Constructing the conversational roles of studio design education stakeholders in times of change

The architectural design studio learning environment is central to architecture design education. The architectural design studio 'signature pedagogy' has gradually shifted away from its conventional forms of engaging students since the turn of the millennium. The studio has transformed into a contemporary form of design learning and teaching based on several factors including reduced contact time between academics and students, change in studio spatial typologies and the hierarchy of academics supporting student engagement. These shifts have had a major impact on the ways in which students perceive the role of academics. Not only have the roles for academics altered, but also the autonomy of students has changed. The nature of interaction in design studios is still, however, primarily conversational. The aim of this paper is to establish and define the roles of the learners and teachers (tutors and unit coordinators), and to refine and extend existing theory of conversational interactions. A qualitative case study of a major Australian University school of design, brings the variations in roles of all the stakeholders to the forefront and enables academics to be aware of the contemporary challenges required in changed scenarios. This research also highlights what the future of design education requires from academics and the associated expectations from their students.