6th year Portfolio - Volume 6 by Elii Ecoo

[eleni economidou] 2013-14

Portfolio Vol.ume 6

M..Arch 6th year qed

MSA MArch 2013

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MSA MArch 2013

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**this publication can be found online at: just scan the QR bar-code.

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Eleni Economidou _MArch Master of Architecture 2013 Manchester School of Architecture University of Manchester Manchester Metropolitan University Year 6

T: E: W:

+447598942804 economidou.eleni@gmail.com economidou.eleni@stu.mmu.ac.uk www.elenieconomidou.com

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MSA MArch 2013

This portfolio has been prepared as part of a the 2nd semester portfolio submission 5.1 for Manchester School of Architecture for the academic year 2013-2014.

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Index: MArch Master of Architecture 2013-14 6th year works

| instructors: Colin Pugh, Siobhan Barry, Dominic Sagar | | unit: q.e.d.(quad erat demonstradum) |

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MSA MArch 2013

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MSA MArch 2013

PROFESSIONAL STUDIES

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(1D7Z0804_1314_9Z1F) 2014

Cover: ÂŠEleni Economidou Studio 2013

INDEX 16 Elemental cost Analysis 12 Design and Access Statement and PLanning Permission Application

26 gantt chart

42 project manager

46 contract and Procurement

56 bUilding Regulations approval

62 hEALTH AND SAFETY REGULATIONS

68 FEE CALCULATION

16 Elemental cost Analysis

ECO Architects Granby Row Greater Manchester M60 7LH Manchester Central Library Saint Peterâ&#x20AC;&#x2122;s Square M2 5PD Greater Manchester 23/01/2014 Dear Mr Brooks, Please find attached the elemental cost analysis for the above project, calculated according to the BCIS (Building Cost Information Service) elemental cost schedule. Cost planning is an integral part of the overall design process, as the decisions made at this stage will have an impact on the resulting building. Our aim is to provide a high quality investment, which will be sustainable in terms of running, maintenance and replacement costs. A quantity surveyor contributes in the project management through detailed cost control, ensuring that the budget is not exceeded. If a larger portion of the initial budget is needed to be spent on some element, a quantity surveyor will propose the appropriate adjustments to make savings in other parts of the project. The market conditions, along with the choice of contractor and procurement route will shape the future costs of the project and the approach under which good value will be achieved. The JCT contract enables you, the client to request from the contractor to prepare competitive quotes from sub-contructors and material providers. This procedure might prove cost saving at first, but it could also lead to supplementary costs subsequently. Since the material quality is of utmost importance for a historic listed building such as the Central Library of Manchester, material budget is an important factor. Consequently, a considerable part of the budget is allocated to the provision of appropriate materials. Please do not hesitate to contact us for any queries that you may have. With Regards, on behalf of ECO Archietcts, Eleni Economidou, BA(Hons), MArch, RIBA Associate 18 | Professional Studies Proposal

Eleni Economidou | 19

22 Design and Access Statement and PLanning Permission Application

MANCHESTER CENTRAL LIBRARY ST PETER SQUARE M2 5PD Jan14 (Issue 1)

INTRODUCTION Manchester City Council is applying for planning permission for the erection of a glazed rectangular extension towards the southeastern entrance of the walkway between the Central Library and the Town Hall Extension. This Design and Access Statement has been prepared in accordance with the legal requirements to accompany the application.

STATEMENT A. Background information and planning history A.1. Manchester Central Library was constructed between 1930-1934. It was listed as Grade II on 3rd October 1974 (list entry number No. 1270759). A.2. The building was constructed on a steel frame with reinforced concrete floors and is faced with Portland stone. The most prominent features are the main entrance with a big, two-storey portico with six columns, and the colonnade around the second and third floors. A.3. The surrounding area consists of a courtyard on the SE side and a walkway towards the North running between the Central Library and the Town Hall Extension. A.4. There are three relevant previous Planning Approvals for the property as detailed in the Listed Buildings Application form.

