Search results

1 – 10 of over 18000
Article
Publication date: 28 September 2022

Kenneth Javier Tua, Gabriel Victor Aves Caballero and Susan C. Aquino-Ong

This paper serves as a pilot study for the education of cultural landscape heritage conservation (CLHC) and review the preparedness of landscape architecture curricula in the…

128

Abstract

Purpose

This paper serves as a pilot study for the education of cultural landscape heritage conservation (CLHC) and review the preparedness of landscape architecture curricula in the Philippines for the CLHC specialization. It proposes the utilization of the “Geodesign” framework in formulating a developmental process and validation of the interrelationship and collaborative activity created by the thematic areas towards landscape heritage education and professionalization. The goal of the study is to create new possibilities for the profession through the study and professionalization of cultural landscapes, thus, raising awareness and significance of cultural heritage and heritage conservation in the lenses of the Philippine landscapes.

Design/methodology/approach

The research opted for literature reviews, comprehensive desktop reviews of the landscape architecture syllabi of higher education institutions (HEIs) and SWOT and PESTEL analyses as qualitative assessments, including stakeholder feedback discussions with the current four (4) HEIs, Philippine Association of Landscape Architects (PALA), Technical Committee for Landscape Architecture, Commission on Higher Education (TCLA CHED), Professional Regulation Commission–Board of Landscape Architecture (PRC–BOLA) and the ICOMOS IFLA International Scientific Committee on Cultural Landscapes, National Philippine Committee (Philippine NSCCL). The data were complemented by a quantitative assessment using Leopold and Lohani and Thann assessment matrix on importance (without considering magnitude), and for this study, it is the level of preparedness and integration.

Findings

The paper brings forth to the conclusion that the landscape architecture curricula at the bachelor's degree level of the University of the Philippines – Diliman (UP – Diliman) in Quezon City and University of San Carlos (USC) in Cebu are prepared to integrate and/or consider updating their respective curriculum in accordance to the CLHC specialization. The curricula of Bulacan State University (BulSU) in Malolos, Bulacan, and the University of San Agustin (USA) in Iloilo may need to consider introducing courses related to the thematic areas to be able to create an area of basis for integration.

Research limitations/implications

The study is initiated as part of the International Council on Monuments and Sites (ICOMOS) Philippines Internship programme during a master degree study wherein the research is bounded within the limit of its duration. Therefore, the study was able to only identify and chose the possible thematic areas and course concentrations for the specialization of CLHC; select, review and propose courses related to CLHC; screen courses from the landscape architecture curricula of the universities based on its course title, course information (if provided) and cross–checked with Government syllabi; and allocation of units and time per identified course as well as required prerequisite from thematic areas was not covered in this study.

Practical implications

The paper can be used as a tool to engage discussions with the PRC–BOLA in its development of the specialization of CLHC currently being planned. Study topics and themes identified can be the starting point of training programmes that can benefit students of the current four universities in the study and landscape architecture professionals alike. This will eventually translate to benefits to society as heritage conservation methodologies are developed by practitioners who can apply such knowledge to places of cultural and natural significance and develop learnings to concrete heritage laws and policies protecting landscapes.

Originality/value

This paper serves as a pilot study for the education and professionalization of CLHC in the Philippines. Significantly, the development of CLHC specialization in the Philippines shall open various opportunities in developing Philippine cultural landscape heritage conservationists trained at the local context.

Details

Journal of Cultural Heritage Management and Sustainable Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2044-1266

Keywords

Article
Publication date: 13 May 2019

Luca Sgambi, Lylian Kubiak, Noemi Basso and Elsa Garavaglia

The purpose of this paper is two-fold: first, it highlights the importance of the presence of active teaching experiences in architecture courses. Such experiences can lead to an…

Abstract

Purpose

The purpose of this paper is two-fold: first, it highlights the importance of the presence of active teaching experiences in architecture courses. Such experiences can lead to an improvement in the teaching of technical disciplines, such as structural engineering. Second, it purports to demonstrate the relation and interaction between the active teaching strategy here presented and the learning outcomes required by the study programme.

Design/methodology/approach

The paper reports an active didactic experience (addressed to students of architecture and performed at Politecnico di Milano, Italy, and Université catholique de Louvain, Belgium), from its conception to its development in the classroom with the students. The experience is reported by discussing the three main steps of which an active didactic experience should be composed: the stimulus, the practice and the discussion.

Findings

The experience seeks to find innovative methods to stimulate the study of structural engineering by students of architecture. Through this experience, based on the study of a square silicon pot mat, students are able to learn concepts related to the mechanics of structures. In addition, students find in their experience direct connections with structures of considerable architectural importance, such as the structure of the New National Gallery by Mies van der Rohe.

