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Article
Publication date: 6 May 2021

Naima Iftikhar, Philip Crowther and Lindy Osborne Burton

This study aims to expose the various roles that teachers and students adopt in the architecture design studio. It highlights how these roles change over time, through three…

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Abstract

Purpose

This study aims to expose the various roles that teachers and students adopt in the architecture design studio. It highlights how these roles change over time, through three distinct phases, which relate to the stages of the design project. This understanding of how roles change over the semester will guide academics in understanding how to better relate to students.

Design/methodology/approach

Through a series of interviews and surveys, this study utilised a modified Delphi method to establish a consensus of opinion, both within and across the three stakeholder groups of students, tutors and coordinators/lecturers. Two rounds of data collection were conducted, with “expert” perceptions of the three stakeholder roles being established.

Findings

The roles that are adopted and perceived by students, tutors and coordinators/lecturers vary over time and respond to the stages of the design project. While there is general agreement between the perceptions of students and their teachers, there are some notable differences at key times.

Originality/value

This research builds upon previous studies into the roles of students and their teachers in the architecture design studio. It provides a nuanced map of how roles change and how interactions happen, over the duration and through the phases, of the architecture design project.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 15 no. 3
Type: Research Article
ISSN: 2631-6862

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Article
Publication date: 6 September 2023

Lindy Osborne Burton and Ashraf M. Salama

Following the positive call for a special issue on Architectural Pedagogies and Sustainable Development Goals (SDGs), the purpose of this overview article is to contextualise…

471

Abstract

Purpose

Following the positive call for a special issue on Architectural Pedagogies and Sustainable Development Goals (SDGs), the purpose of this overview article is to contextualise reflections on nine selected articles, within recent efforts made by professional organisations, which aspire to blend sustainable development into the collective psyche of both academics and future professionals.

Design/methodology/approach

This article adopts four lines of inquiry by capturing key insights on the place of sustainable design knowledge in architectural education validation and accreditation at both national and global scales; presenting analytical narratives on the recent global efforts that embrace excellence in architectural pedagogy through addressing SDGs; elucidating the two knowledge spaces, centred on pedagogy and sustainability, which are strengthened and supported by Archnet-IJAR, and offering reflections on the nine articles published in this special issue that aims at integration of the two knowledge spaces.

Findings

Contextualisation and reflective narratives offer insights into current efforts and demonstrate a clear commitment of professional organisations to embed values relevant to SDGs. Efforts of the Education Commission of the International Union of Architects and the UNESCO-UIA Validation Council of Architectural Education appear to have advanced significantly over recent years with a clear prospect for a sustainable future. The nine articles published in this special issue respond clearly to the goal of Quality Education (SDG4), but not all of them have addressed the goals related to Good Health and Well-being (SDG3) and Sustainable Cities and Communities (SDG11), and their place in architectural pedagogy. However, they take a step further to address aspects of climate change, globalisation, sustainable architecture and urbanism, social sustainability, global north/global south dialectics and decolonisation.

Practical implications

The findings offer opportunities to recognise efforts by professional organisations, map key pedagogical experiments into these efforts, while providing lessons learned from best practices aiming to effectively integrate SDGs into architectural pedagogy.

Originality/value

No serious effort has been made to articulate the integration of SDGs into architectural education at the level of research or design studio pedagogical practice. Addressing architectural pedagogies and sustainable development is predicated on the fact that there is very little written or known on integrating SDGs into architectural education and design pedagogy. Understanding, appreciating, and sharing various efforts and approaches to incorporate SDGs into architectural pedagogy is a key step towards a sustainable future.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 17 no. 3
Type: Research Article
ISSN: 2631-6862

Keywords

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Article
Publication date: 20 March 2023

Sarah Briant, Philip Crowther, Jennifer Clifton and Lindy Osborne Burton

This research argues that architecture knowledge is fragmented between the profession and academia as evidenced by long-standing conflicting opinions regarding desirable graduate…

470

Abstract

Purpose

This research argues that architecture knowledge is fragmented between the profession and academia as evidenced by long-standing conflicting opinions regarding desirable graduate attributes. Work-integrated learning (WIL) is one mode of education where these fragments should come together. This research seeks to address a missing part of that WIL model and understand the profession's view of what constitutes quality education as a United Nations (UN) Sustainability Development Goal (SDG).

Design/methodology/approach

Utilising a three round Delphi survey of the architecture profession engaged in WIL programs, this study reports on their perspectives of the key benefits and attributes of WIL and the value of WIL experiences as part of a quality higher education system.

Findings

The architecture profession confirmed the value of WIL programs as contributing to students developing an understanding of workplace culture and contexts. There was strong agreement that WIL experiences can be a valuable part of a quality education and enhance graduate employability. Challenges for practice included semester-based program timing, the length of engagement with practice and the lack of WIL program guidance by universities to prepare the profession for WIL experiences.

Originality/value

While WIL has been extensively researched over the last decade, it is limited in the architecture discipline. Survey findings address the research gap in understanding the architecture profession's views as a key WIL stakeholder which is important given the rapidly changing practice environments, globalisation and the increasingly transdisciplinary context.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 17 no. 3
Type: Research Article
ISSN: 2631-6862

Keywords

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