Professional studies eleni economidou

the future of architectural education

PROFESSIONAL STUDIES PROPOSAL (1D7Z0804_1314_9Z1F) 2014

Cover: ŠEleni Economidou Studio 2013

Index

06 introduction

12 review

14 appraisal

18 proposal

22 conclusion

24 bibliography

6 | Professional Studies Proposal

INtroduction

I

n the near past, society has undergone major changes in terms of technology, economy and politics especially with the current global economic recession.

The profession and the industry of architecture are both effected by the architectural education system. Any change affecting the latter is reflected to both these sectors.

The present report aims to investigate the current state of the architectural profession and education, the main issues it might undergo during these difficult times of economic hardship across the globe, investigate what the future holds or it and propose alterations to the current system that will

eventually help educational institutions to succeed in the future and produce a nrw generation of architects.

The new EU directive acts as a catalyst in order to redefine the role of architectural education and shape a system that is more flexible and rational than the existing1.

“(...)drastic

change is needed.

Part III is highly valued internationally but it takes too long to get qualified(...) it can’t take that long to go into one of the poorest-paid professions

”

Jack Pringle Former RIBA president 2013

1 Klettner, A. 2013. RIBA and Arb team up to overhaul architectural education. [online] Available at: http://www.bdonline.co.uk/ riba-and-arb-team-up-to-overhaularchitectural-education/5060840. article [Accessed: 12 Dec 2013].

Opposite: Architects 2Zebras. (2011). Why Didn’t You Teach Me How to Practice?. [online] Retrieved from: http://architects2zebras.com/2011/11/21/whydidnt-you-teach-me-how-to-practice/ Eleni Economidou | 7

Review current state

A

rchitecture is not a perpetual occupation that evolves according to the concepts of its practitioners but construction an its industry.

Architectural education – the discussion of places and spaces, cities and landscapes, a discipline of engaging with the world around us – plays a major role in shaping both the profession an the industry. However, it has been allowed to stagnate in the UK as a hermetic, inwardlooking pursuit for more than 50 years.

The extended threepart system, which takes 8 | Professional Studies Proposal

a minimum of seven years to complete, is still based on the model that emerged from the RIBA Conference on Architectural Education in 1958. The most common path in order to be qualified as an architect in Great Britain is through an amalgamation of five year long academic studies at a university and a minimum of two years of practical experience before the RIBA 3 examination1.

1 Wainwright, O. 2013.

Towering folly: why architectural education in Britain is in need of repair. [online] Available at: http://www.theguardian.com/ artanddesign/architecture-designblog/2013/may/30/architectural educationprofessionalcourses [Accessed: 12 Dec 2013].

Opposite: Avanti Architects (2010). [online] Retrieved from: http://avantiarchitects.co.uk/

Eleni Economidou | 9

“How will architects be educated in 20 years’ time?

In England the answer to this question assumes a real urgency with the introduction of the annual £9000 fee, and with it the effective privatization of the University system and the spectre of architecture students emerging with over £90,000 of debt if present structures are maintained.”

--Jeremy Till March 2012 10 | Professional Studies Proposal

In the past few years and especially months there have been a lot of appeals for a refurbishment of the UK architectural education system - which peaked when the higher student fee regime got in the picture - blaming it of being obsolete and sealed off from the realities of working in the industry1.

There have been a lot of debates of whether the current architectural education is successful in producing 21st century professionals2. Schumacher P. claimed, the RIBA praised a

1 Fulcher, M. 2013. Profession divided over RIBA’s shake-up of architectural education. [online] Available at: http://www.architectsjournal. co.uk/news/daily-news/professiondivided-over-ribas-shake-up-ofarchitectural-education/8656606. article?blocktitle=Latestnews&contentID=7896.

2 Emmerson, E. 2009. This House Belives Architectural Education Is Failing To Produce 21st Century Professionals - Building Futures. [online] Available at: http://www. buildingfutures.org.uk/events/thishouse-belives-architectural-education-is-failing-to-produce-21st-century-professionals

type of unrealistic education3.

Just on the 12/12/2013 RIBA council signed up to the “most ambitious overhaul of architects’ education in 50 years”.

Stephen Hodder, institute president, alleged this move could educate future architects ‘in the shortest possible time while maintaining quality’4. The news comes as the RIBA estimates that the average time for an architect to become registered is nearing a decade5.

