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This study explores the opportunities for a gender-inclusive architecture, engineering and construction (AEC) industry, focussing on the gap between architectural education and practice. This study focusses on three research questions: (1) What factors influence women architects' career retention and advancement in the AEC industry? How can practice outcomes be linked with educational approaches for gender inclusion in the AEC industry? (3) What critical factors can enable structural changes in architecture education, including AEC-related subjects and practice/career pathways towards gender equity?

This paper is based on a systematic literature review (SLR). The established timeframe for selecting papers in this study considered the last 20 years, as various seminal studies in feminism and gender inclusion in architecture emerged in the early 2000s through the definition of keywords used in two prestigious databases. The academic articles selected were filtered through a process of inclusion and exclusion, following criteria for suitability and relevance using a Preferred Reporting Items for Systematic Reviews (PRISMA) diagram.

This study revealed key trends in the literature review consistent with the research questions, including (1) the disproportionate struggles women face at individual, interpersonal and organisational levels and the gender-based bias from entry and progression in the AEC industry that also requires multi-level interventions; (2) traditional architecture education affects female students and educators who find networking, social capital and leadership opportunities to challenge gender-based stereotypes and promote workplace equity, and finally, (3) observe enablers for fostering equity in architecture and education, which should not be limited to policy-driven interventions but structural transformations through transparency, mentorship, leadership, awareness raising and empowerment of women and men, promoting inclusivity and gender equity in the AEC industry.

This study considers a global understanding of gender equity in the AEC industry, regional and country-specific analysis needs to be considered in future studies. The study's focus is on women’s inclusion, acknowledging the limitations of conventional binary gender concepts; future studies need to include the experiences of LGBTI + communities and other underrepresented groups. The literature review considers only academic articles; future research should also consider industry reports, government initiatives and organisational documents for a broader understanding of diversity efforts in business.

This paper observes the issues for gender-inclusive architecture within the context of a male-dominant AEC industry through linking architectural education and practice. Studies rarely focus on this link and address workplace issues. This study highlights this link and extends the discussion through the critical literature review, providing a new ground for geographic-specific or intersectional studies.

There has been a recently growing interest by architects in practice-based research and the impact of research. At the same time, several post-graduate architecture programmes with practice-led research agendas were founded. This shift towards architectural design research is analysed using the notions of “process-driven research”, “output-driven research” and “impact”. The study aims to investigate and unveil the link between graduate programmes and graduates with a research interest and to test the tripartite model of “process-driven research”, “output-driven research” and “impact” in the context of small architectural practices.

The study uses a qualitative and exploratory research approach that includes 11 in-depth interviews conducted in 2020, during the first nationwide COVID-19 lockdown in the United Kingdom (UK) selected interviews were architects representing (1) members or alumni of practice-related graduate architecture programmes in London and (2) founders of London-based small architectural practices within the last decade.

While focussing on the London context, the paper offers transferable insights for the key potentials of practice-led design research in small architectural practices and the actions that might improve research practice.

This paper addresses a lack of studies on how design research differs between diverse types and sizes of architectural firms, why emerging small architectural practices increasingly engage with research and how this shapes their practice. This knowledge is important to fully understanding architectural design research and its strengths or weaknesses.

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).

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.

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.

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.

An unspoken issue of increasing priority in architectural education is the under developed differentiation between architecture and technology. Almost all of the qualifications whereby an architect is prepared for and is permitted to practice professionally are technological parameters. But architecture is not technology. Architecture is, however, both protected by and obscured thru technology being in the forefront that means it is both of benefit and a hindrance.

Architecture being undifferentiated from technology and named in terms of technology thus allows the issue to stay safely within the pragmatic assertion of professionalism that is set up during an education mainly controlled by the profession. Within that is a nascent architectural impulse that resides largely unspoken but which is nonetheless evolved and evolving and shared. The unrevealed architecture generates an aura of the mysterious and the radical which that contributes a greatly to the intensity of mundane and well known work.

