The Interior Design Engineering Programme at Gulf University is committed to graduate professional interior designers ready to work in practice and pursue further postgrad studies in the field of interior design and related disciplines. Our graduates are empowered with the competences and attributes needed for the development of the profession and communities in Bahrain, the region and worldwide.

Introducing the Interior Design Engineering (IDE) Programme at Gulf University (GU) in Bahrain stems from high demand on Interior Design Engineers due to the fast-growing construction sector in Bahrain and the Gulf Region. According to the Economic Development Board and the Information & eGovernment Authority, in 2017 the Building Construction Sector contributed 7% to the Bahraini economy and the sector grew by 5.7% in 2015 from 2016. The construction sector in Bahrain currently contributes 7% to the local GDP, and it is expected to increase 3-5% annually. Moreover, a market needs study of private sector is conducted by GU programme development team which indicates to the high shortage of engendering skills in the fresh-graduate of interior design programmes in Bahrain. Accordingly, there is an increasing demand on the recruitment of ID Engineers to serve the sector. Thus, Gulf University looks forward to launching its ID engineering programme to cover the Bahrain and GCC market needs for highly qualified ID engineers who can produce not only aesthetical but also applicable designs of interior space and products. This allows Bahrain to play its role as a hub for Higher Education in the region. This is also aligned with National Higher Education Strategy 2014-2024 encouraging the Higher Education Institutions to increase enrolment and graduation rates in engineering and mathematics related fields in collaboration with reputed international universities. The Interior Design Engineering is a four-year programme that prepares the student to be a significant member of the design team of construction firms, interior fit out & furniture and/or engineering consultation bureaus. An Interior Design engineer who will be graduated from GU is considered a key member of the team work, contributing to the holistic technical design solutions of interiors by developing schematic design and interior construction documents such as working drawings, details, shop drawing, technical plans, sections, installation details, bill of quantities, materials’ specifications and estimated cost.

This programme attracts students who are interested in the art, science and engineering of creating public and private spaces. Students who join this programme are expected to develop a plethora of skills in Interior Design as well as its engineering aspects. They are more likely to have sciences, mathematical and technical background with interests in humanities and social sciences. Although the programme is engineering oriented, it tackles the social and behavioural aspects related to Interior Architectural Design. GU provides a unique student’s life experience in Bahrain and the region through conductive learning atmosphere that consists of design studios, computing resources, laboratories workshops, equipped with modern tools and machines. Thus, attracting students from both genders and diverse cultural backgrounds, our students experience diversity among their peers and through the diverse academic staff members teaching the programme courses.

Our highly qualified academic staff members have developed the programme through a systematic benchmarking process. Similar programmes offered by top ranked international universities, CIDA standards, UK subject benchmarking statements of Engineering and Art & Design, EUR-ACE Framework Standards, and Criteria for Accrediting Engineering Programs (ABET) have been reviewed and compared to formulate the ID engineering programme at Gulf University. The programme focuses on five main domains of study in addition to offering a wide range of electives helping to shape the student’s specialization by graduation. The five main domains cover: Design as standalone domain, Sciences, Building Technology and Sustainability as Technology & Engineering domain, Rendering Technical drawings, Verbal and Writing as Communication domain, History, Theory and Humanity as Theory & History domain and Professional practice and management, Professional development (research) and Internship as Professionalism domain. The programme is supported with state of the art workshops and labs offering a wide range of specialized CAD and BIM Applications in addition to 2D and 3D printing facilities. With the offered programme and the supporting facilities, Gulf University seeks for CIDA validations. The programme graduates develop necessary skills for their professional life after graduation through a well-designed internship plan and interaction with professional ID designers and engineers through seminars regularly organized by Gulf University.

