About Us

About Us

Match Studio activities act as a catalyst for innovation not only in UniSA’s approach to teaching and learning, but also offers structured student and researcher engagement opportunities to inform innovations for business, industry and policy makers.

Match Studio arose out of UniSA’s STEP 2010 funding program that supported innovative approaches to improving the quality and quantity of student engagement through experiential learning. Since this time, Jane Andrew has led the development of Match Studio within the School of Art Architecture and Design, by developing and delivering alternative models of Work Integrated Learning that step outside of the traditional teaching and learning, and industry placement paradigms.

Hosted by the School of Art, Architecture and Design, within the Division of Education, Arts and Social Sciences, Match Studio’s development and contribution to innovation in teaching and learning that links to research and foster students’ professional development through facilitating industry linked projects. The development of Match Studio has been informed through a humanities and social sciences lens anchored by Human Centred Design as its methodological lens.

The development of Match Studio’s industry linked project-based learning activities and associated suite of workshops and collaboration tools has been informed by academic research on innovation and systems theory; education theory and practice; management and interdisciplinary collaborative practice; policy studies; and design management. In addition, inspiration is continually drawn from other universities and platforms contributing to the discourse and practice of Work Integrated Learning, innovation and entrepreneurship, led through a design process.

Since its establishment in 2010, Match Studio has explored, tested and refined a more industry responsive and authentic collaborative project-based learning and knowledge exchange experience for students, academics and external clients. This has been achieved by engaging a coalition of the willing prepared to take measured risks in providing students with opportunities for learning beyond the traditional pedagogical approaches and timetabling framework.

At the core of the Match Studio’s undergraduate and postgraduate projects is ‘Design Thinking’ delivered within a ‘disciplinary agnostic’ studio environment. Studio based art and design education is a distinctive form of practice-based learning that integrates the acquisition of skills and knowledge with their application in undertaking professionally relevant projects and tasks. In offering combinations of theory and application, reflection and practice, studio education can be highly interactive and supportive of peer-to-peer learning. The ‘studio’ provides a model for the principle professional workplace of artists and designers in an environment supportive of risk, experimentation, and innovation. In essence Match Studio’s pedagogical approach combines Inquiry Based Learning with Problem Based Learning through the process of Design Thinking.

Match Studio’s client based projects employ Design Thinking process in which the end user and clients’ needs or problem comes first. This requires students to develop and apply skills they do not necessarily experience within the core curriculum. Working on user and client focused projects requires students to develop and apply skills such as communicating with multiple people from differing educational backgrounds, understanding their personal values and core competencies; client and stakeholder consultation; creativity and idea generation; co-creation methodologies and methods; client focused concept development; skills in collaboration; working to real budgets, project costing, and time and project management skills; attributes of innovators and entrepreneurs; problem identification and analysis; opportunity filtering and idea selection; project costing and management; undertaking opportunity and business feasibilities; the basics of business/enterprise management; and, reflective practice.

 

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