B. Design Considerations

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B.1. The design of the glazed rectangular extension takes into consideration the aesthetic attributes and historic values of both Central Library and City Hall Extension. B.2. The intention for the proposed structure is for a freestanding rectangular enclosed space that leaves the neighboring historic buildings intact. B.3. The height of the proposal will not exceed 6 m. B.4. Design and materiality will be in accordance to the current gateway extension.

C. Use C.1. The vision is for a structure that will provide an enclosed exhibition space while providing sheltered spaces for protection from weather conditions.

D. Layout, Scale & Appearance D.1. The glazed exhibition space will be approximately 25m long and 10m wide, following the curvilinear path as defined by the walkway. D.2. The height of the proposal will be considerate to the neighboring buildings and will not exceed 6 m. D.3. The appearance will be a contemporary transparent gesture respecting the historic context. D.4. Alterations to the landscaping will be kept to a minimum.

E. Materials E.1. The structural system will consist of a steel frame and glass curtain walls.

F. Access Eleni Economidou | 23

Vehicular and transport links: F.1. The building is adjacent to the St. Peterâ&#x20AC;&#x2122;s Square Metrolink Station and stands on an important street junction of Manchester City Centre. F.2. The neighboring Albert Square is daily served by a significant number of bus services.

G. Impact Statement G.1. The proposed works to this property have been carefully considered to have a minimal impact on the existing buildings and their setting. G.2. The proposal will have minimal impact on neighboring properties.

H. Justification Statement H.1. The proposed works will provide a major benefit to the long-term future of the walkway by providing shelter and re-energizing pedestrian flow in the area.

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ADDITIONAL INFORMATION:

Plan of library walk showing the location of the glazed link and the suggested position

Birds eye view of walkway between the Central Library and the City Hall Extension. Eleni Economidou | 25

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ECO Architects Granby Row Greater Manchester M60 7LH

Manchester Central Library Saint Peter’s Square M2 5PD Greater Manchester 14/01/2014

Internal Use only: Planning Permission Dear Mr Brooks, I’m writing you to inform you about the stage of the current procedures. Please find attached the planning application of the Central Library’s extension. If in doubt, please do not hesitate to contact us at the e-mail or number provided.

Kind Regards, on behalf of ECO Architeccts,

Eleni Economidou, BA(Hons), MArch, RIBA Associate Eleni Economidou | 27

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36 Gantt Chart

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ECO Architects Granby Row Greater Manchester M60 7LH

Manchester Central Library Saint Peterâ&#x20AC;&#x2122;s Square M2 5PD Greater Manchester 25/01/2014

Internal Use only: Gantt Chart Dear Mr Brooks, Iâ&#x20AC;&#x2122;m writing you to inform you about the stage of the current procedures. Please find attached the Gantt Chart schedule or the proposed project. If in doubt, please do not hesitate to contact us at the e-mail or number provided.

Kind Regards, on behalf of ECO Architeccts,

Eleni Economidou, BA(Hons), MArch, RIBA Associate Eleni Economidou | 37

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Eleni Economidou | 39

42 project manager

ECO Architects Granby Row Greater Manchester M60 7LH

Manchester Central Library Saint Peter’s Square M2 5PD Greater Manchester 29/01/2014

Internal Use only: Project Manager Dear Mr Brooks, We are writing to you to inform you about the responsibilities of a project manager for the extension of the Central Library in Manchester. Under traditional forms of contract, the role of the project manager is undertaken by the architect, however we thought we should inform you of all options available. As defined by RIBA Practice Committee in 1995: “The project Manager is a construction professional who can be given executive authority and responsibility to assist the client to identify the project objectives and subsequently supply the technical expertise to assess, procure, monitor and control the external resources required to achieve those objectives, defined in terms of time, cost, quality and function.” There are two types of project managers; the one who acts as the client’s representative and has no powers under the building contract and the second who performs all the functions of a contract administrator in regard to the building contract and must be named as contract administrator in the contract. Whatever their role, project managers should have some required skills and knowledge on the below fields: Management Construction Law 42 | Professional Studies Proposal

