Abstract
Addressing interactive and communicative aspects of design process, architectural pedagogy, and practices of urban education, collaborative design studio (CDS) has become a considerable area of interdisciplinary research in the past years. However, a growing body of knowledge in CDS studies shows that the criteria of evidence-based practices, empirical explorations, and theoretical conceptualization of CDS have not been addressed properly yet. Thus, adopting quantitative and qualitative approaches, the study tends to provide a conceptual framework for CDS studies and explore the interrelations between three parameters of the generated model through a case study of collaborative design studio in practice. Firstly, the study tends to conceptualize various dimensions of collaborative design studio based on the previous researches in terms of place, content, process, time, and size. Secondly, the study implements correlational research methods in terms of structural equation model (SEM) and factor analysis in order to explore interrelations between parameters of size, place, and process in a case study. In this way, findings of the study indicate that the parameter of size has significant influences on the process factor in CDS practices. Moreover, it suggests that the parameter of place is not likely to have considerable impact on the factor of process.
Highlights
Design studios in the context of architecture, urban design, and planning education are the settings of debate, creativity, discussion, imagination, critique, consult, challenge, improvement, contest, and collaboration
Experiences of design studios in the faculties of architecture, design, and planning reveal a common dominance of individuality and personal-biased tendencies in design practices regardless of whether it has been encouraged by academics/milieu of the school or personal/individual preferences
According to the case study and previous researches, the study suggests a conceptual model as a possible framework for adopting a relatively comprehensive approach to conceptualize the attributes of collaborative design studio in order to provide empirical case studies in practice
Summary
Design studios in the context of architecture, urban design, and planning education are the settings of debate, creativity, discussion, imagination, critique, consult, challenge, improvement, contest, and collaboration. Previous researches have provided evidences that design process will improve effectively as a result of communication, but the skill of communication does not often come (Daniel, 2002) In this way, collaborative pedagogy is a critical part of design education in architecture, urban design, and planning that can be held in the actual setting of a design studio. It is noteworthy to mention that design process, as an educational subject, is characterized by the lack of clear separation between practical skills and theoretical knowledge (Simoff & Maher, 2000) In this way, the common ground of interactions between design studio, collaboration, and architectural education covers the intersection of practical aspects of design, empirical evidences, and experiences in the context of design studio. The paper tends to argue about the implementation of collaborative design studio in a case study
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