By David Nicol, Simon Pilling
Architectural schooling is stressed to fulfill the calls for of an evolving building and to cater to the more and more various profession locations of graduates. How should still architectural schooling reply to those specialist demanding situations? How can scholars be greater ready for pro perform? those questions are the focal point of this e-book, which brings jointly contributions from a variety of authors, from either the united kingdom and america, operating within the fields of architectural schooling, architectural perform and academic study.
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Extra info for Changing Architectural Education: Towards a New Professionalism
Englewood Cliffs, NJ: Prentice-Hall. Latham, Sir Michael (1994) Constructing the Team: Final Report of the Government/Industry Review of Procurement and Contractual Arrangements in the UK . London: HMSO. Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation . New York: Cambridge University Press. Lawson, B. and Pilling, S. (1996) ‘The Cost and Value of Design’, Architectural Research Quarterly , 1 (4), pp. 82–9. S. Weimer, Teaching on Solid Ground . Francisco: Jossey-Bass.
London: HMSO. Orbasli A. and Worthington, J. (1995) Architecture and Town Planning Education in the Netherlands: A European Comparison . York: Institute of Advanced Architecture Studies IoAAS, University of York. , Parnhall, S. and Kelly K. A. Press. RIBA (1992) Strategic Study of the Profession—Phase 1: strategic overview . London: RIBA Publications. Stewart, T. (1997) Intellectual Capital—The New Wealth of Organisations . London: Nicholas Brealey. , Drury, L. and Predy, D. (1992) From Education to Revolution—the pressures on professional life in the 1990’s .
In other cases there is little hard evaluative data but the writers still try to give an idea of what worked well and what was problematic. Each writer tries to provide enough information to give others wishing to make similar changes to their courses or studio practices some idea of the important issues that might have to be addressed. The rest of the chapters take the form of discussions or essays rather than case study descriptions of educational change. Nonetheless they complement the other chapters.