In this article the authors set out and critically reflect upon an innovative pedagogical approach to delivering studio‐based learning – drawing on the ‘Collaborative Futures’ project. Collaborative Futures is a live project premised on a futures‐focused design brief written with an external partner. In previous iterations of the project, partners have included Hitachi and the Royal Bank of Scotland. Each year this project brings together a team of students in their final year on the Masters European Design programme to collaborate with a group of early career design graduates. Between 2019 and 2020, the Collaborative Futures project worked with Glasgow City Council’s Centre for Civic Innovation to explore and prototype citizen‐centred scenarios surrounding data experiences set in the context of Glasgow 2030. Throughout the project the student‐graduate team engaged in multidisciplinary collaboration within and beyond the boundaries of the higher education studio context, working with civic, academic and design professionals, public and third sector organisations, and members of the public. The authors reflect on the design process; theoretically unpack the cross‐cultural, studio‐based collaboration that took place; and discuss the complex challenges that emerged and the meditating role design artefacts played. The insights presented in the article have value for design educators seeking new approaches to designing and delivering studio‐based design learning that fosters creative, multidisciplinary communities of practice and collaborative capacity‐building for design students in a professional setting.

中文翻译：

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扩展工作室边界：在高等教育设计工作室之内外超越多学科协作中的紧张局势

在本文中，作者基于“协作未来”项目，提出并批判性地反思了一种创新的教学方法，以提供基于工作室的学习。“协作期货”是一个实时项目，其前提是与外部合作伙伴一起编写的以期货为中心的设计简介。在该项目的先前迭代中，合作伙伴包括日立和苏格兰皇家银行。每年，该项目都会在最后一年的硕士欧洲设计课程中召集一群学生，与一群早期职业设计毕业生合作。在2019年至2020年之间，``合作未来''项目与格拉斯哥市议会的公民创新中心合作，围绕格拉斯哥2030年背景下的数据体验探索并原型建立了以公民为中心的场景。在整个项目中，学生与研究生团队在高等教育工作室范围内外开展跨学科的合作，与公民，学术和设计专业人士，公共和第三部门组织以及公众合作。作者对设计过程进行了反思；从理论上讲，这种跨文化的，基于工作室的协作可以解开包装；并讨论出现的复杂挑战和沉思的角色设计假象。本文中介绍的见解对于寻求设计和提供基于工作室的设计学习新方法的设计教育者具有价值，这些方法可以在专业环境中为设计专业的学生培养创新的，多学科的实践社区和协作能力建设。