Pub Date : 2023-07-20DOI: 10.1108/arch-02-2023-0046
R. Mosier, Sanjeev Adhikari, S. Langar
PurposeThose who believe they excel at architecture or engineering education are more likely to succeed based on self-efficacy principles. To investigate educator self-efficacy and success in the Online Learning Environment (OLE), a set of relationships are observed which describe correlations between experience and potential.Design/methodology/approachAn online survey instrument was distributed the fall after COVID-19 university closures. Respondents were asked to reflect on their level of experience teaching and their ability to teach online. All analyzed data were subjected to descriptive and inferential statistics using the SPSS 22.0 statistical software package. The compatibility of the variables with normal distribution was tested using the Kolmogorov–Smirnov and Shapiro–Wilk methods. Variables comparisons were performed using non-parametric tests (Kruskal Wallis test, Mann Whitney U test). The relationships between quantitative variables were examined using the Spearman Rank Correlation and comparisons formed from the qualitative variables were tested using the Pearson Chi-Square and Fisher Exact methods.FindingsEducator self-efficacy was determined throughout the COVID-19 transition. Possessing online teaching experience is related to the perceptions that architectural education can be delivered entirely online. A relationship was found for educators who previously taught using OLE and who had experience with delivering and developing OLE.Practical implicationsIt is incumbent on educators and administrators to continue to learn how to best accommodate student learning. The strong relationship for R1: Total teaching experience (IV) and perceptions of whether AEC education can be delivered completely online, points to having educators with a depth of experience and being open to change. The strong relationship shown for R2: Have you ever taught using an online method before January 2020 and Experience in developing online materials demonstrates that a variety of experience will also support educators in a time of change. These relationships illustrate how educator efficacy can provide support for educators during times of crisis.Originality/valueU.S. Architectural and Architectural Engineering educator pandemic OLE self-efficacy has not been previously been a focus of research efforts. This research adds to the body of knowledge by demonstrating how relationships between teaching experience and OLE can encourage educator self-efficacy during a crisis. Statistical analyses found a strong relationship between total teaching experience and perceptions that AEC education can be delivered completely online. A strong relationship was found between online teaching experience and positive experiences in developing online materials.
{"title":"Investigation of architecture and architectural engineering online education; educator experience, self-efficacy and success","authors":"R. Mosier, Sanjeev Adhikari, S. Langar","doi":"10.1108/arch-02-2023-0046","DOIUrl":"https://doi.org/10.1108/arch-02-2023-0046","url":null,"abstract":"PurposeThose who believe they excel at architecture or engineering education are more likely to succeed based on self-efficacy principles. To investigate educator self-efficacy and success in the Online Learning Environment (OLE), a set of relationships are observed which describe correlations between experience and potential.Design/methodology/approachAn online survey instrument was distributed the fall after COVID-19 university closures. Respondents were asked to reflect on their level of experience teaching and their ability to teach online. All analyzed data were subjected to descriptive and inferential statistics using the SPSS 22.0 statistical software package. The compatibility of the variables with normal distribution was tested using the Kolmogorov–Smirnov and Shapiro–Wilk methods. Variables comparisons were performed using non-parametric tests (Kruskal Wallis test, Mann Whitney U test). The relationships between quantitative variables were examined using the Spearman Rank Correlation and comparisons formed from the qualitative variables were tested using the Pearson Chi-Square and Fisher Exact methods.FindingsEducator self-efficacy was determined throughout the COVID-19 transition. Possessing online teaching experience is related to the perceptions that architectural education can be delivered entirely online. A relationship was found for educators who previously taught using OLE and who had experience with delivering and developing OLE.Practical implicationsIt is incumbent on educators and administrators to continue to learn how to best accommodate student learning. The strong relationship for R1: Total teaching experience (IV) and perceptions of whether AEC education can be delivered completely online, points to having educators with a depth of experience and being open to change. The strong relationship shown for R2: Have you ever taught using an online method before January 2020 and Experience in developing online materials demonstrates that a variety of experience will also support educators in a time of change. These relationships illustrate how educator efficacy can provide support for educators during times of crisis.Originality/valueU.S. Architectural and Architectural Engineering educator pandemic OLE self-efficacy has not been previously been a focus of research efforts. This research adds to the body of knowledge by demonstrating how relationships between teaching experience and OLE can encourage educator self-efficacy during a crisis. Statistical analyses found a strong relationship between total teaching experience and perceptions that AEC education can be delivered completely online. A strong relationship was found between online teaching experience and positive experiences in developing online materials.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81964394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-12DOI: 10.1108/arch-11-2022-0247
