Variance in student and teacher roles in the contemporary Australasian architecture design studio context

Abstract

Purpose

This study aims to expose the various roles that teachers and students adopt in the architecture design studio. It highlights how these roles change over time, through three distinct phases, which relate to the stages of the design project. This understanding of how roles change over the semester will guide academics in understanding how to better relate to students.

Design/methodology/approach

Through a series of interviews and surveys, this study utilised a modified Delphi method to establish a consensus of opinion, both within and across the three stakeholder groups of students, tutors and coordinators/lecturers. Two rounds of data collection were conducted, with “expert” perceptions of the three stakeholder roles being established.

Findings

The roles that are adopted and perceived by students, tutors and coordinators/lecturers vary over time and respond to the stages of the design project. While there is general agreement between the perceptions of students and their teachers, there are some notable differences at key times.

Originality/value

This research builds upon previous studies into the roles of students and their teachers in the architecture design studio. It provides a nuanced map of how roles change and how interactions happen, over the duration and through the phases, of the architecture design project.

Citation

Iftikhar, N., Crowther, P. and Osborne Burton, L. (2021), "Variance in student and teacher roles in the contemporary Australasian architecture design studio context", Archnet-IJAR, Vol. 15 No. 3, pp. 683-702. https://doi.org/10.1108/ARCH-01-2021-0020