Professional development in landscape architecture: professionalization, geographic trends, and research consumption

By definition, landscape architecture is considered both a “profession and academic discipline” (Evert et al. 2010, 509). However, the status and the legitimacy of landscape architecture as a true discipline has been somewhat contested in the past (Riley 1990, 47). According to Carr-Saunders’s seminal 1933 book, The Professions, part of what separates practicing professionals from vocational tradesmen is lifelong training and intellectual learning (Carr-Saunders and Wilson 1933, 285). In landscape architecture, professional development can take many forms including reading academic or professional literature, entering speculative design competitions, pursuing advanced degrees, or attending professional conferences. However, there are few available studies on the current (or historical) status of professional development in the field of landscape architecture. This thesis investigates the value(s) placed on professional development by landscape architects in order to determine why practicing landscape architects partake in professional development activities through practitioner surveys and interviews. Two research strategies are utilized in this study: description and interpretation. Data collection is based on an online survey with selected follow-up interviews. The results of this thesis have potential implications for both academics and professionals in landscape architecture. Developing a better understanding of continuing professional learning may help identify weaknesses and strengths in the relationship between professionals and academics, which would potentially strengthen landscape architecture as a profession and as a discipline.

Name thesis:degree_name

M.L.A.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Landscape Architecture

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Moen, Bridgette

Contributors dc:contributor

• Deming, Margaret E.

• professional development
• research consumption
• academic literacy
• professional literacy
• landscape profession

Statement dc:rights

• Copyright 2014 Bridgette Moen

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/49764

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/49764