Identity Transformation through Collaboration

Abstract

Presenting narratives of three recent graduates of a U.S. Master of Architecture program, this study employs an interpretative-narrative approach to access and evoke the role that collaboration plays in the process of ‘becoming a design professional'. Whereas ontological learning has been recognized as fundamental to life-long learning and development, research has yet to explore themes of self-authorship in relation to collaborative design experiences. In representing authentic voices of learners, the research presented in this chapter contributes to a deeper understanding of the ways in which aspiring design professionals make sense of their transformation from academic to professional selves. This will ultimately inform how design educators value and structure team-based design projects by providing a more holistic understanding of the role such projects might play in shaping individuals' identities.