architectural education in the uk · architectural education in the uk ruth morrow ... •riba and...
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Architectural Education in the UK
Ruth Morrow Professor of ArchitectureSchool of Planning, Architecture and Civil EngineeringQueen’s University Belfast
Indo-British Perspectives on Planning and Architecture Education
2. Professional Validation of Architecture Courses
1. Typical Architecture Course Format in UK
3. Challenges/ Opportunities in Architecture Education
Validation Criteria
Validation Process
Common Issues arising out of Validation
1 2 3work
experience 1 2work
experience
PART 1 PART 2
PART 3 = work experience + professional exams
undergraduate BSc / BA Masters
1. Typical Architecture Course Format in UK
• ‘Validation is a peer review process that monitors compliance with internationally recognised minimum standards in architectural education and encourages excellence and diversity in student achievement.’
• UK Courses -validated by RIBA (Royal Institute of British Architects) in a 4 year cycle and annually prescribed by ARB (Architects Registration Board)
• RIBA and ARB apply jointly held Criteria for Validation
• RIBA validates over 40 UK schools of architecture (internationally: approx 60)
2. Professional Validation of Architecture Courses
Validation Criteria- example
PART 1: DESIGN
At Part 1 students will demonstrate coherent architectural designs that
integrate a knowledge of:
• The ways that analysis, research, context, budget, preparation and
development of a brief inform a design proposal
• The regulatory frameworks, and health & safety considerations that
guide design and building construction
• Architectural histories and theories, of physical, artistic and cultural
contexts, and their use in informing the design process
Source: RIBA Criteria for Validation (current)
Areas Covered by Criteria in PART 1 and PART 2
DESIGN
TECHNOLOGY & ENVIRONMENT
CULTURAL CONTEXT
COMMUNICATION
MANAGEMENT PRACTICE & LAW
min 50% of overall course
• Visiting Panel of practicing architects, academics, co-professionals and an architecture student
• Wednesday - Friday• All Course Documentation received in advance including a
self critical document and course progression rates• The Panel :
– Views Resources – IT, Library, workshops, studio space– Speaks to staff: FT and PT, senior management, external
examiners and students– Looks at School’s research, means of quality assurance– Samples Academic Portfolios against Validation Criteria ie
assesses the output standard – not just the stated input
Validation Process
• Information gathering and ‘cross examination’ of the course from several angles
• Panel Opinions formed only in Friday afternoon• Each panel member (trained) gives professional views and
collectively a ‘conclusion’ or recommendation to the RIBA Education committee is reached and contents for draft report agreed
• Outcomes: – Removal of Validation or – Continued Validation (with Conditions, Recommendations, Advice etc)
• Process intended not just to ensure min. standards but to support and to share best practice.
• Visiting reports published on RIBA website
Validation Process- interesting characteristics
• Teaching of Technology and Environment - integration within the design process.
• Sustainability???
• Internal Quality (and Equality) Processes e.g.
– whether student work has been marked appropriately/fairly,
– whether external examining processes are correctly managed
Common Issues arising out of Validation
– Large Increase in students numbers - not matched by staffing (39% increase in students mapped to 30% reduction in Staffing,
1995-2003) RIBA source
• More thought given to pedagogy- (student-led learning)
– Numbers of New Courses increased / London-centric Culture
• More focus on building distinct architecture courses
– Impact of Research Culture
• More links between pedagogy and research
3. Challenges/ Opportunities in Architecture Education
- Cost of Architecture Education to Students?
- More flexible forms of learning
- Cost of Architecture Education to Universities in uncertain funding landscape?
- Thinking beyond the University and UK
- Better understanding of the ‘72%’
3. Challenges/ Opportunities in Architecture Education
- Cost of Architecture Education to Students?
- More flexible forms of learning
- Cost of Architecture Education to Universities in uncertain funding landscape?
- Thinking beyond the University and UK
- Better understanding of the ‘72%’
3. Challenges/ Opportunities in Architecture Education
- Better aligning of ‘neighbouring’ courses, more varied roots to study, alternative architectures?