The quality of the education in a project-based, learning-by-doing, master-pupil model of design education depends heavily on the merits of the tutor. Typically design schools hire experienced designers because they bring in new skills and current trends from the world of design practice. But this is not enough.
Being a tutor is playing a particular role, which doesn’t correspond very well with the normal behavior of an experienced designer in practice. Students want clarity from tutors, not just about the goals of the design exercise, but also about the direction they should take to solve it. And yet they should not get it from their tutors.
Tutors should let the students make the mistakes they are heading for, confront them with those mistakes, and then help them reach a different solution.