARB (see Figure 3), the counterpoint to NCIDQ.
NCARB maintains records of an applicant’s education, train-
ing, examination, and registration, and it enforces training
requirements. It also manages about 60,000 intern files and
enrolls over 4,100 graduates annually from accredited archi-
Volume 2 1 Number 2 1995
 INTERIOR DESIGN EXPERIENCE PROGRAM, PART I

HARWOOD

Fiaure 3 tectural programs; it has processed about 12,000 partici-

Architectural Organizations.
pants(R. Rosenfeld, personal communication, 1992-1994).
The value of the program is well recognized but not docu-
Education Accreditation National Architectural Accrediting Board mented through extensive research or statistical evaluation.
INMBI Effective in July 1996, NCARB requirements will stipulate
Experience Program Intern Development Program (IDP) completion of IDP requirements to take the professional exam-
Examination Architectural Registration Examination ination, rather than the current opportunity of demonstrating
(ARE1 equivalent experience. When this happens, the turf wars
licensing Board National Council of Architectural between interior design and architecture may heat up again
Registration Boards (NCARB) because the career path of an architect will be fully delineated
ProfessionalAssociation American Institute of Architects (AIA) with standards and guidelines.
If NCIDQ accepts this NCARB model, there will be dramat-
ic effects within the interior design profession. In essence,
Figure 4 NCIDQ could state that all candidates for the examination
The 1995 Hypothesis. must have a FIDER accredited first professional degree level of
.........................................................................................
education, participate in a monitored work experience pro-
The 1995 Hypothesis is a prognostication on the future of
gram, and pass the NCIDQ examination in order to receive
interior design as put forth in 1984 by the meeting o f lead-
NCIDQ certification-some of the concepts put forth in the
ers of FIDER, IDEC, ASID, IBD, NCIDQ, AIA/IC and
ASIDNSC. Initially there were five major points, as noted “1995 Hypothesis” (see Figure 4; Abercrombie et al., 1986;
below, addressing visionary projections for 1995. Within a Veitch, 1988).While this may take longer to accomplish, it is
few years, the wording was altered slightly (points one, two, a clear direction that benefits the profession. As architects
and three were altered from “may” to “will”, but they continue to challenge interior designers in the licensing arena,
retained the same concept). These points were subsequently this model certainly seems justified.
expanded by leaders participating in the Interior Design
Issues Forum to include 13 additional points by October Based on this analysis of existing factors, a proposal for the
1987. One of these additional points was an apprenticeship entry level apprenticeship program in interior design was devel-
program for entry level interior designers. oped. The program was named the Interior Design Experience
..................................................................................................................
Program (IDEP). The stated purpose was to provide a struc-
By 1995:
tured training program for entry level interior designers through
1 . FIDER may accredit first professional degree level education pro-
a monitored, salaried work experience in preparation for pro-
grams in interior design.
fessional qualification. This purpose addressed the rationale for
2. N C l W may require, for eligibility to take its examination, a degree the study. The program concept would parallel that of IDP,
from a FIDER accredited program in interior design plus work expe
so there could be immediate recognition and acceptance of its
rience.
value to the design professions.
3. A professional organization may require for membership a degree
from a FIDER accredited program, work experience, passage of The educational requirements for the program were modeled
the NCIDQ examination, and maintenance of continuing education after the FIDER first professional degree level program in inte-
credits. rior design, so the proposal was initially restricted to only
4. Thirty states may have passed a professional title registration act. those graduates. In June 1992, the program was expanded,
5 . There may be one single umbrella professional organization in the on the request of IBD, to be inclusive of all interior design
United States. graduates, specifically because California and Florida had
..................................................................................................................
numerous graduates from two-year programs and their licens-
Adapted from Abercrombie et a/., I 986.
ing coalitions were independently engaged in heated debates
over the issue of minimum educational requirements. Both

