Cape Peninsula University of Technology

File(s) under permanent embargo

Reason: Permanent embargo due to the ethical agreement between the researcher and data collection source.

An adaptive design approach to studio spaces in higher education within the Interior Design and Architectural disciplines

Ethical Reference no: 210032464/2022/9 

 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 hot?desking 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. 


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