Meryem Melis Cihan Yavuzcan, E. Gür
PurposeThis study aims to draw a general framework for recreating water-related urban places. It discusses design criteria and processes that will strengthen people's and the city's relationship with the waterfront. It also explores the functional requirements of a participatory process to incorporate social and functional relations into place making.Design/methodology/approachThe study is based on a comprehensive case study of the Kabataş project process. Data collection methods include archive searches, questionnaires, interviews and analysis. The study analyses the architectural decisions, the role and perspectives of the key actors and the current dynamics that shape the process. It points out shortcomings and needs of communication and collaboration with different stakeholders, especially with the users.FindingsThe results show that political and power dynamics play an important role in shaping the process. Non-transparent processes increase the gap between the aspects of community and decision makers in current practices. Establishing holistic, waterfront-specific and collaborative approaches is a necessity. The results also show that the success of participation depends on procedural dynamics such as scope, method, timing, representativeness of the community, institutionalisation level, transparency and deliberation.Originality/valueDespite the intense interest in waterfront regeneration, few studies have focused on the potential of the participatory process. The study examines the intersections of waterfront design decisions and collaborative participation at various scales and emphasises the importance of local actors in the social production of space.
{"title":"Reshaping water-related urban places with collaborative participation: a critical examination of the Kabataş waterfront","authors":"Meryem Melis Cihan Yavuzcan, E. Gür","doi":"10.1108/arch-11-2022-0247","DOIUrl":"https://doi.org/10.1108/arch-11-2022-0247","url":null,"abstract":"PurposeThis study aims to draw a general framework for recreating water-related urban places. It discusses design criteria and processes that will strengthen people's and the city's relationship with the waterfront. It also explores the functional requirements of a participatory process to incorporate social and functional relations into place making.Design/methodology/approachThe study is based on a comprehensive case study of the Kabataş project process. Data collection methods include archive searches, questionnaires, interviews and analysis. The study analyses the architectural decisions, the role and perspectives of the key actors and the current dynamics that shape the process. It points out shortcomings and needs of communication and collaboration with different stakeholders, especially with the users.FindingsThe results show that political and power dynamics play an important role in shaping the process. Non-transparent processes increase the gap between the aspects of community and decision makers in current practices. Establishing holistic, waterfront-specific and collaborative approaches is a necessity. The results also show that the success of participation depends on procedural dynamics such as scope, method, timing, representativeness of the community, institutionalisation level, transparency and deliberation.Originality/valueDespite the intense interest in waterfront regeneration, few studies have focused on the potential of the participatory process. The study examines the intersections of waterfront design decisions and collaborative participation at various scales and emphasises the importance of local actors in the social production of space.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88144901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-06DOI: 10.1108/arch-02-2023-0026
A. Iyer, A. Roberts
PurposeThis paper presents the phenomenographic analysis of students' approaches to learning in the first year architectural design coursework; thereby correlating contextualization in the architectural curriculum.Design/methodology/approachThis paper reviews phenomenographic data of first year architecture students' learning experience through a comparative analysis of first- and fourth-year students' approaches to learning in the design studio; further co-relating this analysis to the final classification involving all five years of students' learning approaches in the architecture program.FindingsFive meta-categories of the comparative analysis and nineteen meta-categories of the final classification are evaluated using first-year students' learning approaches – to understand the importance of contextualization in curriculums of architecture.Practical implicationsThis phenomenographic analysis of first-year students' learning experience represents the onward journey from surface-to-deep approaches to learning that is encountered in their learning approaches, pertaining to the design process in the design coursework during five years of architectural education.Originality/valueThis paper systematically extends the discussion of first year architecture students' engagement in the design process that leads to deep learning; further delving into the static dimension of knowledge and its extension to the dynamic dimension of knowing architecture.