These regularly organized seminars and extracurricular activities ensure that Gulf University is building bridges with industry and professional bodies. Thus, keeping academic staff members and students updated with the latest in the field. Gulf University regularly seeks advice from the industry through its industry advisory boards which enables us to continuously develop our graduates’ attributes and ensure that our students graduate possessing the necessary attributes. The graduates of the Interior Design engineering programme are expected to have a passion for Interior Design and its engineering aspects, as well as being professional, effective communicators, team players, problem solvers, lifelong learners, sustainability driven, creative and reflective thinkers. All are attributes essential for increasing their employability, enabling them to secure their desired professional position and fulfilling their employer’s requirements. Upon graduation, our graduates can work in a variety of fields and play important roles such as:

  • Opening their own design firms
  • Working for design firms fulfilling many tasks like
    • Design
    • working drawings
    • Workshop drawings
    • Using state of the art CAD and BIM packages
    • 3D modelling and presentation; both manual and computer based
  • In the field of construction project management
  • Work as contractors or for contracting companies
  • Supervising construction work
  • And can excel to become consultants

Through our carefully designed internship plan, students get to experience most of the above mentioned professional fields to ensure that they have the capabilities to integrate and implement their skills in the field.

In addition to their professional training, graduates of the ID engineering programme are fully aware of their responsibilities towards their society and environment. They understand that ID engineering study is a unique type of study since it introduces them to the social aspects as well as the engineering aspects of ID. Not to mention the impact the buildings they design and build have on the environment. Our graduates understand their role as engineers and Interior designers in developing projects which have minimal impact on the environment and contribute positively to the quality of life of people using these buildings and interacting with them. They understand the requirements to build within different contexts, whether historic or contemporary, and they are aware of the environmental requirements in different climates.

Knowing their responsibilities towards the environment, the graduates are prepared for further studies whether that is by becoming Interior designers through any of the international certification, or through pursuing their postgraduate studies in any of the fields related to ID engineering. They are aware of the relationship between research, teaching and industry and how their collaboration is essential for the development of the profession of IDE.

The Programme of Bachelor of Science in Interior Design Engineering at Gulf University aims to:

  1. Provide stimulating learning environment including virtual and physical facilities where graduates’ knowledge, skills and competencies related to interior design engineering theoretical background, applications, problem solving, communication, ICT, numeracy, autonomy, responsibility and context will be developed and interrelated.
  2. Prepare graduates for high level commitments of the interior design engineers’ professional practice to Introduce and practice the multifaceted nature of art, design and engineering sciences to create assured capable graduates who are eligible for entry level of interior design engineering profession and/or for enrolment in further higher educations.
  3. Equip graduates with all round communications skills needed to conceptualize, develop and present design ideas and projects' details that facilitate production, execution of the design and enrich the interactive dialogues within the design process of interior spaces and products.
  4. Educate graduates to create, develop, provide, manufacture and maintain sustainable interior spaces, economical services and green products for local regional community, with an understanding of engineering aspects and methods that consider cost, durability, workability, and substantiality of projects, products, and services with awareness of the cultural, social, environmental and global context.
  5. Equip graduates with the process of exploration, critical thinking and creativity skills through a well-balanced and organized academic progression and succession of theoretical, practical and experimental pedagogies through physical and virtual simulation, that enable them to solve design and technical problems of space, such as aesthetic, function, ergonomics, thermal comfort, life safety, health, wellbeing, and materials’ life cycle cost.
  6. Build graduates’ holistic awareness of their leading role in creating applicable interior design of different types of the built environments within local and global context, by providing wide range of collaborative activities with partners form the academia, community and industry to reinforce the opportunities for informal leaning and developing interpersonal skills.
  7. Prepare graduates to be entrepreneurs in their own business and reflective practitioners, contributors and initiators in the development of their societies with excellence in leadership skills, ethical responsibilities, professional attributes and cooperation with clients and professionals from other disciplines.

 

Knowledge: Theoretical Understanding: 

After successful completion of the Programme the student will be able to:

  • PLO1. Demonstrate understanding of engineering scope and applications in the field of Interior Design with reflection on building types, components, systems, physical properties and sustainability principles   
  •  PLO2. Demonstrate critical knowledge of design principles and vocabularies, spatial characteristics and values, design inputs and processes within global perspective of Interior Design engineering practice and understanding of market changes and business
  • PLO3. Demonstrate comprehensive understanding of historical changes, contemporary movements, and related design theories of built environment to recognize the interrelations of social, economic, cultural, physical and environmental contexts with engineering solutions and design decisions for interior spaces and products
  • PLO4. Demonstrate in depth awareness of integrating    engineering and technology methods and standards with interior design solutions and practice with emphasis on materiality, construction, structure, services, sustainability, transportation, manufacturing, feasibility and inclusivity vary according to geographic location

