Architectural Pedagogy

In Australian universities, doctoral research results in the production of a thesis of between 80,000–100,000 words produced by the student under the guidance of a supervisor. There is no compulsory coursework component. Recent years have seen an increase in the range of activities provided at research-intensive universities to support doctoral writing. These activities are often aimed at both native and non-native speakers of English and range from compulsory or optional courses to workshops, writing groups and boot-camps. This article discusses the approach taken to supporting doctoral writing via an analysis of the support provided through the Learning Centre at UNSW Australia. The article discusses the rationale for the approach taken, describes the programmes on offer and considers the challenges facing a small centrally-located unit that provides writing support at a large Australian university.

View metadata, citation and similar papers at core.ac.uk provided by Queensland University of Technology ePrints Archive Resource for supervisors -i Support for this Fellowship has been provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this report do not necessarily reflect the views of the Australian Learning and Teaching Council Ltd.

Support for this Fellowship has been provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this report do not necessarily reflect the views of the Australian Learning and Teaching Council Ltd. This work is published under the terms of the Creative Commons Attribution-Noncommercial-ShareAlike 2.5 Australia Licence. Under this Licence you are free to copy, distribute, display and perform the work and to make derivative works. Attribution: You must attribute the work to the original authors and include the following statement: Support for the original work was provided by the Australian Learning and Teaching Council Ltd, an initiative of the Australian Government Department of Education, Employment and Workplace Relations.

Support for this Fellowship has been provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this report do not necessarily reflect the views of the Australian Learning and Teaching Council Ltd. This work is published under the terms of the Creative Commons Attribution-Noncommercial-ShareAlike 2.5 Australia Licence. Under this Licence you are free to copy, distribute, display and perform the work and to make derivative works. Attribution: You must attribute the work to the original authors and include the following statement: Support for the original work was provided by the Australian Learning and Teaching Council Ltd, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. Noncommercial: You may not use this work for commercial purposes.

Abstract: Using a collection of stories from a group of women who belong to a PhD support group, this article tracks the issue of choosing a supervisor. These women are all academics and therefore had some claim to an “insider” status but as novice researchers they were ...

ARCSR Journal Vol.18 - October 2024 documents the field research and design work of student researchers from MArch Unit 6 (and PhD) at the School of Art, Architecture and Design, London Metropolitan University in 2023-24. Edited by Bo Tang and Sara Golnabi, this issue includes place-based research and design projects carried out in Neos Kosmos, Athens, Greece, and Calabria, Italy.

Universities throughout the world are grappling with ways to improve the quality of research supervision and thereby improve successful completion rates. Much effort has been spent on defining the research skills students are expected to develop and how to assist students improve them, e.g. Willison (2012). The concept of developing researcher autonomy has also been the focus of research, e.g. Gurr (2011). As supervisors, we help our students become skilled autonomous researchers through discussions and feedback, in other words, through our communication skills. The purpose of this paper is to demonstrate how Communication Accommodation Theory (CAT) can be applied in research supervision to improve the communication process and ultimately both the student experience and the student outcomes. Communication Accommodation Theory provides a framework that 'predicts and explains many of the adjustments individuals make to create, maintain or decrease social distance in interaction' (Giles and Ogay, 2007). CAT provides a way to articulate expectations of both supervisor and research student in relation to preferred modes of communication, e.g. directive or non-directive, and to address the power relationship inherent in the relationship e.g. (Willemyns et al., 2006). The supervisor can respond to questions such as 'What should I do?' along the lines of 'Let's see. What are the options?' This approach encourages students to transition to using their own judgement and discernment skills rather than just providing answers. Over time, the student develops a habit of identifying and evaluating options, proposing solutions, and finally taking responsibility for their choices.

