By David Nicol, Simon Pilling

ISBN-10: 0203992342

ISBN-13: 9780203992340

ISBN-10: 0419259201

ISBN-13: 9780419259206

Architectural schooling is stressed to satisfy the calls for of an evolving development and to cater to the more and more various occupation locations of graduates. How may still architectural schooling reply to those specialist demanding situations? How can scholars be higher ready for pro perform? those questions are the point of interest of this publication, which brings jointly contributions from quite a lot of authors, from either the united kingdom and the united states, operating within the fields of architectural schooling, architectural perform and academic study.

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Biggs 1999; Nicol 1997; Ramsden 1992) including research on learning for the professions—medical, legal, architectural. This research has significantly increased our understanding of how students learn and how teaching can be Changing architectural education 12 better organised so that deep and relevant learning takes place (see Nicol 1997 for a concise review of the research on learning in higher education). Learning is an active process Research on learning in higher education shows that ‘what the student does is actually more important in determining learning than what the teacher does’ (Shuell 1986).

And Kelly K. A. Press. RIBA (1992) Strategic Study of the Profession—Phase 1: strategic overview . London: RIBA Publications. Stewart, T. (1997) Intellectual Capital—The New Wealth of Organisations . London: Nicholas Brealey. , Drury, L. and Predy, D. (1992) From Education to Revolution—the pressures on professional life in the 1990’s . Bristol: University of Bristol. Worthington, J. (1993) Workplace Design for the Knowledge Industries in Industriebau die Vision der Lean Company , PRAXIS report.

This is explored by Milliner in Chapter 22. 4 The chapters in the book: scope and organisation Up to this point we have described how changes in society, the construction industry and the architectural profession are leading to a reassessment of how architects are educated, and we have suggested how architectural education might address these changes. In this section we describe the scope and organisation of the other chapters of the book, and Architectural education and the profession 19 show how the contents relate to the professional context and to the educational challenges.

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Changing Architectural Education: Towards a New Professionalism by David Nicol, Simon Pilling

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