Knowledge: Practical Application:

After successful completion of the Programme the student will be able to:

  • PLO5. Apply evidence based and systematic interior design process and engineering methodology to produce holistic interior design engineering solutions with respect to client, society’s needs and relevant regulations
  • PLO6. Examine illumination strategies, acoustical treatments methods, colour schemes composition, thermal comfort standards, indoor air quality, technical installation standard, materials properties, and finishes quality, taking into considerations safety, human wellbeing and sustainability of interior environments.
  • PLO7. Produce professional design and engineering documentations to facilitate comprehensive design discussions, appropriate budgeting and organized execution of interior design spaces and products.

 

Skills: Generic Problem Solving & Analytical skills

After successful completion of the Programme the student will be able to:

  • PLO8. Critically analyse projects constrains, interpret users’ needs and assess interior design investments utilizing design, technical, and engineering contemporary knowledge and skills
  • PLO9. Create multi axial interior design engineering solutions for spaces, products and services within interior environments to solve functional, technical, and execution issues while considering human wellbeing cultural, social and sustainability factors
  • PLO10. Evaluate design solutions and alternatives to support appropriate decision making in light of local and global interior design and engineering trends, codes and industry

 

Skills: Communication, ICT, and Numeracy

After successful completion of the Programme the student will be able to:

  • PLO11. Communicate effectively, in written, verbal and graphical forms, with design and engineering communities as well as with clients and societies at large to present the development and execution phases of interior design project while adhering to convincing arguments and ethical defence
  • PLO12. Deploy digitalized applications to simulate and examine physical, structural, ergonomic, functional and aesthetic aspects of interior design engineering solution within virtual and experimental environments
  • PLO13. Perform mathematical methodologies and interpret varied numerical, physical and graphical data to associate engineering knowledge and skills with efficient interior design processes and practices

 

Competence: Autonomy, Responsibility & Context

After successful completion of the Programme the student will be able to:

  • PLO14. Employ independent and lifelong learning competencies in diverse contexts through research, Self-assessment, and self-motivation to extend in depth learning, professional development and adaptability
  • PLO15. Contribute ethically towards the development of the profession within environmental, social, and economical responsibilities and interdisciplinary approaches.
  • PLO16.  Lead and collaborate effectively in interdisciplinary teams in varied types of projects with initiative and decision making responsibility
  • PLO17. Manage efficiently time, resources, and projects within defined and undefined context to achieve personal and organizational goals with consideration of relevant codes and regulations.

According to the nature of the interior design discipline with engineering feature of the profession, the design studio learning environment is considered as a core teaching and learning strategy in addition to lectures, workshops and laboratory based education, seminars, site visits and internship. Students are encouraged to make use of variety of learning resources such as text books, references and online resources, instructors’ presentations and hand-outs, general and specialized software.

