Studio-based learning experiences in vocational design education in Hong Kong

Studio-based learning (SBL) is a popular pedagogy for vocational design education in Hong Kong. In view of the ambiguity of the pedagogy and growing importance of creative industries in Hong Kong, there is a need to look into the pedagogical approach. An optimum studio-based learning and teaching experience can be accomplished readily, provided there is careful investigation of the key determinants for its fulfilment from existing practice. Therefore, the objective of this study was to understand participants' perceptions of existing SBL in the Hong Kong Design Institute (HKDI) and how these perceptions are manifested in the practice of SBL. A qualitative research approach was chosen in order to generate rich data pertaining to participants' perceptions of SBL in the HKDI. The data were collected from 153 questionnaires, and focus groups and face-to-face interviews with 11 students and 6 teachers. The study found that clear tensions exist between students and teachers regarding their expectations and concepts of the meaning of learning from SBL pedagogy. The results indicate five key determinants: (1) teachers' behaviour; (2) expectation management; (3) industry exposure; (4) project brief design; and (5) communication channels.