Search results

1 – 10 of 158
Content available
Article
Publication date: 7 December 2021

Ayşegül Akçay Kavakoğlu, Derya Güleç Özer, Débora Domingo-Callabuig and Ömer Bilen

The paper aims to examine the concept of architectural design communication (ADC) for updating design studio dynamics in architectural education during the Covid-19 pandemic…

1021

Abstract

Purpose

The paper aims to examine the concept of architectural design communication (ADC) for updating design studio dynamics in architectural education during the Covid-19 pandemic. Within this perspective, the changing and transforming contents of architectural education, the thinking, representation and production mediums are examined through the determined components of ADC. There are five components in the study, which are (1) Effective Language Use, (2) Effective use of Handcrafts, (3) Effective Technical Drawing Knowledge, (4) Effective Architectural Software Knowledge and (5) Outputs.

Design/methodology/approach

The research method is based on qualitative and quantitative methods; a survey study is applied and the comparative results are evaluated with the path analysis method. The students in the Department of Architecture of two universities have been selected as the target audience. Case study 1 survey is applied to Altinbas University (AU) and Case study 2 survey is applied to Universitat Politecnica de Valencia (UPV) students during the COVID-19 pandemic; ‘19-‘20 spring term, online education.

Findings

As a result, two-path analysis diagrams are produced for two universities, and a comparative analysis is presented to reveal the relationships of the selected ADC components.

Originality/value

This paper fulfills an identified need to study how ADC can be developed in online education platforms.

Article
Publication date: 20 September 2019

Hira Qureshi

The purpose of this paper is to test a studio pedagogy that originates from an experiment of a collaborative design studio held between two departments of Architecture, as a…

Abstract

Purpose

The purpose of this paper is to test a studio pedagogy that originates from an experiment of a collaborative design studio held between two departments of Architecture, as a useful way for students to learn mutually. Meanwhile, it aims to capture the effectiveness, efficiency and impacts of this collaboration.

Design/methodology/approach

This paper presents a qualitative research study to observe the role of collaborative design studio in the pedagogical structure of architectural education. It combines the conventional studio with live projects as a unique pedagogy within the studio of Architectural Design-I (AD-I). Primary data collected using open-ended questionnaires from students and focal studio tutors at both architecture departments generated results.

Findings

Built on the analyses of the questionnaires, this paper answers the research questions based on the collaborative studio pedagogy for the course of AD-I and reports on lessons learnt from this collaborative experience. It proves that students can successfully work collaboratively and build confidence in their own abilities to solve a challenge and achieve a common goal through practical experience as well.

Research limitations/implications

This research used a qualitative approach to evaluate the perspectives of 81 students and 6 tutors within a specific pedagogical approach. Given the small sample size and delimitation of the one-course approach, findings from this study are not generalizable to a broader population. Furthermore, a longer duration is needed to address collaborative learning challenges. Nevertheless, it provides valuable data for future studies and also offers pedagogical options for other schools to consider implementing and studying.

Originality/value

The collaborative pedagogical approach experimented in this study was the first initiative of its kind in Karachi, between a younger institution, AED-SSUET and a more established one which was DAP-NED. A four-week collaborative design studio exercise of AD-I engaging third-semester students of AED-SSUET[1] and DAP-NED[2] was a hybrid approach that combined conventional design studio with live project to promote a novel and effective collaborative learning method. In the process, students were encouraged to interact competitively with peers, facilitated by rigorous engagement of focal design tutors from both Architecture departments. It also influenced the active participation of experts from the industry and Architecture community and was exclusively designed to eliminate the pairing up of a single tutor with one student each. The students at AED-SSUET were also able to build a 1:1 scale project with an allocated budget and time-frame constraints.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 14 no. 2
Type: Research Article
ISSN: 2631-6862

Keywords

Article
Publication date: 3 February 2020

Claudia Westermann

The purpose of this paper to discuss ethical principles that are implicit in second-order cybernetics, with the aim of arriving at a better understanding of how second-order…

Abstract

Purpose

The purpose of this paper to discuss ethical principles that are implicit in second-order cybernetics, with the aim of arriving at a better understanding of how second-order cybernetics frames living in a world with others. It further investigates implications for second-order cybernetics approaches to architectural design, i.e. the activity of designing frameworks for living.