  • Design Studios: in design studio courses, the instructor introduces a design project to the students according to the course description and level of that course. The instructor is keen to give real life design scenarios based on clearly stated briefs and requirements including the space planning, presentation, technical simulation and documentation. In the higher-level design studios, the students take an active role to participate in the development of the design criteria and requirements. The design studios syllables have been designed to be align with courses of engineering design of building physics such as acoustics, lighting, electrical, plumbing and HVAC systems. The design studios instructors provide the basic knowledge and understanding required to raise the students’ awareness about the giving projects and they supervise and support the students in the development of the design projects. While working on individual and group projects, the students receive design critiques form their instructor, other staff in the department and whenever possible from external professionals to enhance their design concepts, solutions, technical documentation and presentations. In the design studio learning environment the students develop also their management, professional and interpersonal skills through the progression of the design projects.            
  • Lectures: in this traditional model of teaching, the course instructor introduces specific topics to develop the students’ knowledge and understanding through the use of presentation, hand-outs, video material and other modern tolls. Additionally, the instructors are keen to encourage the students’ participation in class discussion, raise questions, and take an active role to enhance their learning.
  • Workshops: under the supervision of course instructor and/or workshop technician, the students work on giving practical tasks and their design models to develop and enhance the application skills and competences that are required in the field of interior design. Workshops tasks provide opportunities to have hands-on experience of different materials, tolls and machines, where the students work as individuals or in groups to be familiar and experienced in the production of interior design elements and projects.
  • Computer Labs: the computer machines in the design studios and other university labs are equipped with specialized software that serve the design and architecture disciplines such as AUTOCAD, Photoshop, 3Ds Max.  BIM and others environmental simulation software. The students are introduced to the basic functions and applications of the software and they are guided and supervised by the course instructor to work on design drawings and representation techniques. The development of visual communication skills and competence ensures that the students are confident in developing design documentations and presenting their design project and are able to apply such software after graduation in the practice of interior design and architecture professions.      
  • Case Studies: this method is used to introduce real life scenarios and situations driven from typical and everyday cases, which the student might face in general and specialized, work environments. Active participation and involvement in case studies method as Individuals or group develop the students’ analytical, critical thinking, problem solving and creativity skills.
  • Seminars: The students are regularly invited to attend and actively participate in seminars, which function as a platform to discuss general and subject specific topics in order to exchange experience between the staff, students and whenever possible external participants from the academic and practice. Such seminars keep the students aware about the updates in their disciplines and professions, also develop and enhance their interpersonal and communications skills. In addition, provide an opportunity to establish commemorations and relations that might support the students in getting internship and embayment.
  • Tutorials and focus group work: in less formal or in informal learning environments, the students with or without their instructors are encouraged to explain and discuss topics relevant to their study and support each other to be more confident about their knowledge and skills.     
  • Field and Site Visits: This learning method aims to expose the students to the real life practice of the study discipline outside the university campus. The students in specific courses or from various courses are taken to visit design offices, buildings where interior design projects are undertaken, public and private spaces, exhibitions, etc. students will be prepared for the field visit and during the site visit they are asked to observe and note the real life cases, professional working conditions and users behaviours, which form a base for further discussion during and after conducting the field visit.    

Guest Speaker: in particular courses or for all the Programme an external speaker from the industry or the academia is invited to present on his/her area of interest which convey new experience and support the students to expand their knowledge and understanding.

Gulf University recognizes that single or limited types and numbers of teaching, learning and assessment methods will not be sufficient and effective to achieve and assess the courses intended learning outcomes. Therefore, the University and Colleges Teaching, Learning, and Assessment Committees, in collaboration with heads of departments ensure that the courses instructors develop and apply wide range of teaching, learning and assessment methods aligned with the type and level of the courses. Within this context, the following tools are used across the courses without limitation:    

  • Projects
  • Exercises and reports
  • Case studies
  • Essay
  • Lab practical tasks
  • Workshops practical tasks
  • Written exams
  • Oral presentations
  • Jury/Panel assessment
  • Field visits
  • Listening and oral exams
  • Computer application
  • Research and report writing
  • Quizzes
  • Home and in class assignments
  • Classroom participation and discussion
  • Internship

Formative and summative assessments are considered and implemented in all courses. Assessment methods are aligned to course intended learning outcomes. Feedback is provided to students with specific information against relevant assessment criteria, about their work and how it could be improved.  The design studio instructor invites internal jury member and whenever it is possible external jury member to assess the students’ project and provide feedbacks and recommendation. In the higher level design studio and particularly in graduation projects, the department is very keen to invite external jury members from the academic and industry to reflect the views of other best practices and real life professional experience.

According to the curses level and type, a range of assessment scheme is applied, for example 30% to 40% is allocated for the final assessment, 15% to 20% is allocated for the midterm assessment, and 20% to 50% is allocated for course work during the semester (assignment, quizzes, projects etc.) and 5% to 10% for class participation. Class participation encourages students to take active roles in class discussion, self-motivation and engagement with their peers.

According to the nature of programme, there are variations in the assessment methods and weights to suit the type and level of the courses. For example, the practical courses such as drawing, lab and workshop courses rely more on course work during the semester. For theoretical courses such as history and theory courses rely more on written exams with 20% for the midterm exams and 40% for the final exams. There are particular assessment methods and scheme for the design studio courses, internship and graduation project.

