Methodology
- Martin, B. and Hanington, B. (2019) Universal Methods of Design: 125 Ways to Research Complex Problems, Develop Innovative Ideas, and Design Effective Solutions. Beverly, MA: Rockport Publishers.
Used as a methodological framework to identify appropriate research methods for the project. I will be referring to Behavioural mapping (p.6), Contextual inquiry (p.20), and Questionnaires (p.67), and to understand how these methods can be triangulated within practice-based research.
- Creswell, J. W. and Plano Clark, V. L. (2018) Designing and Conducting Mixed Methods Research. 3rd edn. London: SAGE Publications.
Chapters 3, 6 and 7 on survey design and integration to inform the use of adaptive questionnaires and the interpretation of how responses unfold across diverse teaching practices.
- Whyte, W. H. (1980) The Social Life of Small Urban Spaces. Washington, DC: Conservation Foundation.
Whyte’s approach to behavioural mapping through situated observation informs analysis of student engagement with embedded technical support in studio spaces and supports triangulation with questionnaire data.
Technical integration in studio contexts
- Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
Wenger is useful here because it frames learning as participation in a shared studio practice, where technical and academic roles contribute different but complementary forms of expertise.
- Droste, M. (2002) Bauhaus, 1919–1933. Cologne: Taschen.
Bauhaus is used here as historical context, to show that integrating technical and creative learning is not new, and that clear role distinctions can still be maintained. Mainly used for discussion of workshop-based teaching and the distinction between form masters and craft masters, this is also useful in terms of ethical boundaries between roles.
- Sams, C. (2016) How do art and design technicians conceive of their role in higher education? Spark: UAL Creative Teaching and Learning Journal, 1(2), pp. 62–69. Available at: https://sparkjournal.arts.ac.uk/index.php/spark/article/view/18
A UAL Spark article on technicians’ self-perceptions highlights that, in art studio contexts, technicians engage in technical support and instructional practices alongside academic staff.
To explore how similar forms of embedded support might be adapted to courses where technical provision remains separate from studio teaching.
Ethical considerations: wellbeing and mental health
- BERA (2024). Ethical Guidelines for Educational Research, Fifth Edition. British Educational Research Association.
Particularly sections on responsibilities to participants, wellbeing, and power relationships, which emphasise duty of care, minimising harm, and maintaining clear professional boundaries.
- Mental health and wellbeing guidance for staff. London: University of the Arts London.
UAL mental health and wellbeing guidance supports my ability to welcome students in studio and to respond appropriately when additional care or support is needed, informed by relevant training I have undertaken