This paper examines how architectural technology obviates a space of differentiation within architecture, which may be examined phenomenologically in terms of the essence of humanity, whereby architecture has an original ontological correlation with human aspiration. This will be supported with the well known — for brevity — theoretical and practical examples around the work of Heidegger, Louis I. Kahn. Along with phenomenology, we will introduce philosophies of spiritual practice collectively called rajayoga. The latter is a millennia long experiment with well documented research into human aspiration. The paper concludes with examples of architecture presencing this space of differentiation and suggests the implications on the profession of an education that scan develop the super-ordinate program that is architectural practice.

Information architecture (IA) is often understood as a comprehensive master plan for organizational data assets and is widely considered as an essential component of broader enterprise architecture (EA). However, the status and practical operationalization of IA still remain largely unclear. In order to clarify these questions, this paper investigates what instruments related to IA are actually employed in organizations.

This study builds on the analysis of architecture practices in 27 diverse organizations. Based on the semi-structured interviews with architects and the examination of utilized architectural documents, we explore IA-related instruments with their usage scenarios that have been adopted in the studied organizations.

The authors identify 12 distinct instruments used in the industry and analyze in detail their features, properties and relationships. This paper analysis shows that these instruments are rather diverse and largely inconsistent across different organizations. The study findings also suggest that IA cannot be considered as a comprehensive plan for information, but rather as a variable set of loosely related instruments and practices that help organizations manage information.

The study offers a unique perspective on the concept of IA, as it is practiced in the industry today, as well as a critical scrutiny of the respective prescriptions abundant in the existing literature. Although this study does not attempt to theorize on the findings, it makes a significant empirical contribution by offering a solid evidence-based view of IA and its key instruments currently missing in the available literature.

Highly sophisticated digital technologies have distanced architects and designers from intimate and immediate hand-drawing practices. Meanwhile the changes they rapidly bring come with undetected changes in cultural and social norms regarding the built environment. The growing dependence on computers calls for a more holistic, socially inclusive and place-responsive design practice. This paper aims to shed light on what we are losing in the design process as we rapidly transition to communicate architecture using digital media. The authors contemplate the paradigms in which the human body and physical objects still play an important role in today's design environment.

The paper looks at current trends in developing and establishing “computer imaging” within architectural education, and the architectural profession through parametric design and the area of sustainability. In order to reveal novel and hybrid ways of architectural image-making, it also looks into art forms that already experiment with bodily practices in design by taking an artisanal animation project as a case study.

The renewed longing for craft, haptic environments, tactile experiences and hand-crafted artifacts and artworks that engage the senses can be exemplified with the success of the documentary Last Dance on the Main, an animated film on the endangered layers of human presence in one of Montreal's downtown neighborhoods. The open possibilities for creative hybridizations between the handmade and the digital in architecture practice and education are exposed.

The influence of film on the perception and consequent design of cities is well documented. There is little literature, however, on how the materiality and process of artisanal film animation can provide alternative, if not additional, insights on how to communicate various aspects of the built environment, particularly those rooted in the human body. Furthermore, handmade film explores a broader understanding of sustainability, which includes considerations for social and cultural contexts.

The aim of this article is to develop an architectural pedagogy for the Anthropocene. The author reflect on a project within a postgraduate architectural theory module to address the following questions: How can architectural pedagogy articulate critical modes of production that contribute to quality education in the time of the Anthropocene? What are the ideas, values and practices needed?

The method employed is close reading of texts focussed on three areas: critical theory and pedagogy, political theory and the Anthropocene, and architectural theory and typological urbanism. These theoretical narratives are placed in dialogue with a reflection on a design research pedagogical project. The theoretical narratives and design research project seek to articulate the multidimensionality of critical education. The methodology enacted in the paper performs the pedagogy of the classroom.

The study yields compelling conclusions regarding the potential for rethinking the idea of typology under the pressure of the Anthropocene and of critical pedagogy combined with design research to take positions on urgent political and social matters. The author concludes with a toolkit of concepts, values and knowledge practices.

At a time when disciplines tend towards discrete specialisation, while the need for knowledge production is ever more transdisciplinary, this paper develops inventive techniques and conceptual frameworks for supporting approaches where different fields and ideas make contact as a collective task in the era of the Anthropocene. It updates theories of typology to address contemporary pressures.

