Storytelling as a multidimensional pedagogical tool in practice-based doctoral training for design disciplines

Abstract

Purpose

The paper investigates the pivotal role of storytelling as a pedagogical tool in tertiary education, specifically in the context of the practice-based doctoral framework in design disciplines. In such a doctoral model, storytelling assumes different meanings and nuances that open to a study in relation to the self-reflective process at the core of the learning paradigm.

Design/methodology/approach

The research methodology integrates a qualitative and participatory approach with visual and design-based methods through which the authors interact with primary sources (the body of work of PhD candidates) and relevant research literature.

Findings

Drawing on the expanding field of creative practice research, the research work evidences the emergence of storytelling as a research method and learning tool applied at different levels of the candidates' Doctor of Philosophy (PhD) journey and provides methodological insights into the practice-based doctoral training paradigm.

Originality/value

The paper demonstrates the role of storytelling as a learning tool and evidences the multiple levels that storytelling assumes over the course of a practice-based doctoral journey, integrating processual, operational and contextual dimensions.

Citation

Ottaviani, D., De Marinis, C. and Buoli, A. (2024), "Storytelling as a multidimensional pedagogical tool in practice-based doctoral training for design disciplines", Archnet-IJAR, Vol. 18 No. 1, pp. 206-222. https://doi.org/10.1108/ARCH-02-2022-0026