Abstract This article reports on the ways that a group of third‐year undergraduate art and design students conceptualise the pedagogy they experience on their course. This study is part of broader research funded by the Group for Learning in Art and Design (GLAD) and the Higher Education Academy (HEA) that employs qualitative interviewing approaches to explore the ways that a small sample of art and design students studying in two English post‐1992 universities interpret and understand the questions in the National Student Survey (this is a questionnaire that UK students complete during the final year of their undergraduate studies). The analysis suggests that the students' conceptions of art and design pedagogy might be best understood as a form of ‘reverse transmission’ that places the students as active co‐producers of their learning. The study reflects on the centrality of project centred learning in art and design and explores the challenges concerning the nature and scope of the art and design lecturers' role, particularly in the context of the UK's increased student fee regime.
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