Architectural Education in the UK

Ruth Morrow Professor of ArchitectureSchool of Planning, Architecture and Civil EngineeringQueen’s University Belfast

Indo-British Perspectives on Planning and Architecture Education

2. Professional Validation of Architecture Courses

1. Typical Architecture Course Format in UK

3. Challenges/ Opportunities in Architecture Education

Validation Criteria

Validation Process

Common Issues arising out of Validation

1 2 3work

experience 1 2work

experience

PART 1 PART 2

PART 3 = work experience + professional exams

undergraduate BSc / BA Masters

1. Typical Architecture Course Format in UK

• ‘Validation is a peer review process that monitors compliance with internationally recognised minimum standards in architectural education and encourages excellence and diversity in student achievement.’

• UK Courses -validated by RIBA (Royal Institute of British Architects) in a 4 year cycle and annually prescribed by ARB (Architects Registration Board)

• RIBA and ARB apply jointly held Criteria for Validation

• RIBA validates over 40 UK schools of architecture (internationally: approx 60)

2. Professional Validation of Architecture Courses

Validation Criteria- example

PART 1: DESIGN

At Part 1 students will demonstrate coherent architectural designs that

integrate a knowledge of:

• The ways that analysis, research, context, budget, preparation and

development of a brief inform a design proposal

• The regulatory frameworks, and health & safety considerations that

guide design and building construction

• Architectural histories and theories, of physical, artistic and cultural

contexts, and their use in informing the design process

Source: RIBA Criteria for Validation (current)

Areas Covered by Criteria in PART 1 and PART 2

DESIGN

TECHNOLOGY & ENVIRONMENT

CULTURAL CONTEXT

COMMUNICATION

MANAGEMENT PRACTICE & LAW

min 50% of overall course

• Visiting Panel of practicing architects, academics, co-professionals and an architecture student

• Wednesday - Friday• All Course Documentation received in advance including a

self critical document and course progression rates• The Panel :

– Views Resources – IT, Library, workshops, studio space– Speaks to staff: FT and PT, senior management, external

examiners and students– Looks at School’s research, means of quality assurance– Samples Academic Portfolios against Validation Criteria ie

assesses the output standard – not just the stated input

Validation Process

• Information gathering and ‘cross examination’ of the course from several angles

• Panel Opinions formed only in Friday afternoon• Each panel member (trained) gives professional views and

collectively a ‘conclusion’ or recommendation to the RIBA Education committee is reached and contents for draft report agreed

• Outcomes: – Removal of Validation or – Continued Validation (with Conditions, Recommendations, Advice etc)

• Process intended not just to ensure min. standards but to support and to share best practice.

• Visiting reports published on RIBA website

Validation Process- interesting characteristics

• Teaching of Technology and Environment - integration within the design process.

• Sustainability???

• Internal Quality (and Equality) Processes e.g.

– whether student work has been marked appropriately/fairly,

– whether external examining processes are correctly managed

Common Issues arising out of Validation

– Large Increase in students numbers - not matched by staffing (39% increase in students mapped to 30% reduction in Staffing,

1995-2003) RIBA source

• More thought given to pedagogy- (student-led learning)

– Numbers of New Courses increased / London-centric Culture

• More focus on building distinct architecture courses

– Impact of Research Culture

• More links between pedagogy and research

3. Challenges/ Opportunities in Architecture Education

- Cost of Architecture Education to Students?

- More flexible forms of learning

- Cost of Architecture Education to Universities in uncertain funding landscape?

- Thinking beyond the University and UK

- Better understanding of the ‘72%’

3. Challenges/ Opportunities in Architecture Education

- Cost of Architecture Education to Students?

- More flexible forms of learning

- Cost of Architecture Education to Universities in uncertain funding landscape?

- Thinking beyond the University and UK

- Better understanding of the ‘72%’

3. Challenges/ Opportunities in Architecture Education

- Better aligning of ‘neighbouring’ courses, more varied roots to study, alternative architectures?