A cross-domain systematic review on guest speakers in higher education: Reconsidering the role of “outsiders” in architecture education

Guest speaker events, as a form of instructional strategy in higher education settings, has long been recognized as a valid pedagogical method, whereas the factors that either promote or hinder the efficacy of this strategy in architecture education has not been extensively investigated. Accordingly, this paper presents a cross-domain literature review on the topic. The findings of the review have led to a discussion on guest speakers in design studios as an effective manifestation of inquiry-based learning (IBL). By searching 8 databases using the PICO framework, a systematic literature review was conducted to an in-depth examination of 35 articles across 25 domains in higher education, followed by a thematic analysis considering Braun and Clarke’s approach. The interpretive analysis yielded six themes: (1) bridging academia and practice, (2) speaker selection, (3) event planning, (4) content and format, (5) interaction mode, and (6) students’ preferences. While incorporating guest speakers can enhance student engagement, critical thinking, and networking, successful implementation hinges on addressing several factors such as the role of instructors’ guidance and tailoring topics and guest speakers’ selection with students' levels. Students' engagement with guest speakers in exploring content, issues, real-world perspectives and questions aligns with experiential learning and IBL principles. The study underscores the need for additional research in architecture education to understand students’ and instructors’ perceptions, concerning the role of guest speakers particularly on issues like contributions to learning, influence on design approaches and the implications for developing collaborative pedagogical practices.