@inproceedings{8f8fdc9cf9e149818434789891c32081,
title = "Partnerships in an industrial design studio : augmenting the master-apprentice model to inspire collaboration",
abstract = "The industrial design studio presents opportunities for students to learn a range of skills and knowledge that will equip them to enter professional practice. This paper presents the unfolding of a capstone studio where student teams undertake project-based learning, and where the instructor is both the master and a team-player. The question that is investigated is to what extent does an augmented master-apprentice teaching model impact student collaboration in the design studio, and can the model be used to drive positive learning outcomes. The study considers the design process of 14 student-teams studying industrial design at Western Sydney University (WSU) Australia, and the design process of an instructor-team comprised of four industrial design academics. The paper is an experiential account of a lighting project as undertaken by instructors and students and proposes a novel method for teaching professional practice through co-creation, collective cohesion and by behaviour-modelling of collaboration in action.",
keywords = "industrial design, education, project method in teaching",
author = "Yevenes, {Karen Tamara} and Jean Payette and Sasha Alexander and Berry, {James Henry}",
year = "2020",
doi = "10.21606/drs.2020.157",
language = "English",
isbn = "9781912294374",
publisher = "Design Research Society",
pages = "1916--1932",
booktitle = "Proceedings of DRS 2020 International Conference: Synergy, 11-14 August 2020, held online",
note = "Design Research Society. Conference ; Conference date: 11-08-2020",
}