Factors affecting Critique in Architecture Design Studio: Evidence from Regional and Urban Institutes of Pakistan

Abstract

Critique is essential to studio pedagogy, yet it lacks standardized guidance, with practices varying among instructors, institutions, and accreditation frameworks. To explore factors influencing critique practices in architecture design studios across regional and urban institutes, a three-day faculty development workshop was conducted with participants from six regional institutes. This involved presentations, role-play, group exercises, and follow-up interviews to gather insights from academics, practitioners, students, and administrators. Participants identified four key groups, including students, faculty, jurors, and administrators, that contribute to tensions regarding feedback style, timing, assessment, and studio environment. Enhanced role clarity, empathy, and structured briefs fostered better engagement and learning. The findings highlight context-specific dynamics in a South Asian setting. A flexible framework is recommended, detailing learning objectives, staged feedback mechanisms, faculty-practitioner coordination, critique documentation, regular faculty training, and student involvement to strengthen pedagogy and align with accreditation standards.