{"title":"Phenomenographic analysis of students' learning approaches in the first year of architectural design study","authors":"A. Iyer, A. Roberts","doi":"10.1108/arch-02-2023-0026","DOIUrl":"https://doi.org/10.1108/arch-02-2023-0026","url":null,"abstract":"PurposeThis paper presents the phenomenographic analysis of students' approaches to learning in the first year architectural design coursework; thereby correlating contextualization in the architectural curriculum.Design/methodology/approachThis paper reviews phenomenographic data of first year architecture students' learning experience through a comparative analysis of first- and fourth-year students' approaches to learning in the design studio; further co-relating this analysis to the final classification involving all five years of students' learning approaches in the architecture program.FindingsFive meta-categories of the comparative analysis and nineteen meta-categories of the final classification are evaluated using first-year students' learning approaches – to understand the importance of contextualization in curriculums of architecture.Practical implicationsThis phenomenographic analysis of first-year students' learning experience represents the onward journey from surface-to-deep approaches to learning that is encountered in their learning approaches, pertaining to the design process in the design coursework during five years of architectural education.Originality/valueThis paper systematically extends the discussion of first year architecture students' engagement in the design process that leads to deep learning; further delving into the static dimension of knowledge and its extension to the dynamic dimension of knowing architecture.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80598264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1108/arch-02-2023-0053
Phuong Thanh To, David Grierson
PurposeProviding improved access to nature within educational settings can promote stronger child–nature connections and is conditional on making evidence-based decisions for the planning, design and refurbishment of school architecture. The study offers insight into ways of reconnecting children with nature by examining the distribution and classification of diverse natural elements for enhancing children's visual and non-visual experiences of educational environments.Design/methodology/approachThis study combines quantitative and qualitative analysis of data gathered through measurement and observation at three schools in Glasgow, with a total of 75 students, to identify key issues influencing child–nature multi-sensorial connections within indoor and outdoor environments and on building envelopes and layouts. It applies children's open-questions and diagrams to investigate children's discovery of nature, their feelings around natural attributes and their environmental preferences within school contexts.FindingsThis study's findings reveal that architectural features and landscape settings have significant influence on the quantitative and qualitative degrees of children's natural exploration through visual and non-visual sensorial modalities and environmental preferences.Research limitations/implicationsThe limitations of this study are that the data was gathered in the Spring season and with different groups of children from The Glasgow Academy who received the same educational curriculum. Thus, there is a need for further investigation on children's experiences of nature based on temporal and contextual differences, and varying educational-socio-cultural and economic factors.Practical implicationsThe findings suggest that applications of natural diversity, accessible and flexible pathways and indoor natural settings, are potential approaches to connect children with nature within their study and play environments.Originality/valueThe authors provide a deeper understanding of how nature-based settings, including indoor and outdoor environments, constructively benefit children's multi-sensorial experiences, knowledge and biophilic feelings toward nature.