The Architecture School of Commons (ASOC) is an EU-funded Erasmus+ program, which ran from 2022 to 2024, that organized intensive transnational workshops in France, Greece, and Italy-two in each country. The program highlights the crucial role that architecture schools play in educating citizen architects to address the major contemporary social and ecological challenges of our time. ASOC underscores the importance of experiential learning and community engagement in shaping tomorrow's professionals. Its main workshops, structured as summer schools, aim to develop and test alternative pedagogies. Each workshop brings together thirty students from three European schools of architecture, their professors, three architectural collectives, and three local initiatives in rural European communities for a week of collaborative learning and design. The ASOC project focuses on the reuse of abandoned buildings, transforming them into newly imagined common spaces through participatory design-a strategy aimed at revitalizing rural communities. The partner architecture schools include the National Technical University of Athens (NTUA), the Ecole Nationale d'Architecture de Grenoble (ENSAG), and DAD/Politecnico di Torino. The participating architectural collectives are Collectif Etc (France), Zuloark (Spain/ Greece), and Orizzontale (Italy), with local initiatives including Les Tracols (France), Le Seppie (Italy), and Tirilab (Greece). The main sources of inspiration for this program could be summarized in an emerging collective architecture movement, the power of architectural work produced in-situ based on observation, the significance of a hands-on experience, and of experiential learning which blends knowledge and training, practical knowledge of construction and materials, as well as on life principles of collaborative living and working, in a convivial spirit which transcended the entire week of every workshop.

This image-based essay reflects upon the author’s experience of running an experimental filmmaking workshop titled Climate Futures, Cities Past in the spring of 2023 at MIT’s School of Architecture featuring stills from four student films set in Greece, Italy, Pakistan, and Syria. It explores how architectural pedagogy can intersect with filmmaking to offer a critical space outside the studio or seminar paper. Engaging eco-critical and narrative approaches of Stefanie K. Dunning, Jennifer Fay, Ursula K. Le Guin, Donna Harraway, Saidiya Hartman, Adrian J. Ivakhiv, and Ousmane Sembène, it explores how ‘cinema might teach us to die’ or rather, embrace a different eschatological paradigm that moves beyond individual authorship, accomplishment, and post-mortem legacy towards more mutualist, collectivist, and anarchic models of existence. It argues that filmmaking as inquiry can offer a way to collect different kinds of stories that help facilitate the messy, uncomfortable, and wildly creative processes of unworlding and reworlding.

The necessity to combine sustainable methods in architectural and urban design and democratization calls for a shift from technical to the socio-technical perspectives within the field of architecture and urbanism, which is related to a need to reshape pedagogical agendas. At the center of the paper is the conviction that this endeavor of combining social and environmental equity in data-driven societies goes hand in hand with the intention of placing emphasis in critical thinking, self-reflection, social awareness, imagination, and activism in architectural education. The necessity to combine sustainable methods in architectural and urban design and democratization calls for a shift from technical to the sociotechnical perspectives within the field of architecture and urbanism which is related to a need to reshape pedagogical agendas. At the center of the paper is the conviction that this endeavor of combining social and environmental equity in data-driven societies goes hand in hand with the intention of placing emphasis in critical thinking self-reflection social awareness imagination and activism in architectural education. To shed light on the role of cosmopolitan citizenship in reshaping architectural education the paper examines how "cosmopolitics" as ecology of practices can help us reinvent the relationship between individual subjectivity and collective subjectivity in architectural education. The paper also intends to examine two issues: firstly, the mutation of the status of the architectural artefact because of the fact that the form is generated through the use of digital tools; secondly, the implications of the possibility of real-time data visualisation for the reconceptualization of the notion of spatiality.

The narrative of work has changed globally since the emergence of the COVID-
19 pandemic in the year 2020 till date. The Work from Home (WFH) model which
took various businesses time to effectively adapt became popular following the
lockdown of over 9 months globally. The Architecture, Engineering, and
Construction (AEC) Sector was not left out. Organizations that could adapt
however recorded significant operational cost savings with the WFH model and
continued with a hybrid work model after the relaxation of the lockdown. With
either the WFH or the hybrid work model, the combination of Building Information
Modelling (BIM) and Cloud Computing technologies became unavoidable by
AEC firms for effective collaboration and seamless productivity. This study
examines the role of BIM and Cloud Computing in successfully implementing a
hybrid work model for AEC firms. It also examines the readiness of firms to
operate the hybrid work model and the possible barriers to its successful
implementation. Quantitative data was gathered from registered architectural
firms using a close-ended structured questionnaire. Using a simple random
sampling method, a total of 140 survey responses were analyzed using
descriptive statistics and the Relative Importance Index (RII). Findings revealed
that the utilization level of the cloud-based file storage and sharing system within
the BIM work process is still very low among firms with less than 20% of the
respondents actively operating on a cloud-based server. The study also revealed
high BIM setup and maintenance cost as the greatest barrier for firms in
transitioning to a cloud-based system with a mean score of 4.74 and an RI value
of 0.95. The study recommends greater awareness of the cloud server system amongst firms’ top-level management for increased financial investment for daily
operational cost savings that the hybrid work model offers.
Keywords: AEC sector; architectural firms; BIM; cloud computing; COVID pandemic; hybrid work.