Design/methodology/approach

The paper investigates terminology in the second-order cybernetics literature with specific attention to terms that suggest that there are ethical principles at work. It further relates second-order cybernetics to selected notions in phenomenology, pragmatism and transcendental idealism. The comparison allows for conclusions about the specificity of a second-order inquiry. In line with the thematic focus of this journal issue on the framing of shared worlds, the paper further elaborates on questions relating to the activity of designing “worlds” in which people live with others.

Findings

The paper highlights that a radical openness toward the future and toward the agency of others is inscribed in the conception of second-order cybernetics. It creates a frame of reference for conceiving social systems of all kinds, including environments that are designed to be inhabited.

Originality/value

The paper identifies an aesthetics grounded in the process of living-with-others as an ethical principle implicit in second-order cybernetics thought. It is an aesthetics that is radically open for the agency of others. Linking aesthetics and ethics, the paper’s contributions will be of specific value for practitioners and theoreticians of design. Considering second-order cybernetics as a practice generally dealing with designing, it also contributes to the wider second-order cybernetics discourse.

Details

Kybernetes, vol. 49 no. 8
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 18 November 2013

Nathalie Vallet

The purpose of this paper is to examine the role of public libraries within urban networks aiming for the future development and innovation of cities and how this influences their…

1343

Abstract

Purpose

The purpose of this paper is to examine the role of public libraries within urban networks aiming for the future development and innovation of cities and how this influences their own strategic plans and decision making

Design/methodology/approach

An explorative case-study design in five Flemish (i.e. Antwerp, Genk, Ghent, Ostend and Roeselare) and four Dutch (i.e. Amsterdam, The Hague, Delft and Roosendaal) public libraries.

Findings

The research results identify one generic strategic role and three specific strategic roles of Flemish and Dutch public libraries. The latter concern the so-called roles of an “urban landmark”, an “area-oriented herald” and a “target group patron”.

Practical implications

This paper provides a unique and interesting overview of alternative strategic roles for public libraries in urban networks aiming for the future development of cities.

Originality/value

It is the only study in Flanders and the Netherlands providing empirical information on the strategic roles of public libraries in urban development

Details

Library Management, vol. 34 no. 8/9
Type: Research Article
ISSN: 0143-5124

Keywords

Article
Publication date: 3 February 2022

Ashraf M. Salama

Commemorating the 15th year anniversary of discourse, knowledge dissemination in architecture and urbanism through the contributions published in Archnet-IJAR: International…

Abstract

Purpose

Commemorating the 15th year anniversary of discourse, knowledge dissemination in architecture and urbanism through the contributions published in Archnet-IJAR: International Journal of Architectural Research, since March 2007, this article aims to capture, unpack and categorize the key content of published research outputs during the last five years into knowledge spaces.

Design/methodology/approach

While referring to key statistics of various recognized databases in order to highlight the journal growth, development and performance, the approach to the analysis is inspired by Crysler's Writing Spaces: Discourses of Architecture, Urbanism and the Built Environment. This is established through a preliminary conceptual content analysis that enables the development of specific content categories representing knowledge spaces based on the overall contributions to the journal since its inception in 2007 and then mapping the recent contributions, developed over the past five years (2017–2021), to these knowledge spaces. The thrust of the analysis is to instigate a structured understanding of Archnet-IJAR role in the development and dissemination of knowledge in architecture and urbanism.

Findings

The examination of the content and the analysis reveal two broad categories of knowledge spaces: established and evolving. Established knowledge spaces are recognized in terms of theorizing architectural and urban production; the public realm and assessment of designed environments; housing, the informal and the vernacular; urban heritage and historic environments; and architectural and urban politics. Evolving knowledge spaces were acknowledged in terms of architectural education and design pedagogy; collaborative planning and community design; architectural and urban sustainability and resilience; health, wellbeing and engaging with nature; and COVID-19 spatial and pedagogical implications. Characterized by clear definition and at the same time transparent borders, the identified knowledge spaces have the potential of generating further possibilities for future knowledge spaces.

