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An adaptive design approach to studio spaces in higher education within the Interior Design and Architectural disciplines
Author(s)
Stock, Gail Angilique
Date Issued
2022
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
This research is focused on dedicated learning spaces within higher education institutions and,
more specifically, studio spaces within the disciplines of Interior Design and Architectural
education. Conventional design studios in higher education are manifesting a shift due to the
steady progress of the internet and information technology. Thus, the educational function of
the design studio within the traditional pedagogical structure needs to respond to current social,
economic, ecological and technological changes. Consequently, the main research challenge
that prompted this study was the search for, and conceptualisation of, a creative and adaptive
approach to a more collaborative studio space, so that the integration of the physical studio
space and virtual studio might work together to complement each other. The reinvention of the
physical studio space could ultimately lead to the design principle of a more structured hotdesking
studio, founded on mobile work patterns. Moreover, this research suggests the
concept of a nomadic studio as a further development of hot-desking which institutions could
adopt. The research follows a qualitative approach which employed Participatory Action
Research. In order to analyse the user responses within these spaces, focus group
discussions, interviews and participatory observation were carried out at a private higher
education institution that has embraced an adaptive and technology-based studio
environment. The findings revealed notable needs for adaptation regarding the architecture,
interior and furniture elements within the identified spatial typologies of a studio. In particular,
tangibility and tacit knowledge were also emphasised by the findings, namely that the
immersive nomadic studio which offers students the opportunity to be present in the ‘real world’
while designing for the ‘real world’ makes a positive contribution towards empathic design
needs.
more specifically, studio spaces within the disciplines of Interior Design and Architectural
education. Conventional design studios in higher education are manifesting a shift due to the
steady progress of the internet and information technology. Thus, the educational function of
the design studio within the traditional pedagogical structure needs to respond to current social,
economic, ecological and technological changes. Consequently, the main research challenge
that prompted this study was the search for, and conceptualisation of, a creative and adaptive
approach to a more collaborative studio space, so that the integration of the physical studio
space and virtual studio might work together to complement each other. The reinvention of the
physical studio space could ultimately lead to the design principle of a more structured hotdesking
studio, founded on mobile work patterns. Moreover, this research suggests the
concept of a nomadic studio as a further development of hot-desking which institutions could
adopt. The research follows a qualitative approach which employed Participatory Action
Research. In order to analyse the user responses within these spaces, focus group
discussions, interviews and participatory observation were carried out at a private higher
education institution that has embraced an adaptive and technology-based studio
environment. The findings revealed notable needs for adaptation regarding the architecture,
interior and furniture elements within the identified spatial typologies of a studio. In particular,
tangibility and tacit knowledge were also emphasised by the findings, namely that the
immersive nomadic studio which offers students the opportunity to be present in the ‘real world’
while designing for the ‘real world’ makes a positive contribution towards empathic design
needs.
Additional information
Thesis (MTech (Interior Design))--Cape Peninsula University of Technology, 2022
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