The design of the built environment is a determinant of health. Accordingly, there is an increasing need for greater harmonization of the architectural profession and public health. However, there is a lack of knowledge on whether designers of the built environment are changing their practices to deliver healthier urban habitats. The paper aims to discuss these issues.

The research uses a multi-method approach to data analysis, including: systematic mapping study, structured review and thematic analysis.

The research finds that there are almost no requirements for the compulsory inclusion of health across institutions and agencies that have the power to execute and mandate the scope of architectural profession, training, education, practice or knowledge. Despite the urgent need for action and the myriad entreatments for greater integration between architecture and health, there is very little evidence progress.

The research has implications for the architectural profession and architectural education. Health and well-being is not currently an integral part of the educational or professional training requirements for architects. University educational curriculum and Continuing Professional Development criteria need to better integrate health and well-being into their knowledge-base.

The design of the built environment is currently undertaken by an architectural profession that lacks specialized knowledge of health and well-being. There is a risk to society of environments that fail to adequately protect and promote the health and well-being of its inhabitants.

The research evidences, for the first time, the lack of integration of “health and wellbeing” within the architecture profession training or education systems.

We can define architectural design studios as environments of simulation. Within this simulation limitations of real life architectural problems are constructed, yet the constructed reality is far from the reality of existing practice.

In Architecture: Story of Practice, Dana Cuff, makes a sociological study of the architectural design practice and in the volume she discusses design studios as limited versions of the actual design practice. As compared to the actual practice in the studio the students are alone, there isn’t a multiplicity of actors involved in the process, and the design problems are clearly defined. Cuff points out to these shortcomings and provides guidelines to overcome them.

One of the shortcomings mentioned in Cuff’s study is that: design studios do not represent the variety of actors that are present in a real life situation. Cuff suggests to include representatives of different actors in the studio practice to overcome this. If the studio fails to support itself with a variety of actors, to compensate the short coming of actors, the instructors start taking the role of many possible participants of a design process. The instructors simulate: the user, the owner, the engineer, the contractor and so on so forth. This type of an approach in the design studios leads to a certain result: the ideological construct of the instructors becomes the foundation of the constructed reality of the studio.

This study explores the ideological construction of the design studio through active involvements with undergraduate students. Through the findings of two discussion sessions, students’ own ideological positions, their relationship with the external realities and limits imposed on such relations by the studio instructor’s own ideological stances are explored.

The purpose of this paper is to ask how forms of “performative” interventions can prompt processes of re-thinking, which can, in turn, instigate the critical production of public space. Most importantly, it also asks how this methodology can manifest within various cultural and political contexts. Today, public spaces tend to be controlled either by the state or by private corporations. Neoliberal policies promote commercial interests, which subsequently drives inequality and determines what can and cannot be accessed by the public. The public spaces that are currently present in the neoliberal cities are, in fact, “pseudo” public spaces.

In an attempt to form new understandings of this problem, the authors’ approach is rooted in feminist theories of performativity, which focus on how identities are persistently re-produced through performance. These theories consider how the “self” is always entangled within everyday life interactions and how it is shaped by both societal and bodily practices. Framing spaces as shapable, informed by the embodied dialectic relations between spaces and social relations, the study uses forms of performative methodology to create productive disruptions and “constructed situations” (Debord, 2012). This methodology consists of intervention within these spaces in order to produce alternative public space and forms of publicness. Based on research conducted at the Sheffield School of Architecture, as well as a four-day invited workshop at the Floating University Berlin, this study investigates applications of performative practice methodology in the cities of Amman and Berlin.

The paper will begin by exploring how the two cities are regulated through various political and planning policies that affect public spaces. This line of enquiry will also involve questioning physical, social and political access to public space in these contexts and analysing the various actants, performative actions and processes that were involved in producing performative interventions.

The paper will conclude by discussing the potential and limitations of applying and translating such approaches in public spaces within different cultural and political contexts. As such, the study proposes a new methodological framework for re-thinking and provoking the critical production of public space through forms of performative spatial practice.