Contract Law Value Management Value Engineering Project planning and programming Briefing Risk management Dispute Resolution Delineating project requirement and general conditions Administration of the project Managing contracts Communications of issues, and coordination of activities Document control Acquisitions required for the construction of the project Refinement of scope Delineating project requirement and general conditions Identifying items that have delivery dates that impact the schedule Purchasing of trades and materials Management and scheduling of the project Understanding manpower operations Materials applications Building code issues Cost control management Issues resolution Submission of recoded drawings, maintenance manuals & Warranties Please do not hesitate to contact us if you need any further information Regards, on behalf of ECO Architeccts, Eleni Economidou, BA(Hons), MArch, RIBA Associate

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46 contract and procurement

ECO Architects Granby Row Greater Manchester M60 7LH

Manchester Central Library Saint Peter’s Square M2 5PD Greater Manchester 24/02/2014

Internal Use only: Procurement and contracts Dear Mr Brooks, I’m writing you to inform you about different procurement systems and types of contracts available in the UK building construction industry. The contract types form three main categories;

Traditional, Design and Build and Management. All contract types have both advantages and disadvantages depending on each project . Each has its own criteria but the main ones that must be taken under consideration ar cost estimation, time, quality of design client’s responsibilities client’s duties. Please do not hesitate to contact us if in doubt, 46 | Professional Studies Proposal

Best Regards,

on behalf of ECO Architeccts,

Eleni Economidou, BA(Hons), MArch, RIBA Associate

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54 BUilding Regulations approval

ECO Architects Granby Row Greater Manchester M60 7LH

03/03/2014 Dear Mr Brooks, Internal Use only: Equality Act + Building Regulations

Dear Mr Brooks, The main objective of the 2010 Equality Act ensures anti-discrimination in accordance with the EU law. This consolidates and replaces the Sex Discrimination Act 1975, the Race Relations Act 1976 and most importantly the Disability Discrimination Act 1995. The main Actâ&#x20AC;&#x2122;s purpose is to protect disabled people from physical discrimination and their exclusion from environments due to access limitations as well as other characteristics such as age, disability, gender reassignment, marriage and civil partnership, race, religion or belief, sex, sexual orientation and pregnancy. Under certain circumstances, the appropriate adjustments have to be made to the physical features of the premises in order to comply with the Disability Discrimination Act 1995(DDA), to ensure that the maximum number of disabled users are catered. The Central Library is classified under recreation and has played a major role in the townâ&#x20AC;&#x2122;s cultural history and education of the community. Due to the Grade 2* listed building status of the existing building, care must also be taken into how these methods of access affect the existing building in the least possible manner. In order to devoid any physical features that could prevent a person ability of carrying day-to-day activities the design follows a more inclusive approach according to the Part M of the Building Regulations 2010.

Some of many key issues which the new extension needs to meet includes the following: - The proposed extension does not affect the current access layout . 54 | Professional Studies Proposal

- Glazing within the extension does not create distracting reflections. - Floor surface materials within the extension do not impede the movement of wheelchairs, e.g. not coir matting, and changes in floor materials do not create a potential trip hazard. - Floor surface helps to remove rainwater from shoes and wheelchairs. - Any columns, ducts and similar full height elements that project into the lobby more than 100mm are protected by a visually contrasting guard rail. - Passing places should be at least 1800mm wide and at least 2000mm long within sight of each other but in any case spaced at a distance no greater than 50m. -The gradient along its length should not be steeper than 1:60 along its whole length or less steep than 1:20 with level landings introduced for each 5000mm rise of the access(where necessary between landings), in all cases with a cross-fall gradient no steeper than 1:40.

If you have any queries, please do not hesitate to contact us. Regards, on behalf of ECO Architects, Eleni Economidou BA (Hons), MArch, RIBA Associate .

