Search results

This research aimed to define the factors that may impact the effectiveness of online architectural education during COVID-19 and to examine the degree of students' and instructors' satisfaction with these factors among Jordanian governmental universities. Further, the research examines the relationships/interrelationships between the degree of their satisfaction with these factors and the students' and instructors' age, gender, education level, home size, and family size.

Different research methods were used to achieve the research purposes, including semi-structured interviews, online questionnaires and reviewing recent literature. This research used descriptive statistics and Pearson product-moment correlation coefficient (Pearson r) to analyze the data.

This research found that online architectural education during COVID-19 was stressful. It was ineffective in teaching practical architectural courses like design and negatively affected the architectural learning process and outcomes. In contrast, the online teaching of architectural theoretical courses was reliable and convenient if the students and instructors had intentional, sufficient technological and appropriate resources. Online architectural education negatively affected the students' design ability and skills, peer review, intended learning outcomes (ILOs) achievements, the quality of feedback, workload, interaction mode, participation, collaboration, productivity and increased cheating on online exams. The home environment was unsuitable for online architectural education. Family interventions, privacy, home size and family size significantly influence online architectural education's effectiveness.

Students' and instructors' satisfaction determines the continuity of using online teaching mode, which depends on information quality, system quality, service quality, perceived ease of use, perceived usefulness, achieved intended learning outcomes, cognitive absorption, skills, motivation, engagement, implementing resources and strategies and positive emotions as hope and enjoyment. Students' and instructors' satisfaction reflects how they view their learning experience, which is crucial in assessing the effectiveness of online education quality that focuses on the context, input, process and product, which is still not clearly understood, particularly for developing countries.

Sustainable design is a new paradigm to localize sustainable development. The Union Internationale des Architectes (UIA) prepared guidelines for architectural projects to contribute to the Sustainable Development Goals (SDGs). Using the theory of change, the Department of Architecture at Menofia University set the 2023 graduation project to explore the possibility of adopting sustainable design principles and integrating SDGs into architectural education. The paper documents and evaluates the experiment to drive best practices and lessons learned.

The paper utilized a mixed design strategy utilizing qualitative and quantitative techniques. It gathered data from various sources, including a student questionnaire and unstructured interviews with external examiners. Data analysis included frequency distribution and sentiment, content and thematic analyses. Triangulation is applied, combining data, investigator and methodological triangulation to enhance the paper’s validity.

Integrating SDGs into the 2023 graduation project contributed to students’ understanding of sustainable urban development. Students demonstrated varying receptiveness to guidelines, focusing mainly on the SDGs (1-5, 7, 8, 10 and 11). Gender equality and economic empowerment struck a chord with the mostly female students, acknowledging that securing well-paying jobs is a way to escape the cycle of poverty. Challenges included limited resources and time constraints, a scarcity of Arabic reading materials and misunderstandings among students and staff, thus prompting collaborative efforts beyond standard studio hours. Despite challenges, the initiative contributes to sustainable urban development, providing valuable lessons learned and insights.

Integrating sustainable design principles into architectural education is doable but involves a complex process requiring careful preparation. The value lies in the tangible impact on sustainable urban development, emphasizing the importance of incorporating sustainable development concepts throughout the architectural curriculum. The authors advocate for increased awareness and education among stakeholders and suggest areas for future research by exploring a broader implementation and assessing the long-term effects on students’ mindsets and practices. Sustainable development is a means toward community prosperity, and the inquiry highlights the collective responsibility of scholars, practitioners and students in shaping a better future.

Online learning has many limitations in studio-based courses, such as architectural design courses, considering the challenges during post-pandemic. Therefore, this study aims to propose a post-pandemic adopted learning approach, which integrates flipped classrooms (FC) with project-based learning (PBL). In addition, this study evaluates the perceptions of students based on and the effects of the proposed learning approach in architectural design.

This study provides a mixed methodology based on a literature review on the topic to bridge the gaps in previous studies regarding the FC and PBL. In addition, a case study survey including semi-structured interviews, observations questionnaire recruited undergraduate students to generate both qualitative and quantitative data to investigate the perceptions of students based on post-pandemic adopted learning approach.

This study has highlighted the significance of post-pandemic adopted hybrid learning method, especially in architectural education, whereas the research finds that FC is an appropriate solution to improve design courses with online technologies.

The proposed approach provides specialists to develop and integrate proposals and strategies to enable a better online practice for students and instructors. The proposed approach can enhance the students' interpersonal skills, hence active online learning related architectural design projects.

Recognizing the significance of e-learning in response to the post-pandemic scenario, this study developed and assessed new learning technique that combines online learning with traditional design studios via hybrid learning method.