{"title":"A study on children's multi-sensorial experiences of nature: design approaches and preferences for primary school architecture case studies in Glasgow, Scotland, UK","authors":"Phuong Thanh To, David Grierson","doi":"10.1108/arch-02-2023-0053","DOIUrl":"https://doi.org/10.1108/arch-02-2023-0053","url":null,"abstract":"PurposeProviding improved access to nature within educational settings can promote stronger child–nature connections and is conditional on making evidence-based decisions for the planning, design and refurbishment of school architecture. The study offers insight into ways of reconnecting children with nature by examining the distribution and classification of diverse natural elements for enhancing children's visual and non-visual experiences of educational environments.Design/methodology/approachThis study combines quantitative and qualitative analysis of data gathered through measurement and observation at three schools in Glasgow, with a total of 75 students, to identify key issues influencing child–nature multi-sensorial connections within indoor and outdoor environments and on building envelopes and layouts. It applies children's open-questions and diagrams to investigate children's discovery of nature, their feelings around natural attributes and their environmental preferences within school contexts.FindingsThis study's findings reveal that architectural features and landscape settings have significant influence on the quantitative and qualitative degrees of children's natural exploration through visual and non-visual sensorial modalities and environmental preferences.Research limitations/implicationsThe limitations of this study are that the data was gathered in the Spring season and with different groups of children from The Glasgow Academy who received the same educational curriculum. Thus, there is a need for further investigation on children's experiences of nature based on temporal and contextual differences, and varying educational-socio-cultural and economic factors.Practical implicationsThe findings suggest that applications of natural diversity, accessible and flexible pathways and indoor natural settings, are potential approaches to connect children with nature within their study and play environments.Originality/valueThe authors provide a deeper understanding of how nature-based settings, including indoor and outdoor environments, constructively benefit children's multi-sensorial experiences, knowledge and biophilic feelings toward nature.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82499136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThe application of massive open online courses (MOOCs) helps integrate sustainable development goals (SDGs) into architectural curricula. The essence of MOOC development is building an education platform that promotes the sharing and continuing of global education resources.Design/methodology/approachThis study establishes a four-dimensional evaluation model based on the four characteristics of MOOCs. The quadrilateral area evaluation method is used to create an evaluation radar chart to comprehensively evaluate satisfaction and demand in the traditional teaching model of architectural technology. This study discusses whether the curriculum is suitable for the development of MOOCs and how to optimize the sustainable pedagogical mode according to its characteristics to meet future teaching needs and realize the sustainable development of education.FindingsSatisfaction evaluation found that current education is not open enough from the students' perspective; therefore, MOOCs enhance students' participation and significantly reduce future learning costs. Through demand evaluation, it was found that both teachers and students believed that the lack of direct and effective communication between them and the difficulty in ensuring the learning effect were problems that must be addressed in MOOCs.Originality/valueThis study focused on the sustainability of MOOCs in curriculum development. It emphasizes the combination of MOOCs' teaching modes and the course itself and provides specific guidance and suggestions for improving the course. It uses an evaluation method for objective analysis and visualization.
{"title":"A pedagogical approach optimization toward sustainable architectural technology education applied by massive open online courses","authors":"Bifeng Zhu, Yuan Zheng, Manqi Ding, Jiehua Dai, Gebing Liu, Liting Miao","doi":"10.1108/arch-07-2022-0151","DOIUrl":"https://doi.org/10.1108/arch-07-2022-0151","url":null,"abstract":"PurposeThe application of massive open online courses (MOOCs) helps integrate sustainable development goals (SDGs) into architectural curricula. The essence of MOOC development is building an education platform that promotes the sharing and continuing of global education resources.Design/methodology/approachThis study establishes a four-dimensional evaluation model based on the four characteristics of MOOCs. The quadrilateral area evaluation method is used to create an evaluation radar chart to comprehensively evaluate satisfaction and demand in the traditional teaching model of architectural technology. This study discusses whether the curriculum is suitable for the development of MOOCs and how to optimize the sustainable pedagogical mode according to its characteristics to meet future teaching needs and realize the sustainable development of education.FindingsSatisfaction evaluation found that current education is not open enough from the students' perspective; therefore, MOOCs enhance students' participation and significantly reduce future learning costs. Through demand evaluation, it was found that both teachers and students believed that the lack of direct and effective communication between them and the difficulty in ensuring the learning effect were problems that must be addressed in MOOCs.Originality/valueThis study focused on the sustainability of MOOCs in curriculum development. It emphasizes the combination of MOOCs' teaching modes and the course itself and provides specific guidance and suggestions for improving the course. It uses an evaluation method for objective analysis and visualization.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85076103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.1108/arch-03-2023-0076
Hisham Abusaada, A. Elshater
PurposeSustainable development (SD) is vital in alleviating poverty, hunger and disease (PHD). The purpose of this study is to present a guiding framework with pathways targeting the sustainability challenges concerning PHD based on urban planning and design literature.Design/methodology/approachA narrative review and content analysis of 27 articles published by 11 journals indexed in Scopus were conducted using bibliometrics analysis.FindingsThe study’s findings discuss contemporary normative planning and design ideas and their ability to alleviate PHD. Considering these findings, the authors recommend that urban planning and design implementation processes carefully pursue the United Nations Sustainable Development Goals (SDGs) and Vision 2030 by tracking qualitative metrics that consider social, cultural and spiritual well-being.Originality/valueThe contribution is to propose a conceptual framework for alleviating hunger, poverty and disease through Vision 2030. Practitioners and policymakers can use this framework to assess the impact of their actions. Hunger, poverty and disease research could be guided by this framework to identify and prioritize best practices in cities of the Global South.