Research limitations/implications

In addition to a holistic analysis based on the scrutiny of contributions as they progressed from submissions to reviews to publishing, future work would involve more systematization, in-depth engagement with metadata and should benefit from IT applications and data mining software packages.

Practical implications

This article is regarded as a cognizance platform and an enabling mechanism for researchers and future contributors to identify the unique particularities of their research, the nature of the content they aim to develop and the way in which that content may contribute to one or more knowledge spaces.

Originality/value

Establishing an understanding of the knowledge spaces which represent contributions published in Archnet-IJAR, the knowledge spaces identified demonstrate diversity and plurality; diversity in ontological interpretations of the nature of reality and plurality and pluri-epistemology in terms of how methods are pursued and the way in which such interpretations are developed, recorded, documented and communicated. These are knowledge spaces of possibilities and anticipation of growth, evolution and development.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 16 no. 1
Type: Research Article
ISSN: 2631-6862

Keywords

Article
Publication date: 9 December 2021

Mohd Shahrudin Abd Manan and Blakely Kennedy

Sketching is a creative skill that most architects develop over their long period of study and is considered an effective medium for communicating imaginative thinking and…

Abstract

Purpose

Sketching is a creative skill that most architects develop over their long period of study and is considered an effective medium for communicating imaginative thinking and conceptual ideas in architecture. As a concept, mood is generally associated with imagining specific ambiance and spatial experience during the schematic phase of the architectural design process. While most architectural research on mood revolves around post-occupancy evaluation, colour effect and lighting comfort, few studies have been conducted to systematically investigate conceptual issues related to mood imagination. Besides, there has been little attempt to appreciate sketches as a reliable conceptual data source for architectural research.

Design/methodology/approach

To bridge this knowledge gap, this paper explores a semiological analysis of mood visualisation using architectural sketches. By framing the experiment within the architecture education context, the paper begins by discussing the relationship between sketching, mood and semiology in architecture. The discussion continues by highlighting methodological issues in the design of our experiment. The experiment comprised architecture students from undergraduate and postgraduate programmes. Following the visual and textual data derived from the experiment, two semiological analyses, namely, mood sign analysis and mood signifier analysis, were conducted to understand their imaginative thinking.

Findings

The results revealed significant preferential differences between the students on the use of specific semiotic representation and design language to conceptualise their mood idea.

Originality/value

As a preliminary experiment, this study constitutes an early attempt to further explore potential research related to architectural sketches and the creative imagination that may be beneficial to designers, art psychologists, educators and researchers alike.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 16 no. 1
Type: Research Article
ISSN: 2631-6862

Keywords

Open Access
Article
Publication date: 16 April 2020

Elsa Garavaglia, Noemi Basso and Luca Sgambi

This paper aims to present the integrated teaching activity carried out in the Studios of the Master of Science “Architecture-Building Architecture” held at the School of…

1481

Abstract

Purpose

This paper aims to present the integrated teaching activity carried out in the Studios of the Master of Science “Architecture-Building Architecture” held at the School of Architecture Urban Planning Construction Engineering of the “Politecnico di Milano,” Milan, Italy. The integrated teaching activity related to the structural disciplines was in Sgambi et al., 2019; here the structure of the MSc training and its disciplinary synergies will be presented. Indeed, this type of activity characterizes all the Studios of this Master of Science and involves all the disciplines that contribute to the development of an architectural and cultural heritage preservation project.

Design/methodology/approach

In the Studios of the aforementioned Master of Science, teachers of different subjects are involved, working together to guide the student in the development of an architectural project sustainable in all aspects. The fundamentals of each discipline are taught using the best suited teaching methodology and the application phase of each discipline is carried out directly on the students' projects in the form of “learning by making.” The students are thus stimulated to deepen their basic knowledge of each single discipline, making their design choices sustainable.

