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Built from a multiple case study of 22 design students, it gathers data through questionnaires and interviews during team projects. Using the zone of proximal development, coded results are organized by thematic categories and training levels to support teaching and assessment practices, enabling a systemic, confident navigation of collective design projects and more complex collaboration dynamics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/integrated-studio-approach-to-motivate-collaboration-in-design-projects-abstract/600101/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/integrated-studio-approach-to-motivate-collaboration-in-design-projects-abstract/600101.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address about teamwork in design curricula?","Question",{"text":112,"@type":113},"It targets gaps in how teamwork is pedagogically integrated and assessed in design programs, which limits coherent teaching, learning, and evaluation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the learning model developed in the study?",{"text":117,"@type":113},"The model results from a multiple case study based on the learning experiences of 22 design students, using questionnaires and interviews during various team projects.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the zone of proximal development concept shape the proposed model?",{"text":121,"@type":113},"The article organizes coded data by thematic categories and training levels in relation to the zone of proximal development, producing a practical tool for teaching and assessment of teamwork skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600101,1792190729,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Integrated studio approach to motivate collaboration in design projects  \nVirginie Tessier, University of Montreal, Canada  \nAbstract  \nIn an attempt to resolve some of the gaps associated with the pedagogical integration of teamwork in design curricula, this article seeks to share a model for learning teamwork skills. This model is the result of a multiple case study methodology based on the learning experiences of 22 design students. Data was collected during various team projects through questionnaires and interviews. In relation to the concept of the zone of proximal development, the coded data was organised by thematic categories and training levels to provide a practical tool to support teaching and assessment practices to encourage the learning of teamwork skills. The proposed model allows for a systemic understanding of teamwork skills that should be acquired during design training to navigate with efficiency and confidence in the collective projects of design’s community of practice. The use of the model promotes the adoption of more complex teamwork dynamics, such as collaboration, enhanced with an integrated pedagogical approach. It also motivates individual action towards collaborative initiatives in the hopes of more coherent teamwork processes.  \nKeywords:  \nDesign, teamwork, collaboration, process, project-based learning, zone of proximal development  \nIntroduction  \nSince the 1980s to the mid-1990s, the design community has recognised and valued the social dimension of its processes. For example, Bucciarelli (1988) positioned design as a social practice, Cross and Cross (1995) studied the distinctions between different team processes, and Goldschmidt (1995) compared individual and collective practices. Since then, design has been more and more leaning towards shared and collective processes. As Goldschmidt (1995) stated, the complexity of design projects led designers to be confronted with ‘the need for multiple expertise and division of labour’ (p. 189) . Nevertheless, an integrated vision of the project is crucial to support complexity and encourage its deep understanding by project experts (Stompff & Smulders, 2013) . Accordingly, the application of pre-existing solutions is neither possible nor desirable.  \nThe last decade and the most recent international crises have confirmed the need for practitioners to develop new skills to conduct their tasks and projects in complex circumstances. Above all, understanding and optimising the work that is carried out in partnership with others is fundamental to propose innovative solutions created from new knowledge (Minder & Lassen, 2018) . In that context, professional designers have been invited to join projects initiated by many disciplines, ranging from medical products, ergonomic solutions, technological innovations, marketing initiatives, etc. In that sense, the designer has become a generalist that masters a creative process and analytical skills to converge to meaningful and innovative propositions.  \nBuilding on these insights from practice, teamwork is now an accepted way of working in design. The industry and design agencies are explicitly asking for teamwork skills from novicesas they integrate their work environments (Sands & Worthington, 2007; Council for Interior Design, 2020) . Unfortunately, knowledge on that matter can be difficult to gain because of the multiplicity of factors that differentiate these experiences. Most of our past research initiatives have been directed towards gaining a better understanding of these collective dynamics of design activities (Zahedi et al., 2017, 2018; Tessier & Zahedi, 2019) . However, the integration of teamwork within design curricula around the world does not seem to have been the subject of consistent inquiry to ensure the coherence of its teaching, learning methods, and assessment practices. Despite the repeated efforts of teachers and institutions to offer learning situations that are based on authentic practic","cbCaiug13qOgJvnx","https://ap.wps.com/l/cbCaiug13qOgJvnx","pdf",411558,17,"English","# Abstract\n# Introduction","[{\"question\":\"What problem does the article address about teamwork in design curricula?\",\"answer\":\"It targets gaps in how teamwork is pedagogically integrated and assessed in design programs, which limits coherent teaching, learning, and evaluation.\"},{\"question\":\"How was the learning model developed in the study?\",\"answer\":\"The model results from a multiple case study based on the learning experiences of 22 design students, using questionnaires and interviews during various team projects.\"},{\"question\":\"How does the zone of proximal development concept shape the proposed model?\",\"answer\":\"The article organizes coded data by thematic categories and training levels in relation to the zone of proximal development, producing a practical tool for teaching and assessment of teamwork skills.\"}]","Integrated Studio Approach to Motivate Collaboration in Design Projects - Abstract | PDF",1792090031,43]