{"title":"Developing a guiding framework based on sustainable development to alleviate poverty, hunger and disease","authors":"Hisham Abusaada, A. Elshater","doi":"10.1108/arch-03-2023-0076","DOIUrl":"https://doi.org/10.1108/arch-03-2023-0076","url":null,"abstract":"PurposeSustainable development (SD) is vital in alleviating poverty, hunger and disease (PHD). The purpose of this study is to present a guiding framework with pathways targeting the sustainability challenges concerning PHD based on urban planning and design literature.Design/methodology/approachA narrative review and content analysis of 27 articles published by 11 journals indexed in Scopus were conducted using bibliometrics analysis.FindingsThe study’s findings discuss contemporary normative planning and design ideas and their ability to alleviate PHD. Considering these findings, the authors recommend that urban planning and design implementation processes carefully pursue the United Nations Sustainable Development Goals (SDGs) and Vision 2030 by tracking qualitative metrics that consider social, cultural and spiritual well-being.Originality/valueThe contribution is to propose a conceptual framework for alleviating hunger, poverty and disease through Vision 2030. Practitioners and policymakers can use this framework to assess the impact of their actions. Hunger, poverty and disease research could be guided by this framework to identify and prioritize best practices in cities of the Global South.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75280222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-05DOI: 10.1108/arch-11-2022-0260
H. Ali, Amal Abed, A. Rababah
PurposeAs numerous research studies have investigated the effect of the built environment on human contentment, building regulations have advanced as a direct impact on indoor environmental quality (IEQ) to include thermal, lighting, air quality and acoustics systems. Yet, while IEQ and residents' satisfaction have been discussed thoroughly in previous research, only a few studies have researched the role of building regulations as motivating factors in the housing context, specifically in Jordan.Design/methodology/approachA mixed-method approach was adopted to address this issue involving genotype analysis for building morphology and simulation using Design Builder software. This helped to understand the impact of building regulations variables, including building setback, the height of an adjacent building, orientation and building geometry. Meanwhile, an online survey was conducted to include 410 residents spread out in various building categories (A, B, C and D).FindingsThe results of this study revealed that building regulation of setbacks, the height of adjacent buildings and orientation are significant parameters that directly affect IEQ and residents' satisfaction. In addition, based on this study, the matter was clear that the highest total satisfaction resulted based on the highest comfort level in terms of temperature and daylight obtained due to larger setback and lower building height. Yet, this finding undermined smart growth principles due to the limited scope of building regulation that focused only on spatial and physical dimensions, so improving to include environmental aspects such as passive design strategies that appreciate natural ventilation and lighting is necessary, which positively impact IEQ.Originality/valueThe concept of IEQ and residents' satisfaction have been discussed thoroughly, but only a few studies have researched the role of building regulations as motivating factors in the housing context specifically in Jordan.