3 Schumacher, P. 2012. SCHUMACHER SLAMS BRITISH ARCHITECTURAL EDUCATION. [online] Available at: http://www.architectural-review. com/schumacher-slams-british-architectural-education/8625659.article.

4 Fulcher, M. 2013. Profession divided over RIBA’s shake-up of architectural education. [online] Available at: http://www.architectsjournal. co.uk/news/daily-news/professiondivided-over-ribas-shake-up-ofarchitectural-education/8656606. article?blocktitle=Latestnews&contentID=7896.

5 Klettner, A. 2013. RIBA and Arb team up to overhaul architectural education. [online] Available at: http://www.bdonline.co.uk/ribaand-arb-team-up-to-overhaul-architectural-education/5060840.article [Accessed: 13 Dec 2013].

“The RIBA’s bid to scrap Parts 1, 2 and 3 has provoked a heated debate about the future of architectural education and practice” Merlin Fulcher 12 December, 2013 AJ Journal

Opposite: ©Eleni Economidou Studio 2013 Eleni Economidou | 11

12 | Professional Studies Proposal

What the EU directive could mean:

Under the EU directive of Professional Practice all EU architects will have an e-pass’ which will recognise them as architects by any other EU country.

UK part I and part II architecture courses could be shortened in line with other EU countries such as Germany and other member states would be alerted if an ARB reprimand was issued1.

The UK Architectural Education Review Group (UKAERG) through a recent 1 Fulcher, M. 2013. Profession divided over RIBA’s shake-up of architectural education. [online] Available at: http://www.architectsjournal. co.uk/news/daily-news/professiondivided-over-ribas-shake-up-ofarchitectural-education/8656606. article?blocktitle=Latestnews&contentID=7896

report suggests a single, fair and reliable access point to gain the architect title2.

The report calls for: -a break with Europe-wide qualifications since it will introduce inequalities.

-the dropping of the RIBA parts I-III system -a single gateway to the profession -a shift in the focus of UK architecture regulation.

The changes would allow architecture schools to develop ‘more distinctive programmes tailored to the needs and aspirations of students and graduate employers3.

2 Fulcher, M. 2013. School heads welcome call to scrap the Parts 1-3 system. [online] Available at: h t t p : / / w w w. a r c h i t e c t s j o u r n a l . co.uk/school-heads-welcomecall-to-scrap-the-parts-1-3-system/8646693.article 3 Ibid.

“[...]there is an urgent need for additional” flexibility to suit the needs of students and the profession. [...]This report is a stepping stone towards a mobilizing confuses [...]”

Alex Wright SCHROSA Chair 2014

Opposite: © Dezeen. 2013.

New course streamlines architectural education in USA. [online] Available at: http://www.dezeen. com/2013/01/22/new-course-fasttracks-architectural-education-inusa/ Eleni Economidou | 13

Appraisal

D

esperate times call for drastic measures.

industry led2. (J -J Lorraine, December 12, 2013).

The reasons behind the overhauling of the current architectural education system:

-Under the recently introduced fee levels, the average student debt for qualifying architects is expected to be £88,726 according to SCHOSA chair Alex Wright 3.

-Students come out of the educational system quite unprepared for the potential encounters they could be confronted with at a professional practice.

-Maintaining an ‘institution-centric’ education rather than a ‘student-centric one’1.

-The route to qualifying as an architect nowadays is nearing a decade.

-It’s believed to be cryptic, superseded, inward looking and not service/ Fulcher, M. 2013. Profession divided over RIBA’s shake-up of architectural education. [online] Available at: http://www.architectsjournal. co.uk/news/daily-news/professiondivided-over-ribas-shake-up-ofarchitectural-education/8656606. article?blocktitle=Latestnews&contentID=7896 [Accessed: 12 Dec 2013].

14 | Professional Studies Proposal

2 Lorraine, J. 2013.

Interviewed by Fulcher M.[in person] 12 December 2013.

3 Fulcher, M. 2013. Profession divided over RIBA’s shake-up of architectural education. [online] Available at: http://www.architectsjournal. co.uk/news/daily-news/professiondivided-over-ribas-shake-up-ofarchitectural-education/8656606. article?blocktitle=Latestnews&contentID=7896 [Accessed: 12 Dec 2013].

-Young practitioners seem to ignore or have limited knowledge when it comes to one of the biggest challenges of our time; buildings’ energy efficiency4.

