ABSTRACT
Understanding the construction of autobiographical processes is an important aspect of gaining entry to the professional working environment. A central part of constructing such processes is learning how to tell appropriate stories about oneself to prospective employers. This chapter explores that the commonly utilised master-apprentice model may not be optimally effective in aiding students to tell their own stories. Consequently, it may not be optimally attuned to enable future design graduates the necessary reflexivity to be able to negotiate the increasingly complex world of the contemporary knowledge economy. The Global Studio aims to propagate a student-led pedagogic model in which tutors purposefully try to remain relatively distant in teaching and learning activities and students construct conversations and outcomes primarily via interaction with peers. Trade in knowledge is increasingly important to the global economy. In developed capitalist economies, the production of knowledge is argued to be more important than any physical commodity.