{"title":"The impact of building regulations on indoor environmental quality: the case of detached houses in Jordan","authors":"H. Ali, Amal Abed, A. Rababah","doi":"10.1108/arch-11-2022-0260","DOIUrl":"https://doi.org/10.1108/arch-11-2022-0260","url":null,"abstract":"PurposeAs numerous research studies have investigated the effect of the built environment on human contentment, building regulations have advanced as a direct impact on indoor environmental quality (IEQ) to include thermal, lighting, air quality and acoustics systems. Yet, while IEQ and residents' satisfaction have been discussed thoroughly in previous research, only a few studies have researched the role of building regulations as motivating factors in the housing context, specifically in Jordan.Design/methodology/approachA mixed-method approach was adopted to address this issue involving genotype analysis for building morphology and simulation using Design Builder software. This helped to understand the impact of building regulations variables, including building setback, the height of an adjacent building, orientation and building geometry. Meanwhile, an online survey was conducted to include 410 residents spread out in various building categories (A, B, C and D).FindingsThe results of this study revealed that building regulation of setbacks, the height of adjacent buildings and orientation are significant parameters that directly affect IEQ and residents' satisfaction. In addition, based on this study, the matter was clear that the highest total satisfaction resulted based on the highest comfort level in terms of temperature and daylight obtained due to larger setback and lower building height. Yet, this finding undermined smart growth principles due to the limited scope of building regulation that focused only on spatial and physical dimensions, so improving to include environmental aspects such as passive design strategies that appreciate natural ventilation and lighting is necessary, which positively impact IEQ.Originality/valueThe concept of IEQ and residents' satisfaction have been discussed thoroughly, but only a few studies have researched the role of building regulations as motivating factors in the housing context specifically in Jordan.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72472282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-21DOI: 10.1108/arch-08-2022-0177
U. Stigsdotter, Gaochao Zhang, M. C. Gramkow, U. Sidenius
PurposeThe point of departure for this viewpoint paper is the current development in which landscape architects are working towards achieving the United Nations sustainable development goals and the associated cross-cutting pledge “Leave No One Behind”. The sustainable development goals 3 and 11 can be achieved through landscape projects that are inclusive and health promoting, and the authors argue that an evidence-based design process is needed to ensure that project designs deliver what they promise. However, most landscape architects are not trained in evidence-based design and are therefore unsure of what can be used as evidence. A further challenge is the lack of relevant and applicable research evidence for design processes.Design/methodology/approachThe authors present a process model for evidence-based health design in landscape architecture as an overall framework on which the authors base their arguments. The model includes four topics of evidence: target group, human health, environment and use of nature. For each topic, the authors present their view on what may be considered as evidence and where it can be found or generated. The study view is supported by a detailed presentation of where and how evidence was found and generated in a design project for an accessible and health-promoting forest trail for people with mobility disabilities.FindingsThe authors suggest a broad definition of evidence, and that the design process should draw on evidence from relevant research and practice disciplines. Evidence can be found in multiple sources, for example, scientific articles, theoretical works and design guidelines. It can also be generated by landscape architects themselves, for example, through landscape analyses and stakeholder workshops. The evidence should guide and support the landscape architect and not dictate the design process.Practical implicationsThe authors hope that the knowledge provided on the evidence-based health design process and on where to collect or how to generate evidence may inspire landscape architects in their future health design projects.Originality/valuePeople with mobility disabilities face many health challenges and should potentially be able to benefit from visiting green spaces. The authors hope that the knowledge provided on the evidence-based health design process and on where to collect or how to generate evidence may inspire landscape architects in their future health design projects.
{"title":"Viewpoint on what may be considered as evidence and how to obtain it when designing health-promoting and inclusive green spaces","authors":"U. Stigsdotter, Gaochao Zhang, M. C. Gramkow, U. Sidenius","doi":"10.1108/arch-08-2022-0177","DOIUrl":"https://doi.org/10.1108/arch-08-2022-0177","url":null,"abstract":"PurposeThe point of departure for this viewpoint paper is the current development in which landscape architects are working towards achieving the United Nations sustainable development goals and the associated cross-cutting pledge “Leave No One Behind”. The sustainable development goals 3 and 11 can be achieved through landscape projects that are inclusive and health promoting, and the authors argue that an evidence-based design process is needed to ensure that project designs deliver what they promise. However, most landscape architects are not trained in evidence-based design and are therefore unsure of what can be used as evidence. A further challenge is the lack of relevant and applicable research evidence for design processes.Design/methodology/approachThe authors present a process model for evidence-based health design