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This study aims to expose the various roles that teachers and students adopt in the architecture design studio. It highlights how these roles change over time, through three distinct phases, which relate to the stages of the design project. This understanding of how roles change over the semester will guide academics in understanding how to better relate to students.

Through a series of interviews and surveys, this study utilised a modified Delphi method to establish a consensus of opinion, both within and across the three stakeholder groups of students, tutors and coordinators/lecturers. Two rounds of data collection were conducted, with “expert” perceptions of the three stakeholder roles being established.

The roles that are adopted and perceived by students, tutors and coordinators/lecturers vary over time and respond to the stages of the design project. While there is general agreement between the perceptions of students and their teachers, there are some notable differences at key times.

This research builds upon previous studies into the roles of students and their teachers in the architecture design studio. It provides a nuanced map of how roles change and how interactions happen, over the duration and through the phases, of the architecture design project.

This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice.

The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non‐European children in her class. Using a three‐phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue.

Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives.

The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education.

This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher‐student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

The purpose of this paper is to examine the relationships of personality traits and interpersonal relationships with vocational indecision and the mediating role that identity construction plays in the development of those relationships.

Data are collected from 202 college students in Hong Kong at four points in time over a five‐month period.

Personality traits (e.g. locus of control and positive affectivity) and interpersonal relationships (e.g. with parents and peers) are related to the intensity of college students' search for their overall identity, positive anticipation of the work role, and level of identification with the student role. These role identification processes, in turn, are related to lower levels of vocational indecision. The results here support the idea that identity variables do serve as mediators of those relationships.

A more complete identity approach to studying vocational indecision that focuses on both vocational and non‐vocational identities is warranted. Cultural differences in vocational indecision are in need of more research attention, too.

In addition to the common practice of assessing the development of students' vocational interests, another way to prepare individuals for the start of their careers is to assess the development of multiple role identities.

This paper extends the vocational indecision literature by examining how the search for identity, the degree of positive anticipation of the work role, and the development of identification with the student role may mediate the effects of personal dispositions and interpersonal relationships on vocational indecision.

The applicability of total quality management (TQM) to higher education instruction is controversial. The purpose of this paper is to help clarify the application of TQM to higher education instruction by identifying and analyzing the dual roles played by both students and instructors. The authors also offer an improvement to the instructor evaluation process designed to eliminate some of the negative effects of the duality of roles.

This is a conceptual paper discussing some of the shortcomings in previous discussions of the applicability of TQM to higher education instruction. In addition, it introduces the concept of the dual roles of students (customers/grade‐seekers) and faculty (suppliers/retention‐seekers), and analyzes their relationship to, and effect on, the evaluation of the educational process through the interaction of these dual roles.

This paper helps understand more fully the student/instructor roles and will contribute to a better understanding of the applicability of TQM to higher education. It offers a methodology to enhance the faculty evaluation process as a measure of instructional quality and offers actions that will strengthen the knowledge‐seeking motivation of students.

This paper offers a more thorough analysis of the roles of students and faculty than previous discussions of the TQM in higher education. The value of this paper is the identification of two pairs of contradictory roles played by both participants in the instruction process which complicates an understanding of the concept of quality and applicability of TQM to higher education.

The purpose of this paper is to evaluate how the direct access to additive manufacturing (AM) systems impacts on education of future mechanical engineers, within a Master’s program at a top Italian University.

A survey is specifically designed to assess the relevance of entry-level AM within the learning environment, as a tool for project development. The survey is distributed anonymously to three consecutive cohorts of students who attended the course of “computer-aided production (CAP)”, within the Master of Science Degree in Mechanical Engineering at Politecnico di Torino. The course includes a practical project, consisting in the design of a polymeric product with multiple components and ending with the production of an assembled prototype. The working assembly is fabricated by the students themselves, who operate a fused deposition modelling (FDM) machine, finish the parts and evaluate assemblability and functionality. The post-course survey covers diverse aspects of the learning process, such as: motivation, knowledge acquisition, new abilities and team-working skills. Responses are analyzed to evaluate students’ perception of the usefulness of additive technologies in learning product design and development. Among the projects, one representative case study is selected and discussed.