Presently, there are two main classification of architectural courses in the curriculum: lecture courses and design studios. Owing to the duality between design studios and lecture courses, architectural education includes a highly stressful learning environment. In addition to this dualism, architecture students also cope with their lives in universities and different types of stressors similar to all university students. Therefore, this study aims to determine the critical stress factors that affect architecture students studying in Turkey.

The reasons for a stressful architecture learning environment were examined using a questionnaire distributed among architecture students, and face-to-face surveys were conducted. The obtained data were analysed statistically using SPSS 22 and LISREL 8.7 software. Correlation analysis, exploratory and confirmatory analysis and structural equation modelling of the relationships between the stressors and stress factors and the impacts (perceived stress) were performed, and a structural model was developed.

A total of 11 critical factors affecting architecture students’ stress levels were determined; academic inadequacy, unusual assessments and evaluation techniques of courses and intensive academic schedule were the most critical stressors. Based on these factors, necessary solutions and recommendations were offered, which are expected to decrease architecture students’ stress levels and encourage other similar studies.

There is limited research that provides insights into the factors that cause stress to architecture students; only literature reviews and surveys are currently available. Unlike these, this study presents a structural equation model for critical stress factors via a confirmatory factor analysis.

It is argued in this article that too little is known about product platforms and how to deal with them from a manager's point of view. Specifically, little information exists regarding when old established platforms are replaced by new generations in R&D and production environments. To shed light on this unexplored and growing managerial concern, the purpose of this explorative study is to identify operational challenges to management when product platforms are replaced.

The study uses a longitudinal field‐study approach. Two companies, Gamma and Omega, fulfilled important sampling criteria and were selected as strategic samples for the study. The two companies were studied for 42 and eight months, respectively, and were chosen for their long and rigorous experiences of platform development. Together with managers from Gamma and Omega, one major platform replacement was chosen in each company.

The study shows that platform replacements primarily challenge managers' existing knowledge about platform architectures. A distinction can be made between “width” and “height” in platform replacements, and it is crucial that managers observe this in order to challenge their existing knowledge about platform architectures. Issues on technologies, architectures, components and processes as well as on segments, applications and functions are identified.

Practical implications are summarized and discussed in relation to a framework distinguishing between platform replacement “height” and “width”. Seven groups of managerial measures for dealing with the issues are recommended.

The study aims to contribute to the existing literature by taking a managers' perspective of product platform development. Its specific originality and value is achieved by focusing on product platform replacements believed to represent a growing management challenge.

Our lived experiences are complex, dynamic and increasingly connected locally and globally through virtual realities that call for an evolution and responsiveness from the field of architecture education. To ensure future built environments are designed to nurture healing and health, this paper aims to address a critical need in architecture education to integrate knowledge of health and social-behavioral disciplines in students' course work. The authors will outline the process of preparing a new multidisciplinary course on health and the built environment (HBE) at the School of Architecture and Planning at Morgan State University in Baltimore, USA, as an effort to challenge the barriers of discipline-specific pathways to learning in the field of architecture.

The central question is how to develop an active learning pedagogy to foster a multidisciplinary learning environment focused on the “practice” (how to) of human-design-oriented approaches to improve the capability of built and natural environments to promote health and healing. The course intentionally centered on the real-life experiences of students to ground their new understanding of health and well-being fields. The course proposal went through an extensive peer-review process of reviewers from the National Institute of Health (NIH) and other departments at Morgan State University to ensure a balance between health- and architecture-specific curricula with a transdisciplinary approach to understanding complex health issues.

This paper shows the effectiveness of tools and techniques applied in the course to challenge architectural students to integrate various health and behavior perspectives in their designs and to apply health and healing principals to their current and future design projects.

While there are courses in American universities that offer a traditional introduction to health concerns related to the built environment, there is limited focus on the perspective of the design field approach to improve health and healing outcomes.

The aim of the present study is to look into the potential of standardization of special purpose buildings, with the example of the Norwegian Directorate of Public Construction and Property Management (Statsbygg).

The present study uses results from a group workshop on the topic of standardization, suggesting building types suitable for standardization or modular construction. In addition, data from Statsbygg’s project database is used.

There is a broad specter of special purpose buildings with potential for standardization, such as customs facilities, courthouses, university buildings and buildings with a high share of office functions. Even buildings with an individualized character, such as museums or government buildings, have a certain potential for standardization of functional or constructional elements. Modular construction can be used where and when appropriate.

Being on a brainstorming level and limited to Statsbygg, the study provides a starting point for further research looking at other building commissioners working with special purpose buildings, or quantifying the potential for cost reduction.

On the basis of the findings from this study, Statsbygg considers further standardization of their special purpose buildings, not only within building types but also across the portfolio or within a project, for example rooms or functional elements.

Research on standardization of special purpose buildings is limited. The article presents the results of a workshop with project managers, contributing to the topic based on their experience from the construction of special purpose buildings. Although on a brainstorming level, the research is a starting point for further research into this topic.

