Developing a student-perceived satisfaction scale for design studio teaching in Chinese universities

Research has focused on developing and validating a student-perceived satisfaction scale for design studio teaching in Chinese universities. This involved a mixed-methods approach, starting with a bibliometric analysis of 4,719 publications to identify key research directions, followed by expert interviews that generated significant qualitative data for analysis using Grounded Theory. The ultimate goal is to create a systematic framework for evaluating the effectiveness of the design studio teaching model.

Why it matters

The development of a robust satisfaction scale provides a standardized tool to measure the effectiveness of specialized educational methodologies. This can inform curriculum design, pedagogical improvements, and resource allocation to enhance student learning outcomes and program quality.

Key insights

• The design studio teaching model, originating from the Bauhaus, lacks a systematic evaluation framework.
• A bibliometric analysis of 4,719 publications identified five major research directions in design studio pedagogy.
• Semi-structured interviews with five experts generated extensive qualitative data (68,870 words of verbatim transcripts).
• Grounded Theory (GT) was applied to analyze expert interview transcripts, yielding 245 concepts.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1809902