In the fall of 1982, Dean Jaquelin Robertson of the University of Virginia’s School of Architecture staged a two-day conference on the state of architectural practice. Held in UVA’s Rotunda, the closed-door conference included twenty-four invited architects. The group, although ideologically diverse, was notably entirely male and overwhelmingly Euro-American.
Those in attendance included established and emerging architects Philip Johnson, Paul Rudolph, Tadao Ando, Peter Eisenman, Robert Stern, Michael Graves, Frank Gehry, and Rem Koolhaas among others. Organized much like a studio review, each architect presented a single, unpublished project
which was then critiqued and debated by the group. The full transcript of the proceedings, was later published by Rizzoli. The Charlottesville Tapes, was intended as the first in a recurring series of conferences and publications of “architects on architecture” emphasizing the role of designers, rather than
critics, historians, or journalists in establishing the discourse of contemporary practice.

Come quando si mette assieme un "cadavre exquis", l’ibrido, lo strano, il mostruoso generano idee, questioni e riflessioni. È un disegno che è Altro, estraneo, straniero, e per questo foriero di novità e di genesi inaspettate. Schizzi e disegni a quattro mani: sono duetti, improvvisazioni, una partita a scacchi. Un conflitto grafico dove ci si confronta sul medesimo terreno di gioco, alla ricerca di dialogo, spunti e (forse) soluzioni.
– – –
As when a "cadavre exquis" is put together, the hybrid, the strange, the monstrous generate ideas, questions and reflections. It is a design that is Other, extraneous, foreign, and therefore a harbinger of novelty and unexpected genesis. Sketches and four-handed drawings: they are duets, improvisations, a game of chess. A graphic conflict where we confront each other on the same playing field, looking for dialogue, ideas and (perhaps) solutions.

Se la rivoluzione "forestale" che sta investendo il mondo dell'architettura e del progetto odierno fosse un dipinto, questo sarebbe una versione aggiornata della nota "Libertà che guida il popolo" di Eugène Delacroix (1830); a indicare la via al centro della tela – sostituendosi alla statuaria Marianne – ci sarebbe sicuramente Gilles Clément.

Every crisis, ultimately, is also a narrative crisis: in the situation we find ourselves in nowadays, finding others – so that they can also change the paradigms of what is desirable for us  – is one of the most urgent and burning issues that we are called to face. For this, talking about our condition through the lenses of the "pyrocene" helps drawing attention to non-human living beings that are still overlooked in our architecture schools and universities' agendas. This proposition, together with the questioning and re-thinking of the consolidated historical narrative, for which we are still tied to the events of Modern architecture – which has turned out to be one of the main causes that have led us to the current situation –, might be an attempt to focus attention on what – in my opinion – should urgently be discussed. All this, within an architectural practice and teaching whose ultimate aim is still imagining spaces, attempting, time after time, to build a better coexistence – this time, maybe even "more than human".

Dieses Recht setze ich an die oberste Stelle. Aber: wenn ich es dahinstelle, muß ich es auch begründen: Denn dieses Recht ist nur seinem Inhalte nach präsent und gültig; wie in der Philosophie alles nur seinem Inhalte nach gültig ist. Zuerst möchte ich beginnen mit einigen markanten Dimensionen aus dem 20ten Jahrhundert:

A special issue edited by Steven Lauritano and Wouter Van Acker, including an introductory essay by the guest editors, a conversation between Eeva-Liisa Pelkonen and Amander Reeser Lawrence, a translation of the interventions by Oswald Mathias Ungers and Colin Rowe to the Architektheorie Internationale Kongress of 1967; and papers by Alessandro Toti, Joseph Bedford, Frida Grahn, Richard W. Hayes, and Benoît Vandevoort; and a review by Michael Abrahamson.