Eleni Economidou | 55

ECO Architects Granby Row Greater Manchester M60 7LH Manchester Central Library Saint Peterâ&#x20AC;&#x2122;s Square M2 5PD Greater Manchester 03/03/2014

Dear Mr Brooks, Building Regulations Approval is required for new builds and alterations to existing buildings. It is an offence to start building operations with submitting full plans or a building notice without at least two days notice. It is not, however, necessary to hold work before receiving an approval. The various methods to achieve this approval are outlined below. Although the decision is yours, we would recommend the first option with the deposit of full plans to Manchester City Council. Please find attached the completed Building Regulation consent form. The three options for obtaining Building Regulation approval are as follows: 1. Local Authority Approval (Manchester City Council) â&#x20AC;&#x201C; Full Plans [recommended] A full set of plans and completed form from Manchester City Council Building Control must be submitted. These are checked for their compliance with the Building Regulations, which are set out in the Approved Documents. The application must include: -Detailed plans, sections and elevations with technical note and specifications -1:1250 plan indicating the size, location and relationships of the building -Full plans application form -Building Control charge (standard or individually determined) The process takes an average of five weeks from submission to approval and should the scheme be denied for any particular reason, adequate feedback from the authority would enable us to make the necessary changes before we would need to re-submit the application. Once certified, the certificate is valid for 3 years as long as the 56 | Professional Studies Proposal

construction as been carried out according to the certified plans.   The benefit of a full application is that it provides greater protection; the formal decision confirms the project’s full compliance with Building Regulations. The Approval Notice can be used as a reference for financial institutions, surveyors or solicitors. 2. Local Authority Approval (Manchester City Council) – Building Notice   This procedure is used for domestic projects, and is not valid for any buildings subject to the Fire Precautions (Workplace) Regulations 1997. Unlike the full plans form of building control approval, the building notice method approval does not require the submission of any plans or technical information to the local authority, saving time and money. It is still necessary for work to comply with Building Regulations and the project will be inspected by a Building Control officer. With this method, the build programme may be shortened as approval is not needed before work starts. However, should there be any issues in relation to the building regulations, the errors would need to be rectified should it be deemed unsatisfactory by the council inspector, something that could ultimately be costly. 3. Appointment of an Approved Inspector Unlike the previous two options, which deal directly with the local authority, the third one employs an Approved Inspector from a private firm, to undertake the original duties of the Local Authority. They are to check that the plans conform to the regulations set out by the authority, and then required to submit an initial notice to the local authority outlining the details of the project. The approval date is around 5 working days. Should there be any discrepancies, the approved inspector is permitted to issue a notice for the rectification of work within 3 months. Should this not be taken into account, Manchester City Council will be forced to take further action. Once the project is complete, the inspector will issue a completion certificate to the authority outlining that the building regulations have been met. Recommendations: Due to the nature of this project, involving a Grade II* listed building, we recommend the first option (Local Authority Approval - Full Plans) of obtaining building regulations approval. The commencement of work without approval is not recommended as it may have to be altered at a later stage, potentially causing more damage to the building’s fabric. This option provides greater protection for the client and is the most comprehensive. It also covers Regulatory Reform (Fire Safety Order 2005). As the plans are reviewed before construction, it is ensured that any issues are resolved before works start on site. Furthermore, the Local Authority Building Control inspector comes at a lesser cost than an approved inspector. Eleni Economidou | 57

We would like to take this opportunity to remind you of the three aims of the equality act. These are to:

-Eliminate unlawful discrimination, harassment, victimization and any other conduct prohibited by the Act

-Advance equality of opportunity between those who share a protected characteristic & those who donâ&#x20AC;&#x2122;t

-Foster good relations between people who share a protected characteristic and those who donâ&#x20AC;&#x2122;t.

