Architecture Live Projects acquiring and applying missing practice-ready skills
type: CreativeWork
description: This study concerns itself with examining the degree to which Live Projects can deliver learning experiences that enable architecture students to gain specific professional practice-ready skills and capabilities currently perceived to be lacking within the existing school curriculum - (1) collaborative interaction within and between inter-disciplinary teams, (2) participatory engagement with clients & civic concerns and the (3) capability to manage emergent ambiguities in risk exposure & decision-making –and as a consequence examine (4) how embryonic Live Project assessment rudiments might contribute to this acquisition? Architects are under increased pressure to demonstrate the value of their contribution within the process of building design and construction. They are tasked with working effectively in teams, collaborating effectively with clients and end users and to cope with growing levels of risk and liability, uncertainty and ambiguity, often requiring greater creative leadership and commercial risk-taking in order to succeed. The need for architects to acquire three skillsets to cope with these conditions imposes changing expectations around the architect's role in practice and places increased pressure upon schools of Architecture to ensure their students are equipped with gaining these skillsets. The question emerges as to whether a less-established teaching model – Live Projects - might be able to deliver skills that will not only respond to, but also endure the ongoing changes within professional practice? And if so, in relation to what skillsets? In contrast to other research enquiries concerning Live Projects and literature concerning architectural education in general, this thesis gathered evidence from a highly diverse range of sources – including data on emergent economic and industrial trends outside of the construction sector - as a means to define what the most valuable skillsets might be. For schools of architecture, the specific challenge is to…
abstract: This study concerns itself with examining the degree to which Live Projects can deliver learning experiences that enable architecture students to gain specific professional practice-ready skills and capabilities currently perceived to be lacking within the existing school curriculum - (1) collaborative interaction within and between inter-disciplinary teams, (2) participatory engagement with clients & civic concerns and the (3) capability to manage emergent ambiguities in risk exposure & decision-making –and as a consequence examine (4) how embryonic Live Project assessment rudiments might contribute to this acquisition? Architects are under increased pressure to demonstrate the value of their contribution within the process of building design and construction. They are tasked with working effectively in teams, collaborating effectively with clients and end users and to cope with growing levels of risk and liability, uncertainty and ambiguity, often requiring greater creative leadership and commercial risk-taking in order to succeed. The need for architects to acquire three skillsets to cope with these conditions imposes changing expectations around the architect's role in practice and places increased pressure upon schools of Architecture to ensure their students are equipped with gaining these skillsets. The question emerges as to whether a less-established teaching model – Live Projects - might be able to deliver skills that will not only respond to, but also endure the ongoing changes within professional practice? And if so, in relation to what skillsets? In contrast to other research enquiries concerning Live Projects and literature concerning architectural education in general, this thesis gathered evidence from a highly diverse range of sources – including data on emergent economic and industrial trends outside of the construction sector - as a means to define what the most valuable skillsets might be. For schools of architecture, the specific challenge is to…
author: Harriss, H E
language: en
date published: 2014
date modified: 2026-07-24T03:43:46Z
provider: Oxford Brookes University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Oxford Brookes University