4 Sullivan, L. 2013. Architectural education ignores the challenge of our time. [online] Available at: http:// www.building.co.uk/architectural-education-ignores-the-challenge-of-our-time/5062698.article [Accessed: 13 Dec 2013].

In the RIBA Building Futures report engineering, architecture, urban design, surveying students and recent graduates argue that: Social Conscience

Most of the students and graduates had a social conscience; they had a social schema in mind when they chose an occupation related with the building construction. There was the belief that architects lacked in engineering and unless they became more skilled the lead of building construction will be on the engineers’ hands1.

Multidisciplinary practice

A big share of participants stated an inclination towards working at a multidisciplinary practice where specialists from different occupations came together to form a network when a 1 Robinson, D., Jamieson, C., Cole, C. and Worthington, J. 2011. The future of architects. [report]Manchester: Building Futures, pp. 16.

project required to. Another significant share of students and graduates stated that they would prefer to work for a firm but simultaneously have time to pursuit their own individual projects. When it came to employment prospects, all of the students were disappointed with the current circumstances2.

Creative Consultants

‘Creative Consultant’ and ‘design thinking’ were the two most popular expressions that were specified over the title ‘architect’.

The majority of architecture students believed that the architect’s title was limiting and even an obstacle between them and other building industry’s occupations due to the segregation in higher education between architecture and the other fields. They experienced that deep separation while in practice as well which was in

“The scandal of a lost generation of architecture students, with education now predicted to cost £88,726 per student and a third of post Part 1 students earning less than the minimum wage. Is this the return to architecture as a career exclusively for the wealthy?”

Luke Tozer director of Pitman Tozer

2 Ibid, pp. 17.

Eleni Economidou | 15

16 | Professional Studies Proposal

Appraisal a way obstructing a holistic multi – disciplinary problem solving attitude. Engineering participants, on the other hand, felt that their education was satisfactory and that they had a cohesive relationship with other building construction fields which could potentially put them in a leading position when it came to design. There was the belief from architecture participants that engineers could indeed pose a serious threat since they (architects) lacked in technical construction knowledge3.

Changing Expectations

The majority of the group voiced the ambition to develop new futuristic multidisciplinary networks while 3 Robinson, D., Jamieson, C., Cole, C. and Worthington, J. 2011. The future of architects. [report]Manchester: Building Futures, pp. 17.

stray from traditional forms of practice. The idea of a global practice of 47,000 employees raised no appeal to any of the students and graduates4.

Out of this report some of the issues among the profession for students and young graduates are quite prominent. Architectural education however can mend these problems since it has an impact on its recipients not merely in terms of knowledge transfer but also in terms of the acquisition of modes of operation and the creation of attitudinal preferences5 .

4 Ibid., pp. 17.

5 Nicol, D. and Pilling, S. 2000.

Changing architectural education. pp. 160.

Opposite: ŠEleni Economidou Studio 2013 Eleni Economidou | 17

18 | Professional Studies Proposal

proposal

W

hat is clear is that the oncoming change in the future of architectural education is ineluctable.

Rapid technology developments in 3D printing and CNC milling is expected to bring a new industrial revolution will eventually lower the thresholds o time, cost and skill.

With open-source hardware and knowledge available to the general public in just a few clicks anyone with a CNC Milling machine can download freely shared blueprints and use the CNC’s manufacturing capabilities make anything for themselves; factory is everywhere therefore, everyone is a designer1. Thus, architecture schools could eventually develop into drop in institutions and fabrication labs in order to make available academic forums and 1 Parvin, A. 2014. Transcript of “Architecture for the people by the people”. [online] Available at: http://www.ted.com/talks/alastair_ parvin_architecture_for_the_people_by_the_people/transcript

workshop amenities for artists, inventors or even activists who wish to attend the school for a small period of time and not the full 6 year length degree.

An architecture school, in addition, has to have a direct relationship with the general public, be open to the habitats of the city, exhibit students’ work and outline the school’s ethos and offer basic knowledge over its practice in the past and future, but most importantly, the politics and economics of architecture. Along with these actions the institutions could positively establish the image of mediators for change towards the common good.

Architecture is after all said to be the mother of all arts.

“The mother Art is Architecture.

Without architecture of our own

Opposite: Poster by Sam Brown, Tatjana Schneider and Alastair Parvin (2011). Debate organized by Project Context at the University of Sheffield School of Architecture, in response to the motion ‘Architecture Schools should be dissolved” [online] Available at: http://www.bemakeshift.com/catalogue/47/educationfor-architectures-next-economy. html Eleni Economidou | 19

constructive generalism and offer any relevant knowledge possible to their students.

