Role-sharing through Studio-Collaboration Based Learning: Lecturer-Student-SME’s Owner Scheme Bayyinah Nurrul Haq 1 1 Faculty of Creative Industry dan Telematic, Trilogy University,Indonesia 1 bayyinah.nh@trilogi.ac.id ABSTRACT This paper discusses the design process experienced by industrial design students from the role sharing of lecturers - students - SMEs. A case study from a lecture at the design studio class of the Trilogy University which project theme aims to design a product according to the needs of the SME where they collaborate. The design stage conducted by students includes design research, concept development, exploration, production, and final presentation. The case study research is conducted in a descriptive qualitative. The results show differences in role sharing between lecturers - students - SME's owner due to differences in the type and background of the SME, business strategy andeducational background of SME’s owner. To deal with these differences requires lecturers who have competence as, facilitators, and instructors. Keywords: Studio Based Learning, role sharing, Product development process 1. INTRODUCTION Studio-based learning (SBL) is a major course in product design majors that introduces core skills as problem-solving from the real world [1], design methods [2], and decision making through direct practice [1]–[5]. SBL courses generally have large credit scores as in [1], [2], [6]they require students to spend time in studio classes, workshops or doing field research. There is a similarity between SBL and Project-Based Learning (PBL) as a learning model referred to terms of its purpose and process and learning outcomes. Both SBL and PBL asks students to complete assignments in the form of projects for one semester [1], [6], [7]. Different from PBL that gives a clear problem and guideline [8], the task that becomes the project in SBL is an open problem, an ill-defined problem, an unsolved problem [1], [8]. Another distinct is the collaboration of lecturer and student interaction in SBL as in [2], [9] shows interaction that allows them to experience the division of roles get or provide feedback. The changing role's purposes are to achieve the expected final design, alternative solutions, or decide the stagnation of ideas[8], [10]. Research shows how campus invites partners from the community or industry to collaborate with students during the implementation of SBL to get an authentic experience in the industry[2], [3], [8], [11]. This effort gave positive results to various parties such as students get an authentic experience in the industry, meet and interact with designers or professionals in the industry[2], [8], [12]. This also provides motivation and reinforces the implementation goals of SBL [10], [11].The benefits for lecturers are as innovative learning strategies shows in [2], [8], [10]. While the benefits for the community or Small Medium Enterprises (SME) owners are getting ideas and new innovative product solutions [5], [8], [10]. CONVASH 2019, November 02, Surakarta, Indonesia Copyright © 2020 EAI DOI 10.4108/eai.2-11-2019.2294855