Table 3 Studio instructor role in an... | Emerald Publishing

Table 3

Studio instructor role in an ideal studio environment

S	Representative excerpts	Initial codes
7	“They should say a single word and let me find my own way. But I don’t want to be afraid of my tutor. I don’t want to hold back thinking ‘if I do this, they’ll get angry and say something harsh.’ It would be better to follow a shared path together.”	→Minimal but meaningful guidance →Avoid fear of tutor response →Shared/co-navigated design process
14	“Guidance is something that should be there, yes, but it shouldn’t be imposed. The tutor’s influence shouldn’t be too strong. They should direct us toward research. They should show how something can be done or show us where we might find it. Otherwise, it doesn’t feel like I am the one who has done the project.”	→Guidance without imposition →Showing “how/where” without taking over →Maintaining student authorship
28	“I think there is a threshold for the student. This threshold is when the student can learn and research on their own, feel confident in what they are doing, and ensure that what they do is internally coherent. For students who are below that threshold, the tutor should tell them, ‘You are not researching properly.’”	→Threshold of learner autonomy →Calibrated tutor intervention →Explicit support for developing research skills

S	Representative excerpts	Initial codes
7	“They should say a single word and let me find my own way. But I don’t want to be afraid of my tutor. I don’t want to hold back thinking ‘if I do this, they’ll get angry and say something harsh.’ It would be better to follow a shared path together.”	→Minimal but meaningful guidance →Avoid fear of tutor response →Shared/co-navigated design process
14	“Guidance is something that should be there, yes, but it shouldn’t be imposed. The tutor’s influence shouldn’t be too strong. They should direct us toward research. They should show how something can be done or show us where we might find it. Otherwise, it doesn’t feel like I am the one who has done the project.”	→Guidance without imposition →Showing “how/where” without taking over →Maintaining student authorship
28	“I think there is a threshold for the student. This threshold is when the student can learn and research on their own, feel confident in what they are doing, and ensure that what they do is internally coherent. For students who are below that threshold, the tutor should tell them, ‘You are not researching properly.’”	→Threshold of learner autonomy →Calibrated tutor intervention →Explicit support for developing research skills

Source(s): Author’s own work