Architectural Education Survey12 November 2018
The Architects Accreditation Council of Australia (AACA) is leading a major study of Architectural Education and the Profession. If you work in an architecture school, whether full-time, part-time or sessional, take the 15-minute survey before 30 November to help support this important work.
This survey forms part of the Architecture Education and the Profession study being undertaken in Australia, New Zealand and Papua New Guinea by the AACA. The ACA is a proud partner of the study along with the Institute, the Association of Architecture Schools of Australasia, and other stakeholders.
This research aims to "help understand and identify ways to improve the experience of architecture academics, students and graduates, and support greater connections between schools of architecture and the architectural profession". Issues covered include research, university resources, career pathways, and what should be taught in architecture schools. The AACA is keen to hear from sessional staff as well as full-time academics.
Education is critical to the development of the architectural profession and has ramifications nationally for the business and regulation of architects in Australia and New Zealand, and internationally in terms of the mobility of architects and firms practising overseas and to the region's attractiveness to overseas students as a source of high quality professional education.
With the help of the survey findings, the study will explore four key themes:
How have changes in higher education regulation, practice and funding models over the past decade affected architectural education? What resources are available to schools and can they be considered sufficient? What is the profile of architecture teaching staff including contract and sessional staff? To what extent is staff welfare measured and supported?
Teaching and Learning Practice
What are the key contemporary issues in architectural teaching – the evolving understanding of “Design Studio”, the need to balance multiple curriculum elements? Is there much diversity in the teaching of architectural programs in Australian universities? Does the increasing proportion of international students bring with it different expectations? What has been the impact of new educational technologies? To what extent is there a nexus between architectural education and research?
What is the background of current MArch students? How flexible are current pathways into and out of architectural education? Where do architecture graduates seek/gain employment? Do they do architecture-related work when studying? How ready are they for the path to architectural registration? Are there opportunities to increase the diversity in the architectural student body and professional / academic workforce?
What are the future drivers for curriculum development and teaching practice in architecture? How will architectural education be impacted by the changing nature of architectural business (such as internationalisation, specialisation and cross-disciplinary work)? What will be the impact of the new Accreditation Framework / National Standard of Competency for Architects and other changes in the regulatory sphere?
If you're working in an architecture school in Australia, New Zealand or Papua New Guinea, whether you're a full-time or fractional academic or a sessional tutor, you can participate and have your experiences and opinion heard. Simply take the 15-minute (anonymous) AACA Survey before 30 November to help support this important work.
Photo: Jordan Encarnacao, Unsplash