Scopus

EXPORT DATE:02 Nov 2024

1
Anzures, F.A.S., Marques, L.
The LED Lamp metaphor: Knowledge and the creative process in new media art
(2022) Poetics, 92, art. no. 101644, . Cited 5 times.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85123584736&doi=10.1016%2fj.poetic.2022.101644&partnerID=40&md5=5384d8a9c4de4be7e88
39ce8aea98840

DOI: 10.1016/j.poetic.2022.101644
AUTHOR KEYWORDS: Collaboration; Creativity; Explicit knowledge; Knowledge;
Knowledge-creating place; Mexico City; New media art; Tacit knowledge

2
Ardington, A., Drury, H.
Design studio discourse in architecture in Australia: The role of formative
feedback in assessment
(2017) Art, Design and Communication in Higher Education, 16 (2), pp. 157-170.
Cited 16 times.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85031739491&doi=10.1386%2fadch.16.2.157_1&partnerID=40&md5=35ff0f32709260db6f7c999c
b97f57c9

DOI: 10.1386/adch.16.2.157_1
AUTHOR KEYWORDS: Assessment; Design pedagogy; Design studio discourse; Formative
feedback; Subjectivity; Tacit knowledge

3
Barrett, E.
Experiential learning in practice as research: Context, method, knowledge
(2007) Journal of Visual Art Practice, 6 (2), pp. 115-124. Cited 31 times.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
66249150225&doi=10.1386%2fjvap.6.2.115_1&partnerID=40&md5=ca3906c9b2205050b9c6ea7d3
8f7f369

DOI: 10.1386/jvap.6.2.115_1
AUTHOR KEYWORDS: Aesthetic experience; Creative arts research; Personal
knowledge; Practice; Sense activity; Tacit knowledge

4
Budge, K.
Teaching art and design: Communicating creative practice through embodied and tacit
knowledge
(2016) Arts and Humanities in Higher Education, 15 (3-4), pp. 432-445. Cited 13
times.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
84978371371&doi=10.1177%2f1474022215592247&partnerID=40&md5=8f369148077b72cbf6cd588
385d0b795

DOI: 10.1177/1474022215592247
AUTHOR KEYWORDS: Creative practice; embodied knowledge; higher education; tacit
knowledge; teaching art and design

5
Fleischmann, K.
Making tacit knowledge explicit: the case for online peer feedback in the studio
critique
(2024) International Journal of Technology and Design Education, .
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85195204162&doi=10.1007%2fs10798-024-09911-
8&partnerID=40&md5=2c9346981b19e93e241a0e743432501c

DOI: 10.1007/s10798-024-09911-8
AUTHOR KEYWORDS: Design studio; Design studio critique; Online peer critique;
Peer assessment; Tacit knowledge; Technology-enhanced design education
INDEX KEYWORDS: Computer aided instruction; Curricula; E-learning; Knowledge
management; Students; Visual communication, Assessment process; Design Education;
Design studio critique; Design studios; Online peer critique; Peer assessment; Peer
feedback; Tacit knowledge; Technology-enhanced design education, Studios

6
Friedman, K.
Research into, by and for design
(2008) Journal of Visual Art Practice, 7 (2), pp. 153-160. Cited 40 times.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
77950761684&doi=10.1386%2fjvap.7.2.153_1&partnerID=40&md5=2df8b74ff13aec8fa71859878
f56e7b4

DOI: 10.1386/jvap.7.2.153_1
AUTHOR KEYWORDS: Explicit knowledge; Research; Tacit knowledge; Theory
construction

7
Gaunt, H., Treacy, D.S.
Ensemble practices in the arts: A reflective matrix to enhance team work and
collaborative learning in higher education
(2020) Arts and Humanities in Higher Education, 19 (4), pp. 419-444. Cited 15
times.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85075180451&doi=10.1177%2f1474022219885791&partnerID=40&md5=182d47c88596bbc41f79056
dda586f1f

DOI: 10.1177/1474022219885791
AUTHOR KEYWORDS: arts; collaboration; collaborative learning; Ensemble;
leadership; peer learning; reflection; reflective practice; team work