  • Induction for newly admitted at the beginning of each semester to introduce academic regulations and understand the aims and intended learning outcomes of the programme.
  • Induction for enrolled students to be informed about updated regulations and new recruited staff. 
  • Academic Advising for all students from admission to graduation.
  • Course instructors introduce the course specification at the start of each semester to help students to understand the aims, learning outcomes, teaching, learning, and assessment of the course.
  • Teaching staffs to announce office hours to provide additional tuition (if needed) 
  • Technical support for labs and workshop assignments
  • Students’ representatives in college and university councils and committees   
  • Facilities and other support arrangements for students with special needs
  • Support and arrangements for field trips and workplace internships
  • Access to internet in the computer labs, library and Wi-Fi in students’ spaces in the campus
  • Medical Nurse for emergency cases    
  • Alumni and career development services
  • Students Union
  • E-learning Facilities

Admission Requirements:

i.      Applicant must have a high-school certificate or an equivalent, or a certificate from applied technical or industrial institutes or an equivalent, according to the regulations of the Ministry of Education in the Kingdom of Bahrain.

ii.     The high-school certificates must be in one of the following branches- Science, Commercial, Industrial, with a GPA of no less than 60%.

iii.    Applicants with GPA equal to or greater than 60% must sit for, and pass in placement tests, and if they fail they have to enroll in relevant preparatory courses, noting that:

  • while enrolling in preparatory courses(s), students are not allowed to enroll in the program courses, but they are allowed to enroll in the University Requirement Courses (provided that there is no prerequisites for such courses). After passing the preparatory courses, students can enroll in program courses. 
  • all preparatory courses are of (3) credit hours.

The following are the placement tests for Bachelor in Interior Design Engineering Program and relevant preparatory course(s) to be enrolled in, if applicants fails in placement test(s):

a.   Knowledge and Skills in Interior Design:

Pass Mark for “Knowledge and Skills in Interior design” test is 65%. If the Applicant scores less than 65%, s/he is required to enroll in and pass the Preparatory Course (IND011 Introduction to Knowledge and Skills in Interior Design).             

b.   Mathematics for Architecture and Interior Design:

Pass Mark for Mathematics test is 65%. If the Applicant scores  less than 65%, s/he is required to enroll in the Preparatory Course (MTH013 Mathematics for Architecture and Interior Design).

c.   Computer Skills:

Pass Mark for Computer Skills test is 65%. If the Applicant scores  less than 65%, s/he is required to enroll in the Preparatory Course (CS011 Computer Skills).

d.   English Language Proficiency:

Pass Mark for English Language Proficiency test is 65%. If the Applicant scores 40% to less than 65%, s/he is required to enroll in the following Preparatory Course (ENG016 Foundation English 2). If the Applicant scores less than 40%, s/he is required to enroll in the following two Preparatory Courses (ENG015 Foundation English 1 and ENG016 Foundation English 2).

iv. Applicants with GPA less than 60% shall directly enroll in a preparatory program that includes the following preparatory courses:

  • IND011 - Introduction to Knowledge and Skills in Interior Design,
  • MTH013 - Basic Mathematics for Architecture and Interior Design,
  • CS011- Computer Skills,
  • ENG015 - Foundation English 1,
  • ENG016 - Foundation English 2.
  • Design Studios
  • Workshop
  • IT Labs
  • Class rooms
  • Material Library
  • Library Resources
  • Electronic Resources

Gulf University looks forward to launching its ID engineering programme to cover the Bahrain and GCC market needs for highly qualified ID engineers who can produce not only aesthetical but also applicable designs of interior space and products. This allows Bahrain to play its role as a hub for Higher Education in the region. This is also aligned with National Higher Education Strategy 2014-2024 encouraging the Higher Education Institutions to increase enrolment.

Graduates of the Interior Design Engineering Programme will gain skills enabling them to secure their desired professional position and fulfilling their employer’s requirements. Upon graduation, our graduates can work in a variety of fields in both private and public sectors and play important roles such as:

Jobs directly relevant to your degree include:

 

Jobs where your degree may be useful include: