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In the architectural design process, built precedent can be a valuable resource to shape design situations. Typology, the systematic categorisation of precedent, may act as a means to interpret this information and identify relationships between existing buildings and new design. This work explores the link between typology and the design process and asks how typological thinking may benefit novice designers in the context of the architectural design studio. The research conceptually synthesises theories of typology with design methods to provide a practical framework for the application of typology in design studio teaching. Adopting a stage-based model of design, underpinned by the critical method as a description of individual design cycles, the framework offers a means of guiding project decisions, encouraging ideation and accessing information embedded in design precedents. The research is exploratory in nature and adopts a participant observation approach to develop and test the proposed framework. This is supported by data gathered from case studies, structured interviews and questionnaires. The typological learning framework is supported by the results of the research and considers various interpretations of typology at each stage in the design process, analytical processes required and practical guidance for designers and educators.

Due to the holistic and often contradictory nature of sustainable design, learning for sustainability in the architectural design studio requires students to adopt critical and reflective practices. This research developed a reflective mapping framework to enable deep learning. It was created through a participatory action research methodology within a learning environment parallel to the design studio. The framework was used to inform approaches to sustainability at conceptual design stage. It encouraged participant engagement, understanding and reflection. This form of structured group learning is a possible alternative to the one-to-one tutorial for enabling deep learning in the design studio. The research highlights the importance of alternative learning environments to the design studio that can encourage critical reflection. This research contributes to design pedagogy by describing a methodology for enhancing deep learning for sustainability through participatory action.

Despite the prevalence of sustainable and green building in the United Kingdom, there is little agreement on what is required to achieve this status. This research seeks consensus among expert sustainable architects in the United Kingdom on the relative importance of a range of factors in facilitating a sustainable built environment. It identifies key differentiating factors to provide an original typology of sustainable practice. A Delphi technique was used to engage a variety of geographically separated participant in a managed dialogue to achieve consensus. The technique used novel survey techniques and statistical analysis to create a series of parallel sample groups. Thirty practices took part in the study, forming three distinct groups differentiated by contrasting viewpoints. Individual groups were characterised by varying attitudes towards measurability, nature, user focus, and local issues. However, the research found that carbon reduction through fabric first approaches were universally prioritised by all groups to achieve sustainable design. This highlights the limited scope of sustainable design in the United Kingdom, and a tendency to favour global sustainability concerns over more local and regional challenges. This research has significance for professional organisations and policymakers who can shape practice, both in the United Kingdom and internationally. It also has consequences for architectural education as it emphasises the perceived relative importance of these factors in the creation of the built environment.

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