The MUDD program, UNSW: The centrality of transdisciplinary curricula in urban design studio (UDS): A phenomenographic exploration of factors impacting urban design studio curricula
DOI:
https://doi.org/10.47818/DRArch.2025.v6si196Keywords:
transdisciplinary, education, the master of urban development and design, urban design, design pedagogyAbstract
This paper explores the evolution of teaching methods in urban design education within the context of Australia's postgraduate programs. Utilizing phenomenography—a qualitative research methodology grounded in educational science—it is organized into three main sections. The first section delves into the multifaceted drivers of curricular transformation in urban design, encompassing the effects of managerialism, the prevalence of neoliberal ideologies, and the persistent identity crisis facing the field. The second section presents a detailed case study of a particular graduate program, emphasizing its contribution to the discussion of theories of learning and teaching in urban design pedagogy. By analyzing the former Master of Urban Development and Design (MUDD) curriculum at the University of New South Wales (UNSW) Sydney, the final section synthesizes the insights garnered from the structure of the MUDD program, proposing that these can inform refining and enhancing the quality of future Urban Design program models. The MUDD program exemplifies the adoption of transdisciplinary methods and teaching, learning and curricula theories in urban design education, while underscoring the urgent need for improved pedagogical training for faculty. This article not only documents these shifts but also serves as a time capsule, preserving the structure of a distinguished Urban Design curriculum during a tumultuous period in higher education worldwide. Our research identifies three key findings: first, Urban Design Studios (UDS) often operate in disciplinary silos that inhibit the integration of urban systems. Second, although there is some support for transdisciplinary methods, practitioners' understanding of UDS pedagogy remains limited. Third, there is a critical need for educational science training for higher education instructors within the Australian Higher Education Institutional context. These insights underscore the urgency of adopting transdisciplinary approaches in urban design education, with implications for policy development and enhanced educational outcomes within the Built Environment field.
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