The American Landscape Architecture Research Universe and a Higher Education Ordination: Descriptive Insights into the Discipline and Profession of Landscape Architecture

Abstract

Landscape scholars, educators, and academics are interested in the structure and nature of the knowledgebase that comprises both the discipline of landscape architecture and the profession of landscape architecture. In this study, the latent nature of the landscape architecture discipline was revealed by constructing a principal component citation analysis representation (the landscape architecture research universe) concerning several decades of literature (1982–2017) in Landscape Journal, a preeminent American journal addressing landscape architecture research. In addition, an ordination was developed describing the curriculum relationships between fifteen top American universities teaching landscape architecture as identified by ‘DesignIntelligence,’ preparing students for practicing in the profession of landscape architecture. The results revealed that in the discipline, the research activity is highly diverse along many dimensions, constantly evolving as new topics are explored. The pattern in landscape architecture research is broad, as the discipline integrates knowledge and ideas in many fields. In contrast, landscape architecture curriculums, teaching the fundamentals of the profession, are fairly closely clustered together and quite similar, with small differences reflecting emphasis in either landscape history or the visual arts, and mathematics or course electives. This dual identity is both a source of conflict and a unique opportunity.

Perspective Chapter: Organizational Ecology – Evolving Realities in Higher Education from Cholera to Covid – A Michigan State University Planning and Design Case Study

“…To maintain its standing/ranking as an institution, publications and research dollars were driving many academic institutions, as that was how they were measured. In the late 1990s, MSU began moving towards a Stanford model of higher education, with tenure stream faculty doing research and teaching graduate students, and instructors who at the time were not even considered faculty teaching undergraduates [38]. Academic programs that did not generate money were disbanded.…”

“…It is sad but quite true. I have been in higher education for 45 years and it is a constant, observed phenomena," relayed Dr. Burley [38].…”