One has to acknowledge the fact that due to the current economic situation the profession is currently being undermined among the market. It has been prominent that graduates are lacking specialization and basic knowledge of fundamental technical details of construction2.

Collaboration with construction occupations is essential as well as hands on based projects.

we have no soul of our own civilization” (Frank Lloyd Wright).

Subsequently, if architecture is an amalgamation of many disciplines such as political sciences, economics, psychology, sociology, geography, engineering, computer science, positive sciences, graphic arts and many more, institutions could endorse upon 20 | Professional Studies Proposal

Accordingly, higher institutions could provide a better inside into those areas using workshops embedded with studio work and more specialised lecture series focused in these sectors.

Economic depression has had a big impact on the building market leaving several part I and II students on their year 2 Broderick, L. 2011. Report on ‘Tough Times’ RIBA student forum, 21 June 2011. [report] London: RIBA, pp. 2-6.

in practice unemployed or underpaid3. Thus, in order to prevent this in the future, schools could restraint mono-vocational education, encourage students to apply the inventive thinking they have learned in architecture school into other design sectors beyond the building industry, but also support them, their ideas and projects even after they graduate by promoting them to firms, recommending them or any other actions of similar kind.

Architectural institutions ought to aim the extension of their network of people beyond a mere building and can expectantly become a cradle of new ideas where students and alumni become members of an open association where they could address the problems society of the time is facing or even society’s aims and debate the latest developments on matters of their con3 Etherington, R. 2011. “Will architects exist in 2025?” - RIBA Building Futures - Dezeen. [online] Available at: http://www.dezeen. com/2011/03/07/will-architectsexist-in-2025-riba-building-futures/

cern and ways to solve these. In other words, create a forum with an active role among the social order. This will aid establishments in understanding that they are not solely generating new graduates each year but also new concepts.

Future graduates need to maintain multiple ways of critical ad creative thinking, good judgement and ways of applying those into practice. Institutions through civil engineering, quantity surveying, marketing, law, management and other business oriented modules could teach that creative thinking has alternative applications apart from building construction such as business plans or other systems.

The promotion of a diverse in terms of sex, culture, race, class and ethos is considered undeniably essential. Education will and should be open to students from all backgrounds and arrange for equal opportunities.

Serious discussions should be made in order to alter the current

amount of fees a student is called to pay for his education.

Architecture firms would require much more than a portfolio with attractive yet utopian dreams of buildings without budget. Consequently, schools of architecture should no longer offer prizes to projects of such nature or promote contests per se. The measures of success would, in consequence, have to be altered according to the needs of the society at the time being.

In antithesis, the architectural education establishments should no further presume that the graduates will seek for employment in architectural firms but would they rather set up their own enterprise base on their own career pursuits and aid them in doing so.

Another suggestion would be that education institutes shouldn’t cast students into a certain mould but rather students should shape education

according to their own personal interests and inspiration. Schools could even arrange their syllabus to match student ingenuities and offer specialised workshop sessions and tutorials such as BIM, 3D printing et al.

Recent discussions from RIBA ARB and School Heads towards scrape part I-III have been a positive start towards change but further steps could be made to improve architecture as a profession in general and gain the apposite role in future society.

Opposite: Cost of an architectural education hits estimated 88K (AJ 25.05.11) Waite, R. 2011. Reaction: The stories that shook your world in 2011. [online] Available at: http://www. architectsjournal.co.uk/news/daily-news/reaction-the-stories-thatshook-your-world-in-2011/8623918. article Eleni Economidou | 21

“a pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty�

22 | Professional Studies Proposal

conclusion

o one can know for

certain what the future

holds, but beyond any

doubt it should be faced with optimism. As Winston Churchill once said: “a pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty�. The economic depression and the current state of the construction industry proved to be food for thought for architects, an opportunity to reflect upon and respond with the appropriate actions. The traditional role of the architect is in decline but the architectural institutions have the potential to shape the future by addressing all issues raised in order for the architect to maintain his role in the building industry and society in general.

