Doctoral Education In Architecture
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Doctoral Education In Architecture
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Author : Fatma Erkök
language : en
Publisher: Cambridge Scholars Publishing
Release Date : 2015-02-27
Doctoral Education In Architecture written by Fatma Erkök and has been published by Cambridge Scholars Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-02-27 with Architecture categories.
The importance of innovation and technology today brings with it a need for change in the definition of doctoral education, in the training of researchers, doctoral research itself, and in the dissemination areas targeted by doctoral theses. In Europe, doctoral education is the focus of wide-ranging reform in order to achieve coherence in higher education. Doctoral Education in Architecture: Challenges and Opportunities deals with a topic on which there is currently little literature available. While there are a considerable number of publications on doctoral education in general and in country-specific contexts, field-specific publications are rare. This book contains data obtained from a pilot study set up by the editors on “The Nature and Structure of Doctoral Studies in Architecture”, as well as excerpts from a workshop based on this study, held at Istanbul Technical University Faculty of Architecture. It includes excerpts from the discussion sessions and contributions on contexts, conditions, and problems in architectural schools in several European countries. This volume provides an overview and insight for future challenges for doctoral education in the field of architecture. Contributors include: Gülsün Sağlamer; Fatma Erkök; Gary Moore; Kemal Gürüz; Hans Beunderman; Murray Fraser; Stefan Simion; Katalin Marótzy; Vilma Hastaoglou-Martinidis; Georgios Papakostas; Constantin Spyridonidis; Olivier Masson; Jean Stillemans; Pelin Dursun; and Philip Ursprung.
Doctoral Education For Architectural Research
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Author : Gary T. Moore
language : en
Publisher:
Release Date : 1984
Doctoral Education For Architectural Research written by Gary T. Moore and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1984 with Architecture categories.
Post Professional And Doctoral Education In Architecture
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Author :
language : en
Publisher:
Release Date : 1991
Post Professional And Doctoral Education In Architecture written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1991 with Architecture categories.
Doctoral Education In Schools Of Architecture Across Europe
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Author :
language : en
Publisher:
Release Date : 2014
Doctoral Education In Schools Of Architecture Across Europe written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with categories.
Interviews
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Author : Federica Goffi
language : en
Publisher: Routledge
Release Date : 2019-12-05
Interviews written by Federica Goffi and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-12-05 with Architecture categories.
With the continued growth of PhD programs in architecture and the simultaneous broadening of approaches, InterVIEWS: Insights and Introspection on Doctoral Research in Architecture begins a timely survey into contemporary research at academic institutions internationally, in the context of the expanding landscape of architectural inquiry. The eighteen interviews with scholars who direct or contributed to doctoral research programs in areas of architecture history and theory, theory and criticism, design research, urban studies, cross-disciplinary research, and practice-based research expose a plurality of positions articulating a range of research tactics. Renowned scholars narrated the stories, the experiences, and the research that shaped and are shaping doctoral education worldwide, providing an invaluable knowledge resource from which readers may find inspiration for their work. InterVIEWS acknowledges the diversity in approaches to research to evidence meaningful differences and the range of contributions in academic institutions. The relevance of this self-reflection becomes apparent in the exposition of vibrant and at times divergent viewpoints that offer a thought-provoking opportunity to consider the openness and breadth of a field that is unrelenting in redefining its boundaries along with the probing questions.
Changing Practices Of Doctoral Education
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Author : David Boud
language : en
Publisher: Routledge
Release Date : 2009-05-07
Changing Practices Of Doctoral Education written by David Boud and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-05-07 with Education categories.
This fascinating book draws on the expertise of those currently making a stimulating contribution to the literature on doctoral education. Questions are posed about the purposes of doctoral study and how it is changing.
Perspectives On Research Assessment In Architecture Music And The Arts
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Author : Fredrik Nilsson
language : en
Publisher: Routledge
Release Date : 2017-02-03
Perspectives On Research Assessment In Architecture Music And The Arts written by Fredrik Nilsson and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-02-03 with Architecture categories.
Research in the creative fields of architecture, design, music and the arts has experienced dynamic development for over two decades. The research in these practice- and arts-based fields has become increasingly mature but has also led to various discussions on what constitutes doctoral proficiency in these fields. The term ‘doctorateness’ is often used when referring to the assessment of the production of doctoral research and the research competence of research students, but in architecture and the arts, the concept of doctorateness has not yet attained a clearly articulated definition. The assessment of quality has been practiced by way of supervising, mentoring and the evaluation of dissertations but much less discussed. This book offers perspectives on how to qualify and assess research in architecture, music and the arts. It creates a broader arena for discussion on doctorateness by establishing a framework for its application to creative fields. The book is grouped into three sections and includes contributions from international experts in the various fields working in Australia, Belgium, Brazil, Canada, Norway, Sweden, Switzerland, Spain, the Netherlands and the UK. The first section offers general frameworks for further conceptualising doctorateness in the fields in question. It is followed by a section that describes and discusses various experiences, concerns and visions on the production and assessment of doctoral research reporting from doctoral programmes in different stages of development. The third section includes future-oriented perspectives on knowledge-building processes, and asks how the ongoing, profound changes in academia could influence the concept of quality in both doctoral process and product. The book presents different perspectives on research assessment practices and developments of relevant criteria in the practice-based and creative fields of architecture and the arts. The contributions propose ways of framing this issue conceptually, show the need for awareness of the specific context and tradition programmes develop and give proposals for various potential trajectories for the future.
