The value of social architects

Samuel, Flora

doi:10.4324/9781315768373-8

Cited by 8 publications

(18 citation statements)

References 1 publication

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“…If the purpose of quality education, as one of the United Nations (UN) Sustainable Development Goals (SDGs), can be seen as a way to empower people, then that empowerment must be realized through application, which in the situation of architecture is through practice. How we prepare architecture students for such practice is challenging and has been a long-standing and polarizing issue between practice and universities (Bates et al, 2015;Boyer and Mitgang, 1996;Ostwald and Williams, 2008;Samuel, 2018;Tucker and Elkadi, 2011;Tzonis, 2014). Such ARCH 17,3…”

Section: Introductionmentioning

confidence: 99%

“…While the views of academia and of students have been reasonably well researched and recorded (Jackson and Bridgstock, 2020;Maroya et al, 2019;Tezcan et al, 2020) research into the views of practitioners has not received the same level of attention, despite the fact that they play a critical part in the development and training of architects. Although the process of registration of architects in Australia requires graduates to also have two years of practice experience under the supervision of an architect, many practitioners want graduates to be work ready and fully knowledgeable (Jones and Hyde, 2019;Samuel, 2018;Savage et al, 2010). Workintegrated learning (WIL) can play an important role in bridging the gap between academics and practice, drawing together the fragments of academic knowledge and practice skills, but the views of practice need to be better understood to achieve this.…”

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confidence: 99%

“…The context of architectural education in Australasia has experienced significant changes, over the past decade, including increased student numbers, new program offerings, undergraduate degrees offering a less architecturally focused program and increased numbers of international students. These recent changes in the profession and in the universities has exacerbated a long-standing debate between the academy and the profession regarding how we should prepare architecture graduates for practice (Bates et al, 2015;Boyer and Mitgang, 1996;Ostwald and Williams, 2008;Tucker and Elkadi, 2011;Tzonis, 2014;Samuel, 2018). As this knowledge base expands and fragments it exacerbates the tension between academia and practice regarding the best way to provide quality education and qualified graduates.…”

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confidence: 99%

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Work-integrated learning (WIL) as a part of quality education in architecture: the profession's perspective

Briant

Crowther

Elsden-Clifton

et al. 2023

ARCH

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PurposeThis research argues that architecture knowledge is fragmented between the profession and academia as evidenced by long-standing conflicting opinions regarding desirable graduate attributes. Work-integrated learning (WIL) is one mode of education where these fragments should come together. This research seeks to address a missing part of that WIL model and understand the profession's view of what constitutes quality education as a United Nations (UN) Sustainability Development Goal (SDG).Design/methodology/approachUtilising a three round Delphi survey of the architecture profession engaged in WIL programs, this study reports on their perspectives of the key benefits and attributes of WIL and the value of WIL experiences as part of a quality higher education system.FindingsThe architecture profession confirmed the value of WIL programs as contributing to students developing an understanding of workplace culture and contexts. There was strong agreement that WIL experiences can be a valuable part of a quality education and enhance graduate employability. Challenges for practice included semester-based program timing, the length of engagement with practice and the lack of WIL program guidance by universities to prepare the profession for WIL experiences.Originality/valueWhile WIL has been extensively researched over the last decade, it is limited in the architecture discipline. Survey findings address the research gap in understanding the architecture profession's views as a key WIL stakeholder which is important given the rapidly changing practice environments, globalisation and the increasingly transdisciplinary context.

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Section: Introductionmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Work-integrated learning (WIL) as a part of quality education in architecture: the profession's perspective

Briant

Crowther

Elsden-Clifton

et al. 2023

ARCH

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“…At the same time, there are plenty of debates in design and architectural theory focusing on how to understand the value of design (e.g. Boztepe 2007;Samuel 2018;Bryant et al 2019;Fisher 2000;Goldberger 2009;Paine et al 2021). Design is an interesting test case precisely because value has remained even more of a conceptual problem here.…”

Section: Introductionmentioning

confidence: 99%

Design and the Polysemy of Value: On a problem within the language of valuation studies

Coughlan

2023

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Value and valuation are notoriously difficult terms, because they mean very different things in different contexts for different scholars. This problem can be described in linguistic terms as “polysemy”. In this article, I propose to reformulate the problem of value through the lens of polysemy as a problem within language. I offer an alternative to approaches that either narrow down value to one particular definition or disregard it altogether, turning value into a container concept for a variety of concerns. I seek thereby to avoid the twin risks of fragmentation or smothering. Following the lead of ordinary language philosophy, I distinguish between three different “grammars of value”. Scholars address value differently depending on their grammar. This shows best in the ways they present value as an intuitively intelligible phenomenon, and in the ways in which they challenge such intuitive understandings of value in their studies. To illustrate these grammatical distinctions, I refer to ethnographic studies of design practices, including excerpts from my own research in a German architecture office.

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“… 2. In construction, value-engineering involves assessing the selection of materials, equipment and processes, and looking for more cost effective solutions. For a critical discussion of this term see Samuel (2018). …”

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confidence: 99%

Fixing the future? How architects make time in buildings for later life care

Beynon-Jones

Martin

Buse

et al. 2020

The Sociological Review

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Drawing on scholarship that explores the making of time, this article aims to develop sociological understandings of architecture’s relations with temporality. Commentary from within and outside architecture has often suggested that a sensitivity to time is missing from its practices (and indeed, that time is actively excluded from architecture). We argue that, rather than attempting to rectify a perceived absence of engagement with time in architecture, it is more fruitful to explore architecture as inevitably implicated in the making of time(s). Mobilising empirical material from a qualitative study of building design for residential care in later life in the UK, we illustrate various relations with, and visions of, the future that are produced through architectural practice. Rendering architecture’s time-making practices explicit, we suggest, makes it possible to reflect on whether, and to what extent, its time(s) could be done differently.

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The value of social architects

Cited by 8 publications

References 1 publication

Work-integrated learning (WIL) as a part of quality education in architecture: the profession's perspective

Work-integrated learning (WIL) as a part of quality education in architecture: the profession's perspective

Design and the Polysemy of Value: On a problem within the language of valuation studies

Fixing the future? How architects make time in buildings for later life care

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