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An experiment of collaborative, international, multi-disciplinary design studio – Erasmus+ CBHE TACEESM project Summer School

An experiment of collaborative, international, multi-disciplinary design studio – Erasmus+ CBHE... The purpose of this paper is to test an architectural studio pedagogy that originates from an experiment of a Summer School collaborative design studio, with participation of students, academicians and practicing architects, from seven Universities and five European countries.Design/methodology/approachThis pedagogical method follows recommended education for sustainable development (ESD) model, by linking formal and informal learning, and targeting development of the key competences needed for promoting sustainable progress: participation and collaboration, along with inter- and trans-disciplinarity. Combining active participant observation method with descriptive survey research, the paper evaluates the perspective of a small sample size of 27 participating students, who worked with 15 professors alternately, during a two-week design studio course.FindingsThe results indicate that such a form of non-formal education has positive impact on acquisition of targeted competences, confirming the strategic role that non-formal education has in reaching quality education learning outcomes, and advocating for the adjustments of existing curricula towards a more collaborative educational approach in architectural design.Research limitations/implicationsThe modest sample size presents a limitation in reference to generalization of results, neverthless its data are valuable, particularly within the context of maximizing the development of sustainable development goals (SDGs).Originality/valueThis endeavour was a part of an on-going Erasmus + CBHE (Capacity Building in Higher Education) project entitled transforming architectural and civil engineering education towards a sustainable model (TACEESM). Organized non-formal educational model is seen as a testing laboratory that blends a conventional methodology of a design studio with a highly collaborative, international and multi-disciplinary approach. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Archnet-IJAR: International Journal of Architectural Research Emerald Publishing

An experiment of collaborative, international, multi-disciplinary design studio – Erasmus+ CBHE TACEESM project Summer School

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References (29)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2631-6862
eISSN
1938-7806
DOI
10.1108/arch-09-2022-0206
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to test an architectural studio pedagogy that originates from an experiment of a Summer School collaborative design studio, with participation of students, academicians and practicing architects, from seven Universities and five European countries.Design/methodology/approachThis pedagogical method follows recommended education for sustainable development (ESD) model, by linking formal and informal learning, and targeting development of the key competences needed for promoting sustainable progress: participation and collaboration, along with inter- and trans-disciplinarity. Combining active participant observation method with descriptive survey research, the paper evaluates the perspective of a small sample size of 27 participating students, who worked with 15 professors alternately, during a two-week design studio course.FindingsThe results indicate that such a form of non-formal education has positive impact on acquisition of targeted competences, confirming the strategic role that non-formal education has in reaching quality education learning outcomes, and advocating for the adjustments of existing curricula towards a more collaborative educational approach in architectural design.Research limitations/implicationsThe modest sample size presents a limitation in reference to generalization of results, neverthless its data are valuable, particularly within the context of maximizing the development of sustainable development goals (SDGs).Originality/valueThis endeavour was a part of an on-going Erasmus + CBHE (Capacity Building in Higher Education) project entitled transforming architectural and civil engineering education towards a sustainable model (TACEESM). Organized non-formal educational model is seen as a testing laboratory that blends a conventional methodology of a design studio with a highly collaborative, international and multi-disciplinary approach.

Journal

Archnet-IJAR: International Journal of Architectural ResearchEmerald Publishing

Published: Oct 11, 2023

Keywords: Non-formal education; Collaborative studio pedagogy; Internationalization; Capacity building; ESD

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