Design Options For The Future Doctorate
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Author :
language : en
Publisher:
Release Date : 2018
Design Options For The Future Doctorate written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with categories.
This report delivers both research-driven education options for building the quality of the doctorate in Australia, and resources to inform institutions and candidates. Th e report stems from a commissioned project shaped by a growing perception that the Australian doctorate, while effective, is not optimised to best serve future interests of students, academia or industry. This project was advanced as an education - focused re - thinking of the doctorate. Work ing from current policy and practice, the project was delivered to help Australian universities fashion targeted and effective futures for research and professional doctorates. The project engaged leaders in the field, and it extended prior institutional, national, scholarly, and international investigations into the doctorate as well as academic and professional work. It involved research and environmental reviews, proposals for policy and strategy, surveys and interviews, and consultation with Australian and institutional stakeholders. This project was designed in 2014 and commissioned in late 2015 with work taking place across 2016 and 2017. Of course, Australian universities are engaged in ongoing renovation of their doctoral programs. This project was designed and delivered using a project logic focused on doctoral outcomes and capabilities which are developed through student experiences and program designs. This logic framed four guiding research questions: What are the desirable and actual learning and professional outcomes of doctoral education? W hat generic and specific capabilities equip doctoral graduates for professional success? What essential and optimal training experiences are required to develop capabilities? What suite of design options best equips the sector for steering the future of doctoral education in Australia? The main outcome of this project was to produce a doctoral design architecture . This doctoral design architecture took shape over two years. It took account of the contextual and conceptual reviews, stakeholder consultations, graduate and expert interviews and surveys, and further regional discussions. The goal was to produce a simple yet powerful architecture to help ensure the future doctorate is internally coherent, externally transparent, and nuanced to individual and institutional contexts. [Executive summary, ed]
Mimed Forum Iv
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Author : Beyhan Bolak Hisarligil
language : en
Publisher: Cambridge Scholars Publishing
Release Date : 2014-08-11
Mimed Forum Iv written by Beyhan Bolak Hisarligil and has been published by Cambridge Scholars Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-08-11 with Architecture categories.
This book is the outcome of one of the Forum Series on Architectural Education, organized by the Architectural Education Association of Turkey (MIMED) on the theme of “Flexibility in Architecture.” At Forum IV, the architectural education platform was cross-examined, new ideas and experiences were shared, and the potentials of “regeneration” were discovered. The notion of flexibility in architectural education is the subject of fresh and vital debate which is based on whether it is achieved by the inner dynamics of architecture, or the external dynamics. However, this debate seems null and void since the dynamics of both sides seem to necessitate flexibility in architectural education at almost the same level. Hence the attitude that the prerequisite for creating flexibility according to the inner dynamics of architecture depends on the protection of architectural education from the coercive effects of external dynamics is no longer a relevant issue. Furthermore, architectural education as a role model in such a debate becomes more important, not only in a monotyping global context, but also in the local social context as well. Herein lies a fundamental dichotomy arising from the fact that because of globalization curricula may face the risk of becoming uniform. Any effort to overcome this dichotomy in such a debate seems vital. Then, the question arises whether such a dichotomy, which turns architectural education from an autonomous discipline into a quasi-autonomous one, transforms architectural education into a rather political issue. If the autonomous nature of architectural education resists globalization, the question of the manner in which this resistance occurs and what impact it will have on architectural education seems of the utmost importance. The volume begins with a preface by Gulsun Saglamer, President of MIMED. Contributors include Juhani Pallasmaa, Kim Dovey, Kojin Karatani, Herman Neuckermans, Conall Ó Catháin, Mark Olweny, Ugur Tanyeli, Ferhan Yurekli, Gulsun Saglamer, Fatma Erkok, Rengin Unver, Cigdem Polatoglu, S. Mujdem Vural, Iris Aravot, Acalya Allmer, Sigrun Prahl, Aslihan Senel, Sevgi Turkkan, Burcin Kurtuncu, Sait Ali Koknar, Ozlem Berber, Funda Uz Sonmez, Akin Sevinc, Danelle Briscoe, Kurt Gouwy, Aydan Balamir, Mine Ozkar, Basak Ucar, Semra Arslan Selcuk, Arzu Gonenc Sorguc, Sema Alacam, Esra Gurbuz, Urs Hirschberg, and Ahu Sokmenoglu.
Narratives Of Architectural Education
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Author : James Thompson
language : en
Publisher: Routledge
Release Date : 2019-01-14
Narratives Of Architectural Education written by James Thompson and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-01-14 with Architecture categories.
Narratives of Architectural Education provides an overview of life as an architecture student, detailing how a layperson may develop an architectural identity. This book proposes becoming an architect as a personal narrative of professional development structured around various stages and challenges associated with identity transformation. Using a case study of aspiring architects along multiple time points of their professional education, Thompson investigates the occupational identity of architects; how individuals construct a sense of themselves as future architects and position themselves within the architectural community. This book provides previously unexamined insights into not just the academic development of an architect, but also the holistic and experiential aspects of architectural education. It would be ideal for those in the educational field of architecture, to include students, educators, interns, and mentors.