Findings

This experience, born in 2003 and still active, has also achieved good results in employment. Students train using the “learning by making” method to acquire proficiencies in various disciplines of design, giving them the ability to communicate competently with experts belonging to different construction sectors.

Originality/value

The approach illustrated in this paper does not represent the didactic experimentation of a single discipline, but it is typical of the study program of an entire Master of Science. Although this approach is entirely built on a “learning by making” and “active learning” philosophy, it maintains the teaching of the theoretical contents of disciplines at a significantly high level when compared with the contents of a frontal-taught theoretical course. The development of this structure required a strong commitment on the part of the teaching staff in their search for effective teaching methods in each individual discipline and aimed at the architectural project. The results obtained give an added value to the training of future architects.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 14 no. 3
Type: Research Article
ISSN: 2631-6862

Keywords

Article
Publication date: 9 August 2021

Naglaa Megahed and Asmaa Hassan

The present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.

1773

Abstract

Purpose

The present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.

Design/methodology/approach

Different research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.

Findings

The study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.

Research limitations/implications

The research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.

Social implications

As faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.

Originality/value

This paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 16 no. 1
Type: Research Article
ISSN: 2631-6862

Keywords

Article
Publication date: 29 July 2021

Yi-Jung Teresa Hsieh

Muslim refugee migrants are a growing ethno-religious disadvantaged minority group in several Western societies, and host-country language proficiency and employment are essential…

Abstract

Purpose

Muslim refugee migrants are a growing ethno-religious disadvantaged minority group in several Western societies, and host-country language proficiency and employment are essential factors in reducing this disadvantage. This paper thus explores the efficacy of English training programs in facilitating the settlement and employment of a group of male Muslim refugees in Australia.

Design/methodology/approach

This study is qualitative in nature, with data collected using semi-structured, in-depth interviews with the eight participants in the study. Analysis was conducted using Bourdieu's concepts of field, capital and habitus.

Findings

English training programs offered to Australian Muslim men are problematic in their aim of linking them to employment. Areas of concern are identified in respect to the training hours offered, their learning environment, their content and pedagogy, their lack of focus on employment and their failure to recognise the existing work skills of the migrants.

Research limitations/implications

The study is conducted with a small sample of male Muslim migrants: while the findings may be similar for other refugee groups, further research is necessary to confirm this.

Practical implications

There is a need to restructure the current English training programs offered to refugee migrants in Australia, Muslim or otherwise. This study identifies several areas where such restructuring might occur, both at the policy and pedagogical levels.

Originality/value

Few studies focus on Australian male Muslim migrants. This study enhances understanding of this under-researched group and their struggles to learn English, find employment and rise above their disadvantaged societal position.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 40 no. 8
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 3 April 2017

William Henry Collinge

This paper aims to examine how client requirements undergo representational and transformational shifts and changes in the design process and explore the consequence of such…

Abstract

Purpose

This paper aims to examine how client requirements undergo representational and transformational shifts and changes in the design process and explore the consequence of such changes.

Design/methodology/approach

A series of design resources relating to hospital departmental configurations are examined and analysed using a social semiotic framework. The findings are supplemented by practitioner opinion.

Findings

Construction project requirements are represented and transformed through semiotic resource use; such representations deliver specific meanings, make new meanings and affect project relationships. Requirement representations may be understood as socially motivated meaning-making resources.

Research limitations/implications

The paper focuses on one set of project requirements: hospital departmental configurations from a National Health Service hospital construction project in the UK.

Practical implications

The use of semiotic resources in briefing work fundamentally affects the briefing and design discourse between client and design teams; their significance should be noted and acknowledged as important.

Social implications

The findings of the paper indicate that briefing and design work may be understood as a social semiotic practice.

Originality/value

This original paper builds upon scholarly work in the area of construction project communications. Its fine-grained analysis of briefing communications around representations of specific requirements is novel and valuable.

Details

Journal of Engineering, Design and Technology, vol. 15 no. 2
Type: Research Article
ISSN: 1726-0531

Keywords

1 – 10 of 158