8
Grocott, L., McEntee, K., Coleman, K., Manix, R.
The becoming of a designer: An affective pedagogical approach to modelling and
scaffolding risk-taking
(2019) Art, Design and Communication in Higher Education, 18 (1), pp. 99-112. Cited
7 times.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85065906133&doi=10.1386%2fadch.18.1.99_1&partnerID=40&md5=808e752cbcf06a482ddee7e6e
6660221

DOI: 10.1386/adch.18.1.99_1
AUTHOR KEYWORDS: Becoming; Design education; Embodied learning; Intrapersonal
skills; Mindset; Risk-taking; Serious play; Studio pedagogy

9
Hassanpour, B., Ani, A.I.C.
Transparent assessment model in architecture design studio: Eastern mediterranean
university as case study
(2015) Open House International, 40 (2), pp. 37-43. Cited 1 time.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
84938218894&partnerID=40&md5=e0c17674667cb019e8cc641bcfee372d

AUTHOR KEYWORDS: Architecture design studio; Criteria; Grading and assessment;

10
Ho, A.
INVESTIGATING APPROACHES OF TRANSFERRING TACIT KNOWLEDGE TO NOVICES WITH A
THEORETICAL VIEW
(2023) New Design Ideas, 7 (1), pp. 5-20. Cited 1 time.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85158936577&partnerID=40&md5=86fff59500e0653d2a69b151c48aca54

AUTHOR KEYWORDS: design education; knowledge management; knowledge transfer;

11
Krukowski, S.
T-Squared: Theories and tactics in architecture and design
(2021) T-Squared: Theories and Tactics in Architecture and Design, pp. 1-280.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85201246325&doi=10.1386%2f9781789384338&partnerID=40&md5=049be9fb933bbb98ea749da385
9d680a

DOI: 10.1386/9781789384338
AUTHOR KEYWORDS: Agriculture; Architectural structure & design; Architecture;
Architecture / design; Architecture / study & teaching; Art / study & teaching;
Art techniques & principles; Drafting; Drawing & presentation; Engineering;
Technology

12
Musgrave, E.A., Neale, D.
Tacit knowing: Making disciplinary knowledge visible in architectural design
(2015) Design Principles and Practices, 8, pp. 43-54.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
84940045405&doi=10.18848%2f1833-1874%2fcgp
%2fv08%2f38304&partnerID=40&md5=7d46d5a255ce3a47e425a980cb37c8b7

DOI: 10.18848/1833-1874/cgp/v08/38304
AUTHOR KEYWORDS: Abstraction; Architectural design; Michael polanyi; Studio
pedagogy; Tacit knowing

13
Silberberger, J.
What Can Possibly Go Wrong? Three Examples of Recurrent Deficiencies in the
Teaching of Architectural Design
(2022) International Journal of Art and Design Education, 41 (2), pp. 214-226.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85131189235&doi=10.1111%2fjade.12409&partnerID=40&md5=22b3da3af27651916fa27b848a94f
ed0

DOI: 10.1111/jade.12409
AUTHOR KEYWORDS: architectural design; case study; design research; ethnography;
sign methodology

14
Taneri, B., Dogan, F.
How to learn to be creative in design: Architecture students’ perceptions of
design, design process, design learning, and their transformations throughout their
education
(2021) Thinking Skills and Creativity, 39, art. no. 100781, . Cited 20 times.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85100184173&doi=10.1016%2fj.tsc.2020.100781&partnerID=40&md5=d07dc9849c0c84902e52a4
8b1a537b98

DOI: 10.1016/j.tsc.2020.100781
AUTHOR KEYWORDS: Creativity; Design education; Design learning; Design pedagogy;
Design studio

15
Tibbitts, S., Ventura, R.
Graphically speaking: Integrating graphic design with interior design studio and
graphics coursework
(2021) International Journal of Design Education, 16 (1), pp. 67-79.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85117013012&doi=10.18848%2f2325-128X%2fCGP%2fv16i01%2f67-
79&partnerID=40&md5=cbe1d70902fac37673ef6156748cf271

DOI: 10.18848/2325-128X/CGP/v16i01/67-79
AUTHOR KEYWORDS: Design Communication; Design Fundamentals; Graphic Design;
Interior Design; Pedagogy

