Constructing the Conversational Roles of Studio Design Education Stakeholders in Times of Change

Abstract

The architecture design studio sits at the heart of architectural design education. The traditional architecture design studio pedagogy called the ‘signature pedagogy’ has gradually shifted away from its conventional forms of engaging students. Since the turn of the millennium, the studio has transformed into a contemporary form of design learning and teaching based on several factors including reduced contact time between academics and students, change in studio spatial typology and the hierarchy of academics that are involved in student engagement. These shifts have had a major impact on the ways in which students perceive the role of their academics. Not only the roles for academics have altered but also the autonomy of students brought to the forefront. The nature of interaction in design studios is primarily conversational. The aim of this paper is to establish and construct the roles of the students(learners) and academics (tutors and unit coordinators) and to make a cross-comparison of how these roles have transformed from the past models’ descriptions and what do these roles imply for the future of architectural design studio education.A case study research on an Australian University undergraduate school of design sheds light on these roles to bring the variations in roles of all the stakeholders to the forefront and enables academics to be aware of the contemporary challenges required of their roles in the changed scenarios and what does the future of design education require for them and demands from their students.



Author Information
Naima Iftikhar, Queensland University of Technology, Australia
Philip Crowther, Queensland University of Technology, Australia

Paper Information
Conference: ECE2018
Stream: Higher education

This paper is part of the ECE2018 Conference Proceedings (View)
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