Exploring the role of a research-by- design studio as a context to develop a new model for Flood Resilient Urban Parks: The case of Thanh Da Peninsula in Vietnam

Abstract

There are now academic institutions that employ a research-based approach to their educational policy. Research as part of professional practice can be linked to an ongoing redefinition of the professional identity of the design discipline. Research-by-design and corresponding educational design research is a crucial aspect. Research-by-design refers to the design of research as an integral part of design processes and is often related to Donald Schön’s conceptualization of “reflective practice” (Schon, 1984). The emergence of this evolution is closely related to the situation of education in the planning professions in Vietnamese universities. In the higher education sector, interest in climate change adaptation is increasing (Kautto et al., 2018). In addition to climate change projections, urban flooding is a common problem that is predicted to worsen in the near and long term if the urban challenges continue to follow the path of the current professional urban practices and education in planning professions within Vietnamese contexts. In order to address climate change, design schools in Vietnam have the urgent need to adjust the spatial planning and design education to the challenges triggered by climate change adaptation. The research focuses on the generation of an innovative research-by-design approach in design studio education with climate change adaptation as a case. This research proposes two models: 1) the flood-resilient urban park model as a key feature of green infrastructure, to adapt to current and expected urban flooding events; and 2) the research-by-design studio model as an educational model for training a new spatial concept. The research gains a better understanding in conducting a research-by-design studio by using the scientific method to make effective steps in teaching it. However, research-by-design studios are related to the complexities of teaching, learning, and research activities. They are sources of tacit knowledge by nature. Assessment of both tacit tutoring and tacit learning in a research-by-design studio can support the initiation and restructuring of assignments and design briefs for design studio learning as well as create avenues for the integration of research. Its relevance and applicability are tested and adjusted by the method of action research in the three live studio projects that took place in 2018, 2019, and 2020 at the Bachelor of Urban and Regional Planning program at Ton Duc Thang University (TDTU) in Vietnam. The studios focus solely on the case of the floodprone area of the Thanh Da Peninsula in Ho Chi Minh City, Vietnam. The research results are conducted around two main items, i.e., 1) the manual research-by-design studio for instructors to enhance shaping research knowledge and improve design studio education quality, and 2) the manual flood-resilient urban parks with guidelines for practitioners to build better such park. In addition to a reflection on the research-by-design studio's outcomes, the research discusses the added values within the context of TDTU and Vietnam, involving practical issues such as climate change topics, participation of stakeholders, visualization technology incorporation, and the aesthetics of design, which play a crucial role in research-by-design studio teaching. Keywords: flood-resilient urban park, climate change adaptation, action research, research by design, design studio.