16
Utaberta, N., Hassanpour, B., Bahar, M.A.
An evaluation of criteria-based assessment and grading in architecture design
(2013) Research Journal of Applied Sciences, Engineering and Technology, 5 (2), pp.
346-352. Cited 4 times.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
84872808801&doi=10.19026%2frjaset.5.4956&partnerID=40&md5=f40996b3daac139cfaeefe3b3
d63de3f

DOI: 10.19026/rjaset.5.4956
AUTHOR KEYWORDS: Architecture education; Criteria-based assessment; Grading
INDEX KEYWORDS: Architectural design; Grading; Students; Studios, Architecture
designs; Architecture education; Assessment criteria; Assessment methods; Criteria-
based assessment; Standard model; Student achievement; Value-based, Education
computing

17
van Kampen, S.
An Investigation into Uncovering and Understanding Tacit Knowledge in a First-Year
Design Studio Environment
(2019) International Journal of Art and Design Education, 38 (1), pp. 34-46. Cited
7 times.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85053221907&doi=10.1111%2fjade.12171&partnerID=40&md5=7a062b8be8e3410b7b8f96393308a
da0

DOI: 10.1111/jade.12171
AUTHOR KEYWORDS: design; empirical research; experiential learning; intuition;
iteration; reflection; writing; writing to learn

18
Venkatesh, A., Ma, H.
Exploring Design Tutors’ Use of Critical Conversations in the Interactive
Environment of the Design Studio as a Facilitator of Students’ Tacit Knowledge
Construction
(2024) International Journal of Design Education, 18 (1), pp. 109-132.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85184745437&doi=10.18848%2f2325-128X%2fCGP%2fv18i01%2f109-
132&partnerID=40&md5=1a6c0a12ace01c3f810a35a8065c9cd9

DOI: 10.18848/2325-128X/CGP/v18i01/109-132
AUTHOR KEYWORDS: Critical Conversations; Interactive Studio Environment; Studio
Pedagogy; Tacit Knowledge

19
Venkatesh, A.
Facilitating Tacit Knowledge Construction: Re-Examining Boundaries of the Design
Studio Environment
(2021) Cubic Journal, 4, pp. 122-127. Cited 1 time.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85130832102&doi=10.31182%2fcubic.2021.4.043&partnerID=40&md5=e52a777b96f606e6edbd8b
3d8c68bbef

DOI: 10.31182/cubic.2021.4.043

20
Venkatesh, D.A., Ma, D.H.
Critical conversations as a tool for students' tacit knowledge construction: An
interpretive research in interior design studio interactions
(2021) International Journal of Educational Research Open, 2, art. no. 100076, .
Cited 6 times.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85132249774&doi=10.1016%2fj.ijedro.2021.100076&partnerID=40&md5=9fa9a0235c8637ac7aa
34315084e5251

DOI: 10.1016/j.ijedro.2021.100076
AUTHOR KEYWORDS: Critical conversations; Design studio pedagogy; Studio
interactions; Tacit knowledge construction

21
Verhoeven, A.
Why the 'Critique' fails: Constructive alignment in art and design assessment
practice
(2012) CEBE Transactions, 9 (2), pp. 78-97.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
84875993707&doi=10.11120%2ftran.2012.09020078&partnerID=40&md5=ee31f16fb81c570f2b02
8c5e13993d5a

DOI: 10.11120/tran.2012.09020078
AUTHOR KEYWORDS: Art and design; Assessment; Constructive alignment; Critique;
Learning outcomes

22
Wetzel, C.
Integrating structures and Design in the first-year studio
(2012) Journal of Architectural Education, 66 (1), pp. 107-114. Cited 14 times.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
84874271769&doi=10.1080%2f10464883.2012.715980&partnerID=40&md5=3995f982b48e13ac864
e4db27beed789

DOI: 10.1080/10464883.2012.715980

23
Whelan, L., Maher, C., Deevy, C.
Towards a University Design School. Restoring the value of tacit knowledge through
assessment
(2017) Design Journal, 20 (sup1), pp. S1459-S1470. Cited 5 times.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85073487311&doi=10.1080%2f14606925.2017.1352670&partnerID=40&md5=f80b85d5ca575a56da
b4feea6bbcc4ef

DOI: 10.1080/14606925.2017.1352670
AUTHOR KEYWORDS: Assessment; Design; Education; Knowledge; Tacit