If you have any queries, please do not hesitate to contact us. Regards, on behalf of ECO Architects, Eleni Economidou BA (Hons), MArch, RIBA Associate

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62 BUilding Regulations approval

ECO Architects Granby Row Greater Manchester M60 7LH

Manchester Central Library Saint Peterâ&#x20AC;&#x2122;s Square M2 5PD Greater Manchester 20/03/2014 Internal Use only: Health and Safety Dear Mr Brooks, We are writing to you to inform you about any Health and Safety concerns regarding the present project. According to the Construction (Design and Management) Regulations 2007, commonly known as CDM Regulations, all participants (architect, client and CDM co-ordinator) are held responsible for certain tasks. According to the regulations, it is your duty to appoint a fully qualified CDM co-ordinator for the said project according to the CDM Regulations 2007. Our responsibility as designer includes the following: - Ensure that clients have apprehended their duties under the Regulations before works start on the project, during the preparation of the design, in order to avoid risks such as: -carrying out construction work. - clean windows/ transparent or translucent wall/ ceiling/ roof in or within the structure - involvement in maintenance of permanent fixtures and fittings. - use of the structure as a workplace - during the design preparation, provide for the elimination of potential hazards that give rise to risks while reducing risks from any remaining hazards - Perform these duties so far as is reasonably practicable, taking account of other relevant design considerations - Act in accordance with the Workplace (Health, Safety and Welfare) Regulations 1992.

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Your responsibility as the client include the following: -Ensure there are suitable management arrangements for the project welfare facilities -Allow sufficient time and resources for all stages -Provide pre-construction information to designers and contractors Additional Duties for notifiable projects: - Appoint CDM co-ordinator - Appoint principal contractor - Make sure that the construction phase does not start unless there are suitable welfare facilities and a construction phase plan is in place. - Provide information relating to the Health and Safety file to the CDM co-ordinator - Retain and provide access to the Health and Safety file -Check competence and resources of all appointees For any sort of queries you might have please do not hesitate to contact us at the e-mail provided. Kind Regards, on behalf of ECO Architects, Eleni Economidou BA (Hons), MArch, RIBA Associate

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68 FEES CALCULATION

ECO Architects Granby Row Greater Manchester M60 7LH

Manchester Central Library Saint Peter’s Square M2 5PD Greater Manchester 29/03/2014 Dear Mr Brooks, Thank you for the quick response regarding our previous correspondence (dated 18/03/2014) and for meeting with us last Friday. Please find attached the fee proposal for the architectural services provided to undertake a 200m² new public extension of Manchester Central Library based on your needs. The fee was calculated based on the RIBA Fees Calculator for up to 32 Weeks projects. The project fee has been calculated to the amount of £51.72,10 for architectural services for the full contract period . In terms of provisions of architectural services will include the following: RIBA Stage 0 &1 Preparation of strategic brief based on client’s business case along with Feasibility Studies RIBA Stage 2 & 3 Preparation of concept design and development along with outline proposals RIBA Stage 4 Preparation of technical drawings for all architectural, structural and building services RIBA Stage 5 Administration of Building Contract, site inspections and review of construction progress. RIBA Stage 6 & 7 Hand-over of project, conclusion of building Contract ,activities in handing-over strategy and feedback 68 | Professional Studies Proposal

For The Central Library project the appropriate fee method is calculated based on office resources as attached. Additional work not included in the stages stated in this document will be charged per hour following the table below (no VAT included). Director £90/hour Project Architect £60/hour Architectural Assistant £40/hour All the services provided will be performed according to the enclosed document SFA/99 RIBA Standard form of Appointment) which sets the Terms and Conditions. Our PI Insurance will cover any case of contingency. In any case of complaint or deviations for any of the services provided the ARB (Architects Registration Board) should be notified in writing. Our office abides by The Code of Conduct (attached document), which is speculated under Section 1 of the Architects Act 1997 and does not apply to practices but individuals. Issues addressed by said code are: technical and professional standards, integrity, honesty, insurance, resolution of disputes or complaints. Please sign this letter and the attached copies of the SFA/99 and send it back to us provided that we come into agreement with everything stated in this document. We then will be able to proceed to the next stage according to RIBA Plan of work. For any sort of queries you might have please do not hesitate to contact us at the e-mail provided. We look forward in collaborating with you Kind Regards, on behalf of ECO Architects, Eleni Economidou BA (Hons), MArch, RIBA Associate

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Back Cover: ÂŠEleni Economidou Studio 2013

MSA MArch 2013

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MSA MArch 2013

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the future of architectural education

