Interdisciplinary education in the built environment negotiates the impetus for both fortified disciplinary specialisations in the education of professional degree programs and interdisciplinary collaboration as a representation of current practice. In the context of an increasing emphasis on interdisciplinarity in built environment practice and scholarship, the emergent field of interior architecture is particularly exposed to traditional assumptions regarding the capacity of the field and territorial disputes at the intersections of collaborative practice. This paper will examine scholarship on the increasing focus of interdisciplinary learning in higher education in relation to a collaborative design studio at the Faculty of Built Environment, University of New South Wales. A discussion of the perspectives of interior architecture students’ disciplinary skills and collaborative capacities before and after undertaking the design studio project reveals possibilities for a renewed articulation of the discipline, from the ground up.
|Keywords:||Interdiscplinarity, Discipline Identity, Interior Architecture, Studio Teaching|
Senior Lecturer and faculty Learning and Teaching Fellow, Faculty of Built Environment, University of New South Wales, Sydney, Australia
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