Results of the research affirm a positive relationship of access to AM devices to perceived interest, motivation and ease of learning of mechanical engineering. Entry-level additive technologies offer a hands-on experience within academia, fostering the acquisition of technical knowledge.

The survey is distributed to more than 200 students to cover the full population of the CAP course over three academic years. The year the students participated in the CAP course is not tracked because the instructor was the same and there were no administrative differences. For this reason, the survey administration might be a limitation of the current study. In addition to this, no gender distinction is made because historically, the percentage of female students in Mechanical Engineering courses is about 10 per cent or lower. Although the answers to the survey are anonymous, only 37 per cent of the students gave a feedback. Thus, on the one hand, impact assessment is limited to a sample of about one-third of the complete population, but, on the other hand, the anonymity ensures randomization in the sample selection.

Early exposure of forthcoming designers to AM tools can turn into a “think-additive” approach to product design, that is a groundbreaking conception of geometries and product functionalities, leading to the full exploitation of the possibilities offered by additive technologies.

Shared knowledge can act as a springboard for mass adoption of AM processes.

The advantages of adopting AM technologies at different levels of education, for diverse educational purposes and disciplines, are well assessed in the literature. The innovative aspect of this paper is that the impact of AM is evaluated through a feedback coming directly from mechanical engineering students.

One of the main obstacles facing project-based learning (PBL) adoption relates to a lack of understanding by teachers and students in the roles they are required to play in the learning process. This study aims to address this obstacle, so as to better promote regular adoption of PBL pedagogy in educational institutions.

The strategy was to undertake an in-depth case study of PBL courses taught in UNI-X’s undergraduate curriculum. The case study approach is particularly appropriate for this exploratory study because it allows to capture the organizational dynamics of the phenomenon better and also its ability to explain the phenomenon based on interpretation of data.

This paper presents an empirical study on the role perspective of PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that a teacher plays the roles of a designer, champion, facilitator and manager in a PBL course. To ensure that learning is effective, students should play the roles of a self-directed learner and a warrior when completing their projects. It is clear that role ambiguity and role conflict could occur in PBL courses and might even impact the effectiveness of student learning.

For researchers, this paper contributes to the PBL literature by introducing a role perspective of PBL. This study identifies a list of roles a teacher and a student could potentially play in a PBL setting. Such understanding could serve as a reminder for a teacher and a student for the roles they need to play in achieving learning outcomes of a PBL course.

Within the USA, current trends in higher education show more women than men achieving graduate degrees. Among the potential reasons for this disparity is that fathers are reporting challenges in balancing their additional responsibilities while increasing their housework and childcare investment. Many fathers are turning to online graduate education to more effectively balance home and school responsibilities. However, limited portrayals of fathers' experiences in online education exist.

In this duoethnography of two online doctoral student fathers, the authors add to the limited literature on both fathers and online students in navigating home, school and work responsibilities. The authors use Goode’s role strain theory to examine the challenges to achieving a balance between each sphere of responsibility and explore strategies for managing these tensions.

The authors discuss the need for ongoing flexibility and change, the process of navigating feelings of guilt and self-doubt and the ability to engage in daily role bargains. They argue that online education is generally not a panacea for easing role conflict and find that integration is an effective strategy to aid online students' persistence in their programs.

The authors conclude with policy and practice recommendations for future online doctoral student fathers and doctoral program designers.

Little research has been conducted from the online doctoral student father lens. This research fills in this gap and lends a voice to fathers who are navigating the doctoral journey.

Developing professional identities as both researchers and teachers is core to doctoral students’ growth. Given the primacy of research for the university career, this study aimed at answering the following questions: how much do doctoral students identify with the teacher compared to the researcher role? Can the teacher role identity be purposely activated?

In an experimental study with 167 psychology PhD students, trait role identification was measured using a questionnaire. Afterward, participants were randomly assigned to one of three conditions differing in the picture material (research vs teaching pictures vs a mixture of both) provided for creating a collage reflecting their roles. Subsequently, answers to open questions were coded and quantified as indicators of state role identity.

As a trait, doctoral students identified more strongly with their researcher role than with their teacher role. Teacher role identity as a state was successfully activated when doctoral students engaged with teaching pictures compared to the other conditions.