(1D7Z0804_1314_9Z1F) 2014

Cover: ÂŠEleni Economidou Studio 2013

INDEX

93 introduction 96 review

104 appraisal

110 proposal

117 conclusion

120 bibliography

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INTRODUCTION

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 | 93

REVIEW CURRENT STATE

rchitecture is not a perpetual occupation that evolves according to the concepts of its practitioners but construction an its industry. Architectural education â&#x20AC;&#x201C; the discussion of places and spaces, cities and landscapes, a discipline of engaging with the world around us â&#x20AC;&#x201C; 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 96 | 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/

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“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 98 | 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 | 99

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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

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.

“[...]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

1 Fulcher, M. 2013. Profession divid-

ed 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 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.

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 | 101

APPRAISAL

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].

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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-chal lenge-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 | 105

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APPRAISAL a way obstructing a holistic multi â&#x20AC;&#x201C; 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: ÂŠEleni Economidou Studio 2013 Eleni Economidou | 107

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PROPOSAL

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 | 111

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 112 | 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 concern and ways to solve these. In 3 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/

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 shouldnâ&#x20AC;&#x2122;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 | 113

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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: â&#x20AC;&#x153;a pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficultyâ&#x20AC;?. 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.

Opposite: Winston Churchill [online] Available at: http://lifeondoverbeach.files. wordpress.com/2011/08/winstonchurchill.jpg Eleni Economidou | 117

BIBLIO GRAPHY BOOKS Awan, N., Schneider, T. and Till, J. 2011. Spatial agency. Abingdon, Oxon [England]: Routledge. Chappell, D., Willis, C. and Willis, A. 1992. The architect in practice. Oxford: Blackwell Scientific. Hyde, R. 2012. Future practice. New York: Routledge. Nicol, D. and Pilling, S. 2000. Changing architectural education. London: E & FN Spon. Till, J. 2009. Architecture depends. Cambridge, Mass.: MIT Press.

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at: http://www.bdonline.co.uk/ comment/letters/part-iii-needs-tobe-maintained/5061255.article [Accessed: 17 Dec 2013]. Building Design. 2013. Flying the flag for education. [online] Available at: http://www.bdonline.co.uk/comment/letters/flying-the-flag-for-education/5058415.article [Accessed: 19 Dec 2013].

ONLINE JOURNALS Bemakeshift.com. 2014. MAKESHIFT // CATALOGUE // EDUCATION FOR ARCHITECTURE’S NEXT ECONOMY. [online] Available at: http://www.bemakeshift.com/ c a t a l o g u e / 4 7 / e d u c a t i o n - f o rarchitectures-next-economy.html [Accessed: 30 Mar 2014]. Booth, E. 2012. Task force launched to shake-up architectural education. [online] Available at: http://www.architectsjournal.co.uk/news/daily-news/ task-force-launched-to-shake-uparchitectural-education/8638037. article [Accessed: 03 Dec 2013]. Building Design. 2013. Part III needs to be maintained. [online] Available

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-of-stagnant-uk-architectureeducation-system/ [Accessed: 24 Dec 2013].

Buildingfutures.org.uk. 2014. Manchester Debate - Building Futures. [online] Available at: http:// www.buildingfutures.org.uk/projects/building-futures/the-futurefor-architects/manchester-debate/ [Accessed: 1 March 2014].

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 [Accessed: 13 Dec 2013].

Butcher, L. 2013. spatial agency: other ways of doing architecture | Notes on Metamodernism. [online] Available at: http://www.metamodernism.com/2011/08/02/spatialagency-other-ways-of-doing-architecture/ [Accessed: 27 Dec 2013].

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/ [Accessed: 27 Feb 2014]

Cramer, J. P. (2012) ‘A Proposal to Improve Architectural Education - DesignIntelligence’ Di.net. [online] Available at: http://www.di.net/ articles/a-proposal-to-improve-architectural-education/ [Accessed: 12 Jan 2013].Dezeen. 2013.

