The mantra of architecture practitioners: architectural education is detached from the profession. Healing the schism: the need for reformation in UK architecture education

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Abstract

The schism that exists between UK architecture academics and architecture practitioners is now a significant issue because the practical-knowledge gap within the profession has diminished the status of the architect as an important member of the construction team. This opinion article explores the need for tutor training in architecture education. This article draws on findings from an investigation of teacher training and staff development in Higher Education to show that the ARB, RIBA and UK Schools of Architecture could begin to develop a professional teaching and CPD framework to support architect-tutors as a way of bridging the divide between academia and practice. This article argues that if educators and practitioners can work together more harmoniously, the UK architecture profession stands a better chance of meeting a challenging and unpredictable future.
Original languageEnglish
Pages (from-to)4-12
Number of pages9
JournalJournal of Problem-Based Learning
Volume9
Issue number1
DOIs
Publication statusPublished - 29 Apr 2022
EventThe 15th Halla·Newcastle Problem-Based Learning International Symposium: Problem-Based Learning in Education transition : New trends and challenges - Halla·Newcastle Problem-Based Learning Education and Research Center, University of Cheju Halla, Jeju, Korea, Republic of
Duration: 2 Dec 20213 Dec 2021

Keywords

  • United Kingdom architecture education
  • practical-knowledge gap
  • tutor training
  • staff development
  • higher education reform
  • frameworks for education and practice

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