As the researcher role seems to be the default setting for PhD students, activation of the teacher role has the potential to benefit work satisfaction of PhD students and the quality of their teaching.

Taking both long- and short-term identification processes in PhD students into account is a promising new approach. Besides, quantitative data are added to the field of qualitative insights on PhD students’ professional roles.

This study aims to explore expectation gaps concerning the roles between educators and students in the context of venture creation courses at higher education institutions by investigating their mutual perspectives. The authors seek to answer the following research questions: (1) how is the role expectation toward the entrepreneurship education of teachers different from that of students and (2) what are the consequences of these expectation gaps in entrepreneurship education?

This study applies an explorative qualitative approach. As the research setting, the authors selected an entrepreneurship education course for advanced management students at a German public university. The authors conducted in-depth interviews with both educators and students to examine how role ambiguity emerges in venture creation courses.

This study identified discrepancies between educators and students in their fundamental assumptions regarding the role of educators and students. Such discrepancies are the autonomy-level assumption gap, capacity assumption gap and learning outcomes expectation gap. Based on the findings, this study develops a framework of expectation gaps between educators and students as sources for role ambiguity in entrepreneurship education by extending the role episode model developed in role theory.

The findings contribute to the extant literature on entrepreneurship education in several ways. First, this study reveals that students in venture creation programs can encounter role ambiguity due to differing expectations about their role between educators and students, which can negatively affect the students' perception of their learning outcome. Second, this study discovered that the possible discrepancies regarding the fundamental assumptions about the role of educators and students pose a challenge to educators. Third, the findings illuminate the importance of understanding the complex identity of students in the context of student-centered entrepreneurship education.

This study offers several practical implications for entrepreneurship educators in higher education institutions. First, this study reveals the confusion among students concerning their role in entrepreneurship education. As such, it is recommended that educators explain to students the purpose of the student-centered pedagogical approach and the expected role of students in acting as independent entrepreneurial agents. Second, while student-centered entrepreneurship education is based on the fundamental assumption that students are motivated to develop their own startup projects, educators must consider the nature of students' motivation and their overall student-life situation. Finally, this study demonstrates the importance of creating an active feedback loop so that entrepreneurship teachers can be aware of such perceptional gaps between educators and students and understand the sources of these gaps.

While the extant literature indicates the existence of perceptual gaps between educators and students in the context of entrepreneurship education, how these gaps emerge and influence the outcome of entrepreneurship education remained unclear. One critical reason for the under-investigation of this issue was that existing studies predominantly emphasize the educators' perspectives, although such expectation gaps can only emerge through the discrepant views of two different parties. This study tackled this research gap by considering the mutual perspective of educators and students by applying role theory.

The purpose of this paper is to present the viewpoint that student role identity, its dimensions and salience, impact strongly on student expectations of college-based higher education (CBHE) within the UK.

The paper draws on doctoral research undertaken within the context of CBHE in the UK and is further supported through engagement with a range of pertinent literature.

The paper suggests ways in which the individually constructed student role identity may impact on the expectations of the experience of CBHE. In so doing, the paper highlights the way in which expectations of higher education recursively influence, and are influenced by, perceptions and actions played out from within the student role.

The empirical research, from which the paper draws its theme, was undertaken in one large institution. The author recognises that a wider, longitudinal study would be beneficial in recognition of the diversity of provision in the CBHE sector.

The paper proposes that greater awareness of the way in which students construct and moderate their perceptions and understandings of studenthood would be beneficial to a range of strategic considerations, such as promotional information, partnership activity, peer relations and the nature of pedagogies and learning architectures.

The paper foregrounds the political remit of CBHE as a progression route for “non-traditional” students, and considers the varied understandings of the meaning of the student role adopted by students attending colleges. Engagement with issues of multiple roles, identity salience and variable role porosity highlights social and pyschosocial issues faced by many such students.

The paper considers role identity in the context of Kurt Lewin’s conceptualisation of life space and uses this framework to highlight issues that may face students and colleges in raising awareness of student expectations. It challenges the homogenous conceptualisation of the term “students” through consideration of the psychic state at a given moment in time.