N

Opposite: Winston Churchill [online] Available at: http://lifeondoverbeach.files. wordpress.com/2011/08/winstonchurchill.jpg Eleni Economidou | 23

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24 | Professional Studies Proposal

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Eleni Economidou | 25

Frearson, A. 2013. UK government backs down on plans to “demolish” creative education. [online] Available at: http://www.dezeen. com/2013/02/07/uk-governmentbacks-down-on-plans-to-smashcreative-education/ [Accessed: 20 Dec 2013].

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26 | Professional Studies Proposal

Griffiths, A. 2013. Oliver Wainwright calls for UK architecture education system overhaul. [online] Available at: http://www.dezeen. com/2013/06/03/guardian-architecture-critic-calls-for-overhaul-ofstagnant-uk-architecture-educationsystem/ [Accessed: 22 Dec 2013].

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[Accessed: 12 Dec 2013].

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SCHUMACHER SLAMS BRITISH ARCHITECTURAL EDUCATION. [online] Available at: http://www. architectural-review.com/schumacher-slams-british-architectural-education/8625659.article [Accessed: 28 Dec 2013].

Sullivan, L. 2013. Architectural education ignores the challenge of our time. [online] Available at: http://www.building.co.uk/architectural-education-ignores-the-challenge-of-our-time/5062698.article [Accessed: 29 Dec 2013].

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[Accessed: 12 Dec 2013].

Waite, R. 2011. Reaction: The stories that shook your world in 2011. [online] Available at: http://www.architectsjournal.co.uk/news/daily-news/ reaction-the-stories-that-shookyour-world-in-2011/8623918.article [Accessed: 1 Feb 2014].

Wainwright, O. 2013. Towering folly: why architectural education in Britain is in need of repair. [online] Available at: http://www.theguardian.com/ artanddesign/architecture-designblog/2013/may/30/architecturaleducation-professional-courses [Accessed: 17 Dec 2013].

Wainwright, O. 2013. Diversity the key to success of UK architecture schools. [online] Available at: http:// www.theguardian.com/education/2013/jun/28/diversity-successuk-architecture-schools [Accessed: 14 Dec 2013].

Wainwright, O. 2013. Pressure builds for change in Britain’s schools of architecture. [online] Available at: http://www.theguardian. com/artanddesign/2013/jun/27/ pressure-builds-change-schoolsarchitecture?INTCMP=SRCH Eleni Economidou | 27

REPORts Broderick, L. 2011. Report on ‘Tough Times’ RIBA student forum, 21 June 2011. [report] London: RIBA, pp. 2-6.

Robinson, D., Jamieson, C., Cole, C. and Worthington, J. 2011.

The future of architects. [report] Manchester: Building Futures.

28 | Professional Studies Proposal

vIDEO Parvin, A. 2014. Transcript of “Architecture for the people by the people�. [video online] Available at: http://www.ted.com/talks/alastair_ parvin_architecture_for_the_people_ by_the_people/transcript [Accessed: 12 March 2014].

Eleni Economidou | 29

list of figures Front Cover: ©Eleni Economidou Studio 2013 Page 6 Architects 2Zebras.

(2011).

Why Didn’t You Teach Me How to Practice?. [online] Retrieved from: http://architects2zebras. com/2011/11/21/why-didnt-youteach-me-how-to-practice/ Page 9 Avanti Architects (2010). [online] Retrieved from: http://avantiarchitects.co.uk/ Page 10 Eleni Economidou Studio 2013 Page 12 Dezeen. 2013. New course streamlines architectural education in USA. [online] Available at: http:// www.dezeen.com/2013/01/22/ new-course-fast-tracks-architectural-education-in-usa/ [Accessed: 1 30 | Professional Studies Proposal

Apr 2014 Page 16 Eleni Economidou Studio 2013 Page18 Poster by Sam Brown, Tatjana Schneider and Alastair Parvin (2011).

Debate organized by Project Context at the University of Sheffield School of Architecture, in response to the motion ‘Architecture Schools should be dissolved” [online] Available at: http://www.bemakeshift.com/catalogue/47/education-for-architectures-next-economy.html

Page 20 Cost of an architectural education hits estimated 88K (AJ 25.05.11) Waite, R. 2011. Reaction: The stories that shook your world in 2011. [online] Available at: http://www.architectsjournal.co.uk/news/daily-news/ reaction-the-stories-that-shookyour-world-in-2011/8623918.article Page22 Winston Churchill [online] Available at: http://lifeondoverbeach.files. wordpress.com/2011/08/winstonchurchill.jpg

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