01. Methodology Note: The following body of work builds upon elements from the author’s Year 5 ‘ARC556 Preliminary Submission’ titled ‘How do we Improve the Inequality in Architectural Education in India?’ via Turnitin on 29th April, 2020.1 The dissertation focuses on understanding the various inequalities that exist within architectural education in India and how it can be improved. The research was a mixture of a methodological approach of qualitative exploration of the issue coupled with a questionnaire sent out to participants. The topic required multiple perspectives to be considered due to the vast complexities of the field, along with statistics and data analysis of the schools of architecture. Qualitative research methodology, with initial desk-based research followed by a subjective questionnaire, provided this holistic approach. Detailed analysis of geographical location, type of dominion, tuition fees, infrastructure and year of establishment of schools was conducted. This data was then converted into maps and graphs. Reports and models currently existent in the UK, which could be incorporated within architectural education in India, were explored as a part of the final chapter. Generic Ethics Approval forms were completed to ensure that the research was conducted in accordance with the University of Sheffield’s Code of Research Ethics. The participant identities have been kept anonymous to stimulate a more open discussion and all participants were made aware of the purpose of this dissertation and their consent obtained prior.
Shah Kanai., How do we Improve the Inequality in Architectural Education in India, Preliminary Dissertation Submission via Turnitin, (The University of Sheffield, 29th April, 2020). 1
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