Originality/value

This experience is original in two aspects. First of all, the introduction of an active didactic experience to improve courses that are generally structured in a passive way. Second, in an era where the importance of numerical technology is growing, this experience goes in a different direction by choosing a low-tech but no less interesting approach.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 13 no. 2
Type: Research Article
ISSN: 2631-6862

Keywords

Article
Publication date: 3 December 2020

Anurag Varma and Mohammad Shoeb Jafri

The purpose of this paper is to have an overview of how Indian institutions offering undergraduate architecture programs have responded to the pandemic situation. It seeks to…

2613

Abstract

Purpose

The purpose of this paper is to have an overview of how Indian institutions offering undergraduate architecture programs have responded to the pandemic situation. It seeks to appraise the alternative approaches adopted for teaching-learning, communication, assignment and evaluation and assess their effectiveness for progressive improvisations or integration with pedagogy. The paper articulates a view on the suitability of online teaching for architecture education in India, on basis of educators' experiences of teaching during the pandemic.

Design/methodology/approach

An online survey was conducted for obtaining primary data from the educators given the paucity of information. The questions elicited structured information on aspects of the transition process, IT/online platform and tools, the efficacy of online teaching-learning and trajectory of blended learning.

Findings

All institutions managed the transition to online teaching without much difficulty. However, the paper raises the need for professional training and feedback from students. One-third of the respondents express satisfaction with online teaching, despite low satisfaction about the effectiveness of online teaching of a design studio. The results convey the need for more engagement with digital tools and representational software on integrated platforms. The study finds consensus on the future potential of blended learning and advocates developing an integrated framework and curriculum for architecture education in India.

Originality/value

The paper synthesizes viewpoints on online teaching-learning of architecture program in wake of the pandemic from an educators' perspective. The emergent perspectives are viewed dialogically in context of global voices to articulate a future trajectory of blended learning in the domain of architecture education.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 15 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

Open Access
Article
Publication date: 6 June 2022

Natalia Garcia Cervantes and Karen Hinojosa Hinojosa

The purpose of this article is the discussion of a service-learning experience in architecture pedagogy, based on two core courses at a private university in Mexico. The aim is to…

1382

Abstract

Purpose

The purpose of this article is the discussion of a service-learning experience in architecture pedagogy, based on two core courses at a private university in Mexico. The aim is to identify learning opportunities, challenges and implications arising from engaging with inhabitants of an informal urban settlement with limited digital resources in La Campana-Altamira in Monterrey, Mexico.

Design/methodology/approach

The methodology selected is a case study approach, chosen for its effectiveness in architectural pedagogy to create knowledge through exposure to a particular phenomenon, as well as highlight positive teaching practices to facilitate replicability. Case-study methodology was also beneficial in this case because its openness and flexibility allowed for research of a variety of phenomena simultaneously, in this case, both the effects in the informal settlement community and in the academic one.

Findings

Findings revealed that opportunities outweigh challenges, and meaningful service and learning are possible in an online context, even when the service aspects take longer than the course length if there are long-term relationships between communities and institutions.

Originality/value

The value of the article lies in the need for flexible and sensitive approaches that put communities in the center, a critical path to identifying and understanding their needs and improving their contexts. This holds especially true given the rapid pace of worldwide urbanization and the ubiquity of informal urban settlements. Implementing service-learning approaches in informal settings using online tools, while sanitary restrictions are in place shows that meaningful experiences can be achieved, even when courses are short and resources are limited.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 17 no. 2
Type: Research Article
ISSN: 2631-6862

Keywords

Article
Publication date: 3 February 2020

Violeta Orlovic Lovren, Marija Maruna and Svetlana Stanarevic

This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of…

1096

Abstract

Purpose

This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of three faculties of the University of Belgrade.

Design/methodology/approach

A qualitative content analysis has been applied on two levels: the evaluation of the sustainability of courses starting from the criteria defined using the Sustainability Tracking, Assessment and Rating System (ASHE, 2017), and the analysis of the outcomes defined in the curricula of subjects within the three faculties using the UNESCO learning objectives related to selected sustainable development goals (SDGs) as a criteria.

Findings

While the largest number of courses were analyzed from the Faculty of Architecture, the highest proportion of sustainability courses was found in the Faculty of Security Studies. Both study areas reflect a stronger interdisciplinary orientation, although it should be strengthened in the case of the Andragogy study program. Based on the experience of the Faculty of Architecture, the courses implemented by linking theory and practice may significantly contribute to achieving the LOs and to implementing the education for sustainable development. At the University of Belgrade, strategic documents are missing that would encourage and oblige the faculties to apply the concept of sustainability.

Originality/value

This is the first study to apply this type of curricula analysis at the University of Belgrade. It is performed by teachers from the university, coming from different disciplinary fields but oriented towards an interdisciplinary perspective. Although performed in three specific study areas within a single university, the identified gaps and trends may be useful for planning interventions toward accelerating the implementation of SDGs in the higher education curricula.

Details

International Journal of Sustainability in Higher Education, vol. 21 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 28 June 2021

Asif R. Khan and N. Lakshmi Thilagam

The Covid-19 crisis has inflicted a disruptive impact on the conventional institutional format of architecture studio pedagogy. As a result, there is a critical suddenness for an…

Abstract

Purpose

The Covid-19 crisis has inflicted a disruptive impact on the conventional institutional format of architecture studio pedagogy. As a result, there is a critical suddenness for an alternative approach to ensure continuity. The research pursues is to pursue a multidisciplinary study with a focus on the following domains: architecture, the science of learning and e-learning architecture. Inference from the study would become the basis for a theoretical proposition for improvement of the existing pedagogical framework. Moreover, the literature would add valuable insights to the knowledge base.

