Towards co-creating a sense of place : a multilayered participatory approach, exploring learning spaces for doctoral education based on design-based research
department or school: Education, School of (Okanagan)
data provider: DSpace
degree campus: UBCO
creator: Naghshbandi, Serveh
issued: 2021-03-23T15:20:19Z
issued: 2021
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: This qualitative study developed a multilayered participatory approach, exploring learning spaces for doctoral education. As an exploratory process, this research supported the development of design methodology and domain theory based on Design-Based Research (DBR). It identified the main conceptualizations of learning space from doctoral students’ points of views and developed a participatory model to make students’ multiple voices heard. Doctoral experience is viewed as being influenced by social practices of the scholarly communities and learning space in this context is a collective resource that can be altered through imagination of its inhabitants. Intersection of Production of Space in Architecture and Situated Learning theory in Education enabled me to build an integrated conceptual framework to explore doctoral students’ perceptions, lived experiences, and imaginations of learning spaces at UBC Okanagan. Three research questions reflected theoretical and practical aims. To answer them, I developed a multi-phased research through three sequential phases: questionnaire, Photovoice, and prototyping, which respectively addressed subjective, objective, and co-constructed aspects of learning spaces. Inductive, deductive, and latent approaches in Thematic Analysis informed the data analysis process. My findings suggest that while doctoral students emphasized individual space as a necessity in any PhD journey, they viewed a learning space beyond its physicality. Participants’ experiences reinforced that learning is embedded in communities of practice in doctoral undertaking. They implied creation of communities can turn any space into a place. Participants imagined spaces that support physicality (individual and shared spaces), liminality (in-between and on the margins), and (re)-configurability. Four themes emerged as design principles: 1) learning space is a layered multi-faceted phenomenon, 2) learning space is an indicator of support, 3) learning space has a po…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/77580
note: TOWARDS CO-CREATING A SENSE OF PLACE A Multilayered Participatory Approach, Exploring Learning Spaces for Doctoral Education Based on Design-Based Research by Serveh Naghshbandi M.A., University of British Columbia, 2014 M.A., Tehran University of Art, 2006 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE COLLEGE OF GRADUATE STUDIES (Interdisciplinary Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) March 2021 © Serveh Naghshbandi, 2021ii The undersigned certify that they have read, and recommend to the College of Graduate Studies for acceptance, a thesis entitled: TOWARDS CO-CREATING A SENSE OF PLACE A Multilayered Participatory Approach, Exploring Learning Spaces for Doctoral Education Based on Design-Based Research submitted by Serveh Naghshbandi in partial fulfillment of the requirements of the degree of Doctor of Philosophy. Dr. Susan Crichton, Okanagan School of Education, University of British Columbia Supervisor Dr. Karen Ragoonaden, Okanagan School of Education, University of British Columbia Co-supervisor Dr. Lynn Bosetti, Okanagan School of Education, University of British Columbia Supervisory Committee Member Dr. Patricia Lasserre, Irving K. Barber School of Arts & Sciences, University of British Columbia Supervisory Committee Member Dr. Susan Frohlick, Irving K Barber Faculty of Arts and Social Sciences, University of British Columbia Supervisory Committee Member Dr. Martin Blum, Faculty of Creative and Critical Studies, University of British Columbia University Examiner Dr. Barbara Brown, Associate Dean Teaching & Learning, Werklund School of Education, University of Calgary External Examiner iii Abstract This qualitative study developed a multilayered participatory approach, exploring learning spaces for doctoral education. As an exploratory process, this research supported the development of design methodology and domain theory based on Design-Based Research (DBR). It identified the mai…
has type: Thesis/Dissertation
date issued: 2021-05
is shown at: 10.14288/1.0396336
language: eng
degree discipline: Interdisciplinary Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/77580