Comprehensive Designer - Article Example

Comprehensive Designer Comprehensive Designer Defining a comprehensive designer is a task that can be quite hard. The concern in defining the designer is what the term designing entails. There are many definitions of what designing is as there are fields in the study. Designing is a study that involves identification, analysis, problem identification and solving, conceptualization, implementation, evaluation and monitoring of a given solution to a need or problem that may face the society or a particular group or person of interest.

Any person that has the merits under the designing discipline is thus referred to as a designer, but that does not make the professional comprehensive (Faste, 2001).A comprehensive designer, according to my belief has to be a designer by profession. This is necessary since involvement in various designing tasks needs to be principally based on the fundamentals of the profession such as stability and safety. In addition to having the credentials in the designing field, they should be able to handle or propose solutions to any design problem.

In addition to solving the problem via scientific means, the proposed solutions should be economically viable, which means that solutions should be arrived at with regard to the available skill, material, space and durability. Although the designer may not be specialized to a given field, he or she should have some knowledge that can be passed to the nonprofessionals or students of the career.The comprehensive designer should thus be capable of applying scientific, mathematical, physical, economic, social and practical experience towards solving a problem in the discipline, regardless of the time span the solution is expected to serve (Faste, 2001).

It is the designer’s responsibility to link the conceptual and physical worlds, and comprehensiveness is brought about by ensuring the resultant idea is wholesome and in accord with the criterion above.ReferencesFaste, R. (2001). The Human Challenge in Engineering Design. International Journal of Engineering Education, 17(5), 327–331.