Design/methodology/approach

An exploratory research approach is used for this study. The inquiry-based approach enlightens on the role of the architect in society. Also, the nature of architectural design education that existed prior to the Covid-19 outbreak is examined. Further, the paper explores the impact of the paradigm shift from institutional mode to e-learning mode overnight. Purposefully multi-disciplinary studies are pursued to develop a broad understanding of the associated domains. This could effectively contribute to developing an effective pedagogical framework. This would facilitate the conduct of architecture studio discourse in a structured manner during the current scenario.

Findings

The confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy has evolved as part of the research. Further, the proposed virtual learning pyramid enlightens on the drive to continue on with augmentation of students existing creative acumen. Which is one of the universally sought-after goals of studio pedagogy even during times of uncertainties.

Research limitations/implications

Pedagogues would find the study very meaningful for the conduct of architecture design studio in e-learning mode. They would also acquire a broad understanding of factors to be considered. The research would pave way for future studies in this area from a multi-disciplinary perspective.

Social implications

The current Covid-19 crisis deters architecture studio discourse from being conducted in an accustomed institutional format. Therefore, it becomes important for institutions to ensure continuity of architectural education with the help of new measures. In concurrence, the research envisions an alternative approach: virtual design studio using e-learning mode. This would ensure continuity of architectural education even when the instructor and students are separated in either time or place.

Originality/value

The study presents a unique contribution to the limited literature available on architecture studio pedagogy during the e-learning scenario.

Article
Publication date: 5 May 2020

Hans Liwång

This study has a scope limited to a specific course and changes integrated to the core of the KTH naval architecture master program. The students in the program have earlier…

Abstract

Purpose

This study has a scope limited to a specific course and changes integrated to the core of the KTH naval architecture master program. The students in the program have earlier experience from engineering applications in a general sustainability perspective and understand the basic concepts within sustainability. Therefore, to introduce further steps a new course module was introduced in 2018 focusing on safety management and social sustainability. The purpose of this study is to identify and document the pedagogic lessons for a course module where sustainable development (SD) is discipline-specific.

Design/methodology/approach

This study is a case study that qualitatively investigates the stainability effects of the implementation of the new course module. The course and program activities are compared to the results of a previous study in 2017 on the sustainable development learning elements (SDLEs) in the program and discussed in relation to more general SD initiatives.

Findings

From the analysis, it is identified that the perspectives presented were new to a substantial part of the students. This study also shows that the effects of the specific module here studied, with a focus on the skill of maritime social sustainability development, differ from more general sustainability literacy. The new perspective affected the thinking about the core of the students’ studies, ship design, in a way that general knowledge on sustainability has not. This was achieved with a combination of suitable tools and perspectives in combination with contextual knowledge and a frame of reference. The contextual knowledge and a frame of reference are here present in education as a result of relating the sustainability case to the core of the program.

Originality/value

The result relates the pedagogical change described to SDLEs and to the ambition of conceive, design, implement and operate approaches. This paper contributes to the literature by providing a discussion on how social sustainability can be implemented in engineering education and the role of integrated discipline-specific sustainability modules.

Details

International Journal of Sustainability in Higher Education, vol. 21 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 14 March 2023

Mohd Zairul, Mohd Azli and Aznida Azlan

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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

Research limitations/implications

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.

Practical implications

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

Social implications

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.

Originality/value

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.

Details

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

Keywords

Article
Publication date: 30 April 2021

Stan Lester

This paper examines architecture as an example of the evolving context of qualifying routes in UK professions.

Abstract

Purpose

This paper examines architecture as an example of the evolving context of qualifying routes in UK professions.

Design/methodology/approach

The background and current state of architectural education, qualifying routes and regulatory frameworks in the UK is presented as a case-study, and compared with practices in professional education and qualifying more generally including the use of Degree Apprenticeships.

Findings

Architecture has since the 1960s maintained an entry-route that is premised on periods of full-time academic study plus full-time practice. While a minority part-time version of this route has always existed (and is now being expanded through Degree Apprenticeships), variations seen in other professions such as experienced practitioner entry and accelerated routes from cognate fields have so far been lacking. Pressures for reform are emerging both from external changes affecting the profession and from the high cost of qualifying in relation to median incomes in the sector.

Practical implications

There is a need for more flexible and less expensive routes to qualifying as an architect, with substantial scope to use practices from other professions and areas of higher education to recognise existing levels of competence and improve crossover with other design and construction fields.

Originality/value

This is the first review of architectural qualifying requirements that has been made in the context of professional entry more generally.

Details

Higher Education, Skills and Work-Based Learning, vol. 12 no. 1
Type: Research Article
ISSN: 2042-3896

Keywords

1 – 10 of over 18000