Etherington, R. 2012. Removal of design from school curriculum is “insanity” - Neville Brody. [online] Available at: http://www.dezeen. com/2012/11/26/neville-brody-dandad-education-ebacc/ [Accessed: 12 Dec 2013].

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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]. 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: 18 Dec 2013]. Fulcher, M. 2013. Goodbye Parts 1,2 and 3: RIBA endorses shorter route to qualification. [online] Available at: http://www.architectsjournal.co.uk/news/goodbye-parts12-and-3-riba-endorses-shorterroute-to-qualification/8656454. article [Accessed: 11 Dec 2013]. Fulcher, M. 2011. Architects welcome Part III requirements reform. [online] Available at: http://www. architectsjournal.co.uk/news/dailynews/architects-welcome-part-iiirequirements-reform/8616040. article [Accessed: 07 Dec 2013]. 122 | 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]. Hopkirk, E. 2013. RIBA accused of ‘undermining profession’ with associate membership for Part IIs. [online] Available at: http://www.bdonline. co.uk/news/riba-accused-of-undermining-profession-with-associatemembership-for-part-iis/5064743. article [Accessed: 01 Dec 2013]. Jacob, S. 2013. Sam Jacob Opinion column on architectural education crisis. [online] Available at: http:// www.dezeen.com/2013/04/18/ sam-jacob-opinion-architecturaleducation-crisis/ [Accessed: 05 Dec 2013]. 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: 12 Dec 2013]. 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: 10 Dec 2013]. Mcadam, S. 2013. Think Pieces. Critical reflection on the future of the built environment. Building Futures.. [online] Available at: http:// www.buildingfutures.org.uk/think/ theme/2/6 [Accessed: 09 Dec 2013]. Montgomerie, C. 2011. Urban Palimpsests. [online] Available at: http://www.bdonline.co.uk/ urban-palimpsests/5018797.blog [Accessed: 16 Dec 2013]. Murray, C. 2013. Too many architecture students are simply unemployable. [online] Available at: http:// www.architectsjournal.co.uk/news/ daily-news/too-many-architecturestudents-are-simply-unemployable/8651278.article [Accessed: 12 Dec 2013]. Murray, C. 2010. It’s time for a revolution in architectural education. [online] Available at: http://www. architectsjournal.co.uk/comment/ its-time-for-a-revolution-in-architectural-education/8608229.article

[Accessed: 12 Dec 2013]. Partington, R. 2013. Think Pieces. Critical reflection on the future of the built environment. Building Futures.. [online] Available at: http:// www.buildingfutures.org.uk/think/ theme/6/16 [Accessed: 12 Dec 2013]. Roaf, S. 2008. Architectural education: the 1958 Oxford Conference revisited. [online] Available at: http:// www.bdonline.co.uk/architecturaleducation-the-1958-oxford-conference-revisited/3115318.article [Accessed: 24 Dec 2013]. Schumacher, P. 2012. 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]. Till, J. 2013. Think Pieces. Critical

reflection on the future of the built environment. Building Futures.. [online] Available at: http://www.buildingfutures.org.uk/think/theme/2/2 [Accessed: 30 Dec 2013]. Till, J. 2013. Jeremy Till. [online] Available at: http://jeremytill.net/ read/97/how-will-architects-be-educated-in-20-years-time [Accessed: 21 Dec 2013].

[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 Britainâ&#x20AC;&#x2122;s schools of architecture. [online] Available at: http://www.theguardian. com/artanddesign/2013/jun/27/ pressure-builds-change-schoolsarchitecture?INTCMP=SRCH Eleni Economidou | 123

REPORTS Broderick, L. 2011. Report on â&#x20AC;&#x2DC;Tough Timesâ&#x20AC;&#x2122; 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.

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VIDEO Parvin, A. 2014. Transcript of â&#x20AC;&#x153;Architecture for the people by the peopleâ&#x20AC;?. [video online] Available at: http://www.ted.com/talks/alastair_ parvin_architecture_for_the_people_ by_the_people/transcript [Accessed: 12 March 2014].

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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: 1 126 | 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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**this publication can be found online. Scan the QR bar-code.

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