At the heart of learning and teaching in studio based design subjects lies the engagement
by students and tutors in activities which are based on practical work simulating design
professionals’ work. We report here on a research project which explored the student/tutor
relationship in design pedagogies across a range of academic levels and subjects in one
institution. Although a small sample of interviews was obtained, 7 students and 7
academics, the data is a rich account of relationships which support or restrict student
learning. We consider that the relationships, which are mutable, often ambiguous and
uncertain in character, are part of enacted roles structured by the university, the design
practice and individual dispositions. These are further complicated by socio-cultural,
political and spatial factors. In the most positive learning engagements students and tutors
are working towards a two-way exchange on an equal level, which enables students to
achieve their best and to become independent practitioners in their own right.
DRS 2012 Bangkok
by students and tutors in activities which are based on practical work simulating design
professionals’ work. We report here on a research project which explored the student/tutor
relationship in design pedagogies across a range of academic levels and subjects in one
institution. Although a small sample of interviews was obtained, 7 students and 7
academics, the data is a rich account of relationships which support or restrict student
learning. We consider that the relationships, which are mutable, often ambiguous and
uncertain in character, are part of enacted roles structured by the university, the design
practice and individual dispositions. These are further complicated by socio-cultural,
political and spatial factors. In the most positive learning engagements students and tutors
are working towards a two-way exchange on an equal level, which enables students to
achieve their best and to become independent practitioners in their own right.
DRS 2012 Bangkok