This paper aims seeks to reflect on the transition of a school of architecture to incorporate sustainability principles as a core part of its undergraduate (Part I) programme. The paper offers a brief overview of the processes undertaken and outcomes of this to an integrated problem-based learning approach and with sustainability at its core changing both knowledge content and pedagogical approaches.

Reflecting on the transition to a sustainability-based curriculum, this paper makes use of a mixed methods approach incorporating a review of literature on sustainability in architectural education, pedagogical approaches and epistemology, as well as educational issues in sub-Saharan Africa. The main study made use of an ethnographic approach, including document analysis, interviews, observations and one-on-one informal interactions with students, faculty and alumni.

While the transition to a sustainability-based curriculum was achieved, with integrated studio courses at second- and third-year levels, this did not come without challenges. Divided opinions of formal education, linked to preconceived ideas of what constituted architectural education led to some resistance from students and professionals. Nevertheless, the programme serves as testament to what is achievable and provides some lessons to schools seeking to transition programmes in the future.

The paper contributes to discourses on sustainability in architectural education, examining the transition taken by an architectural programme to incorporate sustainability as a core part of its curriculum. The outcomes of this process provide advice that could be useful to schools of architecture seeking to integrate sustainability into their programmes.

As the first architecture programme in East Africa to integrate sustainability principles into its programme, this study provides an insight into the processes, experiences and outcomes of this transition. This reflective engagement highlights value of an enabling environment in any transitional process.

Architectural competitions have been in existence for over 2,500 years. Past studies on this have focussed on the architectural aspects, competition formats, design evaluation by jury members and its evolution. However, no comprehensive research has examined the way that architectural competitions can be structured as a competitive procurement process for contractual outcomes. This paper addresses that gap by examining the way in which a two-stage proposal procedure (as defined by ISO 10845) was used to convert the architectural ideas competition for two new universities in South Africa (SPU and UMP) into a public procurement process with contractual outcomes.

A case study was designed to examine (1) the procurement and contractual aspects of the two-stage proposal procedure within a public procurement context; (2) the challenges encountered in implementing the procurement procedure adopted; and (3) the outcomes of the procurement process. In total, 16 documents relating to the architectural competition were examined, using document analysis, to obtain insights into the procurement approach and processes. This was followed by in-depth interviews with the competition administrators to identify the key challenges encountered in implementing the procurement procedure. A content analysis method was used to analyse the qualitative data.

Only 40% of architects who expressed interest made submissions in the first stage. Those admitted to the second stage associated themselves with architectural practices and submitted tender offers which were evaluated on the basis of their financial offer, preference and quality. Most participants experienced difficulty with the procurement procedure due to unfamiliarity with the process and tight timescales. However, necessary clarifications provided by the client's team enabled them to respond appropriately and the procurement procedure proved effective for procuring innovative design ideas from nine talented architects. They were all based in small to medium-sized firms rather than large firms.

This paper fills an important gap in current understanding of how architectural competitions may be alternatively structured into a competitive procurement process, using empirical evidence from two architectural competitions. Architectural competitions have traditionally been used and characterized in the research literature primarily as an ideas competition rather than a competitive procurement process. This paper, therefore, extends current knowledge on the traditional way architectural competitions are generally used in practice and demonstrates through examination of two case studies how architectural competitions may be further extended and utilized as a competitive procurement process rather than just a process for obtaining ideas.

This study aims to provide insight into the patterns and trends in the literature on the direction of future studio education in architecture schools, and can be useful to architecture schools, researchers and boards of studies in making decisions on how to move forward post-COVID-19.

This study conducted a thematic review (TR) from SCOPUS and WoS that discuss the direction of future architecture studio education in the post-COVID-19 era and their recommendations for how to move forward.

The final theme is feedback studies, innovation in studio teaching, and a new model for post-COVID-19 studio education.

Due to the temporal constraints of the data investigated between 2020 and 2022 based on the post-COVID period, only 13 publications were assessed based on the search strings utilized in this study, considering the decision and efforts made after COVID-19 among the participating architectural schools.

This study will prove helpful to architecture schools, studio education researchers and the architecture board of studies.

This study intends to promote blended learning and enables the student to access the materials from anywhere at any time while enjoying the benefits of face-to-face (F2F) support and instruction.

This is the first review paper for architecture studio education post-COVID-19, as well as the first to use a TR approach to analyze the available literature on the subject. The focus on the post-COVID-19 period and the use of TR allow for a comprehensive understanding of the trends and patterns in the literature on the direction of future studio education in architecture schools. Additionally, this research aligns with the United Nations Sustainable Development Goal 4 on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, as it seeks to address the challenges and opportunities presented by the pandemic to support the learning and development of architecture students.