How does one distinguish between a reactionary retreat into the past and a critical reconnection with lost practices that might disrupt the current order? This question weighed heavily on architectural educators in the 1960s and 1970s as they encountered an increasingly politicised student body. In this introduction, we detail some of the motivations and the consequences, of the turn to outmoded and forgotten architectural mentors, precedents, and ideas. In a period of pedagogical experimentation and curricular reform, how—and why—did a group of teachers find new techniques for sharing historical narratives and incorporating historical content into design studio practices? Friedrich Nietzsche’s theorisation of the “untimely” provides a reference point for the wider range of anachronic pedagogies tested and developed by architect-historians during this period. Ultimately, the introduction frames the contributions to this issue as attempts to challenge the prevailing theorisations of postmodern time consciousness.

El efecto de la dictadura de Pinochet sobre la educación superior chilena fue de amplio alcance y significó radicales cambios en la administración de todas las universidades. La Universidad de Chile, institución pública y estatal, fue una de las más afectadas. Su Facultad de Arquitectura y Urbanismo (FAU) fue particularmente objeto de una fuerte intervención que significó la desaparición de algunos de sus miembros, así como la total reubicación de su campus. Aunque el desarrollo institucional, académico y curricular de la facultad bajo el régimen militar ha sido generosamente descrito en recuentos institucionales, el impacto que este contexto tuvo sobre instancias, espacios de enseñanza y personas que la compusieron ha permanecido silente. Disponiendo de documentos y archivos de carácter administrativo, este texto releva tres historias en que diversas expresiones del poder autoritario se ejercieron sobre trabajadores, alumnos y profesores de la FAU. Estos casos evidencian, también, puntos de fricción entre la propia realidad de la facultad y todo aquello que pasaba fuera de sus muros en uno de los períodos más complejos de la historia del país.

ARCSR Journal Vol.18 - March 2024 documents the field research and design work of student researchers from MArch Unit 6 (and PhD) at the School of Art, Architecture and Design, London Metropolitan University in 2022-23. Edited by Bo Tang and Sara Golnabi, this issue includes place-based research and design projects carried out in Athens, Greece (Exarcheia, Kypseli and Prosfygika) and Calabria (Italy).

Widening access to education has been a central priority of the Scottish Government since 2010, with the objective of assisting those from disadvantaged backgrounds to enter higher education. Accordingly, the Scottish Funding Council introduced the 'ACES' project that specifically seeks to increase access to the creative arts and architecture. In parallel, a new educational system has been developed in Scotland over the last decade, titled 'Curriculum for Excellence'. Its introduction has raised concerns of underrepresentation in curricular areas such as art and design, and consequently of a potential limiting of access to architecture education. In response, Robert Gordon University (RGU) in Aberdeen developed a joint project between its schools of Architecture & Built Environment and Art & Design, involving partnerships with regional secondary education providers. This paper explains the ACES project at RGU, and raises broader questions provoked by this work about the accepted orthodoxies for entry to architecture education.

The design studio is the primary means of educating architects. Since its emergence over a century ago, the pedagogy of the design studio has remained remarkably consistent despite changing demands placed upon the built environment. Preparing architects for the global challenge of sustainable design must be of primary importance to educators and requires critical and deep learning due to its holistic and interdisciplinary nature. The design studio seems the ideal environment for encouraging deep learning for sustainability through its potential to foster independent and deep learning. Despite this, sustainability is often viewed as additional, optional or even neglected entirely. The study examines a RIBA Part 2 design studio architecture course in the UK and considers whether the design studio pedagogy is fit for purpose in the context of contemporary architectural challenges. Conducted over two years, sampling two consecutive cohorts of students, the research adopts an ethnographic approach to reveal the structural and pedagogic issues that inhibit sustainable design. The findings suggest that the design studio, in its current incarnation, is not fit for the purpose of training practitioners to effectively engage with sustainability. Its introverted focus has led to a self-referential environment in which good design is defined by a "hidden agenda". A lack of effective interdisciplinary working, limited pool of teaching staff and an absence of meaningful exposure to attitudes beyond the profession are all contributing factors. As a result, sustainability is not viewed as synonymous with design quality, but additional to it.