Volume 21 Number 2 1995 JOURNAL OF INTERIOR DESIGN

48
 The most obvious people who benefit from the program are the entry
level interior designers.
states were subscribing to the NCIDQ requirement of a min-
imum of two years of education. Subsequently, this issue came
up with the IDEC educators, who voiced concern about
whether the educational standards should be inclusive or exclu-
sive. It was determined that the educational standards would
be inclusive, but with the expectation that those who did not
graduate from the FIDER model programs would be evalu-
ated to assess the need for additional study.
An extensive list of benefits was developed to support the
marketing of the program, and they reflect the most frequently
asked questions identified at the beginning of the research
study. Particular attention was given to those involved in the
program-the participants, the employing firm, and the pro-
fession.
The most obvious people who benefit from the program are
the entry level interior designers. For them, the program could
reinforce the lessons learned in the formal education period as
well as give structure and direction to the training experi-
ence. With delineated guidelines, it could help determine the
quality and diversity of experience, which is particularly
important to those in jobs with limited opportunities. Based
on the IDP model, the system could allow for recordkeeping
and validation of work experiences, thereby attesting to an
increase in knowledge, judgment, and integrity. Additionally,
the program could assist participants in relating to other pro-
fessionals, broaden their scope of exposure, and promote
their acquisition of professional discipline and skills. If the
work experience record is portable, then new employers could
review past work experiences, thereby supporting a constant
counseling system. Professional advisors could serve as men-
tors to novices in the field. Preparation for the NCIDQ
examination, as well as the evaluation of work experience
for licensing, will be enhanced.
The benefits to the employing firm are equally positive. The
program could support participation costs as the responsi-
bility of the participant, so there would be no direct costs to
the firm other than the stated salary. It is expected that the best
graduates would be attracted to firms known for their par-
ticipation. Those who participated could expect better job
retention, enhanced communication, and improved evalua-
tion of performance. The firms might also find that the
recordkeeping system for the program is more beneficial for
the employee to use than their existing one. Conversely, poten-
JOURNAL OF INTERIOR DESIGN
49
tial employees could show a more definitive record of past
experiences to the firm. Conceptually, the quality level of the
employee could be elevated through in-house information
seminars, continuing education, and auxiliary education.
The profession gains because the expected international stan-
dard for work experience supports the career path of an
interior designer and provides guidelines for evaluation by
licensing boards. In meeting the requirements of the Accord
Agreement, the program could easily enhance the image of
the interior design profession, particularly with that of archi-
tecture, because it could assure the quality of future interior
design professionals. Furthermore, the practitioner/educator
relationship is expected to be much stronger, because this
happens in other professions.
The IDEP proposal was presented to a wide variety of design
professionals and gained support from students, entry level
interior designers, practitioners, design firms, industry, pro-
fessional associations and organizations, and licensing boards
at state, regional, national, and international levels. The only
hesitant people were the IDEC educators, who were con-
cerned about the educational standards. It is hoped that as
more definitive research becomes available on two-year pro-
grams as well as on opportunities for additional study and
as IDEP is implemented, perceptions among the educators
might change.
Summary
The overall findings from this analysis support the need for a
structured work experience program for entry level interior
designers. Such a program could provide a critical link between
the education and examination processes and fill a void in
the career path of professional interior designers. Findings
from the study on career development support this concept;
"50% [of the business designers] change positions in the first
two years and 98% change within five years which would
indicate that an [apprenticeship] might assist in making a
smoother transition in the careers of designers" (J. Dohr,
1992).
As stated, NCIDQ has no delineated guidelines defining entry
level work experience, so a recommended model would sup-
port more structured training with career guidance.
Additionally, a formal evaluation system could help NCIDQ
Volume 21 Number 2 1995
 INTERIOR DESIGN EXPERIENCE PROGRAM, PART I
HARWOOD
A more consistent review and evaluation for all applicants
seeking legal recognition
in the review of candidates applying for the NCIDQ exami-
nation. Furthermore, it also could help facilitate IDEP eligibility
requirements and provide a system for the evaluation of all
education and experience presented as a part of the career
path of professional interior designers. Clarification of this
interrelationship could assist the interior design community
and the public sector in the understanding of professional
status and could enable interior designers to assess their indi-
vidual strengths and weaknesses.
Since many of the states and provinces utilize the NCIDQ
eligibility requirements, it is highly likely that they would
adopt the education and experience evaluation system imple-
mented by NCIDQ. This would encourage a more consistent
review and evaluation for all applicants seeking legal recog-
nition. Since many licensing boards are composed of both
interior designers and architects, a program paralleling IDP
could enhance the relationship between the professions. In
essence, this program could have a positive and dramatic
impact on the entire profession of interior design.
The information presented herein primarily documents the
investigation stage of the study. The second stage (completed)
focused on the development of the program and its content,
which is detailed in a subsequent article (Harwood, in press).
The third stage (in process) emphasizes the operational struc-
ture, which will be recognized through the implementation
of the program in 1996 with NCIDQ partnership. Additional
work must be completed during the next several years in
order to finalize all parts of the program.
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JOURNAL OF INTERIOR DESIGN
51
Author Nolo
Funding for the research phase of the project was made pos-
sible by a generous grant from the IBD Foundation, with
additional funding provided by the International Society of
Interior Designers. Supplementaryfunding was provided by the
Department of Interior Design, School of the A r t s , at Virginia
Commonwealth University and the Department of Interior
Design, Faculty of Architecture, at the University of Manitoba.
The research team members for the Interior Design Experience
Program are Buie Hanvood from Virginia Commonwealth
University (representing NCIDQ), Dianne Jackman from the
University of Manitoba (representing FIDER), and Ronald
Veitch from the University of Manitoba (representingIDEC).
The research team was assisted by an advisory board com-
posed of representatives of the major interior design
organizations. The representatives include ASID Charles
Gandy; CFID LaVaughn Grosely; FIDER Roi Nevaril;
Governing Board for Contract Interior Design Standards
Jan Johnson; IBD Margo Jones and Sandra Ragan; IDC
Sooz W a r n e r ; IDEC Robert Bartholomew; ISID Judith
Rand; ISP Fred Robinson; and the Issues Forum David
Kerner (deceased).
Additional assistance has been provided by Loren Swick
(deceased), former NCIDQ Executive Vice President; Todd
Bostick, current NCIDQ Executive Vice President; Karen
Guenther, NCIDQ President 1994 and 1995; Deborah
Steinmetz, NCIDQ Director of Professional Development;
Roslyn Brandt, Brandt Resources; and Judith Hale, Hale
Associates.
Editor Note
“An interior design experience program, Part II: Developing
the experiences” will be published in Volume 22, No. 1, of the
Journal of Interior Design. Permission for distribution of pre-
publication copies of the article has been granted to the author.
Volume 21 Number 2 1995