in landscape architecture as an overall framework on which the authors base their arguments. The model includes four topics of evidence: target group, human health, environment and use of nature. For each topic, the authors present their view on what may be considered as evidence and where it can be found or generated. The study view is supported by a detailed presentation of where and how evidence was found and generated in a design project for an accessible and health-promoting forest trail for people with mobility disabilities.FindingsThe authors suggest a broad definition of evidence, and that the design process should draw on evidence from relevant research and practice disciplines. Evidence can be found in multiple sources, for example, scientific articles, theoretical works and design guidelines. It can also be generated by landscape architects themselves, for example, through landscape analyses and stakeholder workshops. The evidence should guide and support the landscape architect and not dictate the design process.Practical implicationsThe authors hope that the knowledge provided on the evidence-based health design process and on where to collect or how to generate evidence may inspire landscape architects in their future health design projects.Originality/valuePeople with mobility disabilities face many health challenges and should potentially be able to benefit from visiting green spaces. The authors hope that the knowledge provided on the evidence-based health design process and on where to collect or how to generate evidence may inspire landscape architects in their future health design projects.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80103418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1108/arch-01-2023-0001
S. Briant, P. Crowther, J. Clifton, Lindy Osborne Burton
PurposeThis research argues that architecture knowledge is fragmented between the profession and academia as evidenced by long-standing conflicting opinions regarding desirable graduate attributes. Work-integrated learning (WIL) is one mode of education where these fragments should come together. This research seeks to address a missing part of that WIL model and understand the profession's view of what constitutes quality education as a United Nations (UN) Sustainability Development Goal (SDG).Design/methodology/approachUtilising a three round Delphi survey of the architecture profession engaged in WIL programs, this study reports on their perspectives of the key benefits and attributes of WIL and the value of WIL experiences as part of a quality higher education system.FindingsThe architecture profession confirmed the value of WIL programs as contributing to students developing an understanding of workplace culture and contexts. There was strong agreement that WIL experiences can be a valuable part of a quality education and enhance graduate employability. Challenges for practice included semester-based program timing, the length of engagement with practice and the lack of WIL program guidance by universities to prepare the profession for WIL experiences.Originality/valueWhile WIL has been extensively researched over the last decade, it is limited in the architecture discipline. Survey findings address the research gap in understanding the architecture profession's views as a key WIL stakeholder which is important given the rapidly changing practice environments, globalisation and the increasingly transdisciplinary context.
{"title":"Work-integrated learning (WIL) as a part of quality education in architecture: the profession's perspective","authors":"S. Briant, P. Crowther, J. Clifton, Lindy Osborne Burton","doi":"10.1108/arch-01-2023-0001","DOIUrl":"https://doi.org/10.1108/arch-01-2023-0001","url":null,"abstract":"PurposeThis research argues that architecture knowledge is fragmented between the profession and academia as evidenced by long-standing conflicting opinions regarding desirable graduate attributes. Work-integrated learning (WIL) is one mode of education where these fragments should come together. This research seeks to address a missing part of that WIL model and understand the profession's view of what constitutes quality education as a United Nations (UN) Sustainability Development Goal (SDG).Design/methodology/approachUtilising a three round Delphi survey of the architecture profession engaged in WIL programs, this study reports on their perspectives of the key benefits and attributes of WIL and the value of WIL experiences as part of a quality higher education system.FindingsThe architecture profession confirmed the value of WIL programs as contributing to students developing an understanding of workplace culture and contexts. There was strong agreement that WIL experiences can be a valuable part of a quality education and enhance graduate employability. Challenges for practice included semester-based program timing, the length of engagement with practice and the lack of WIL program guidance by universities to prepare the profession for WIL experiences.Originality/valueWhile WIL has been extensively researched over the last decade, it is limited in the architecture discipline. Survey findings address the research gap in understanding the architecture profession's views as a key WIL stakeholder which is important given the rapidly changing practice environments, globalisation and the increasingly transdisciplinary context.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75671272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-17DOI: 10.1108/arch-03-2023-369
Keith Kay Hin Tan, C. Kusumo, J. Widodo
{"title":"Guest editorial: Sustainable solutions for tropical Asian cities: the nexus between architecture, technology and heritage","authors":"Keith Kay Hin Tan, C. Kusumo, J. Widodo","doi":"10.1108/arch-03-2023-369","DOIUrl":"https://doi.org/10.1108/arch-03-2023-369","url":null,"abstract":"","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76470584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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