Pierre-Alain Croset, Leonardo Zuccaro Marchi, Luca Capacci with Amir Adelfar, Francesca Diano, Alberto Geuna, Maria Chiara Giangregorio
(Politecnico di Milano, DAStU-Department of Architecture and Urban Studies)


Pierre Alain Croset, Leonardo Zuccaro Marchi, and Luca Capacci led the Architectural Design Studio at Politecnico di Milano in 2023. The course engaged international students in reflecting on the complex vertical building program in the port city of Rijeka, Croatia.

https://www.portcityfutures.nl/news/vertical-social-condensers-and-fantastic-waterfronts-in-rijeka-croatia-architectural-design

Following the post-pandemic condition, the design studio relied on the assumption that there is a growing and urgent demand for social gathering spaces with intergenerational programs and a mix of cultural and physical well-being activities.
Students had to tackle this contemporary urgency by reflecting upon and designing a program for a complex building with mixed cultural and sporting functions organized as a vertical city. We proposed to name this new type of building a “post-pandemic cultural and sports hub.”
This vertical social condenser was aimed at becoming a new landmark on the waterfront of Rijeka, tracing a new profound identity of the city. 
The design task opened new research questions on the relation between the city and the harbour, the legacy and heritage of the port’s structures, and the equilibrium between Rijeka’s historical clashes and future uncertainties.

LANDKRONE.
Ein Besucherzentrum für Wies und die Wieskirche.
EINSEMESTRIGER ENTWURF WINTERSEMESTER 2011/2012.
TU MÜNCHEN FAKULTÄT FÜR ARCHITEKTUR,
LEHRSTUHL FÜR RAUMKUNST UND LICHTGESTALTUNG PROF. HANNELORE DEUBZER, IN ZUSAMMENARBEIT MIT DEM UNESCO SITE MANAGEMENT WIESKIRCHE
UND DER GEMEINDE STEINGADEN-WIES.

Many countries have doctoral viva examinations, mostly conducted in-person until the COVID-19 pandemic. This article explores the changing processes and experiences of doctoral vivas forced online, from the perspectives of three examiners (two Uk, one NZ) and one recent candidate (UK). It sheds light on remote viva examinations exploring experiences of examination rigour, opportunities to evidence 'doctorateness' and challenges and affordances of remoteness, home location and technology. We use autoethnography, focusing on our experiences including the personal, learning and institutional dimensions. We found virtual spaces had advantages (comfort) and disadvantages (emotional difficulties), and levels of worry were often higher, especially regarding IT. Online formats still enabled examiners to rigorously assess 'doctorateness', but duty of care is needed for candidates with anxiety exacerbated by the pandemic, or technology. Our study offers insiders' insights into the remote online viva itself with recommendations for candidates, examiners and institutions.

In China, academic disciplines are generally divided into Arts and Sciences. The former includes literature, history, philosophy, economics, law, and management, while the latter covers natural sciences, engineering, medicine, and agriculture. Since China borrowed the former Soviet experience in the 1950s, there has always been an imbalance between Arts and Sciences. This is also the case in doctoral training, as shown in the distribution of doctorates. In 1996, the proportion of doctorates in Arts and Sciences were 15 per cent and 84.4 per cent respectively.

The Politics of Architectural Pedagogy in Iran explores the evolution of architectural pedagogy during two significant socio-political upheavals in Iran: The White Revolution (1963) and the Islamic Revolution (1979). It examines how these transformative periods influenced the field, providing valuable insights into the intersection of architectural education and broader socio-political shifts in Iran.

By examining the critical role of education in achieving geopolitical objectives during the Cold War, this book explores architectural pedagogy as an agent for resistance and revolution. It highlights how architectural pedagogy not only reflects radical ideologies but also actively engages in socio-political transformation. The book uncovers how architectural pedagogy became one of the mechanisms to accomplish revolutionary goals. This is evident in initiatives like the "Pedagogical Revolution" during the White Revolution (1963), aimed at modernizing educational institutions, and the "Revolutionary Pedagogy" during the Islamic Revolution (1979), which sought to serve the masses and the religious revolutionary society. In this way, the book adds a new geopolitical perspective to the contemporary discourse of radical pedagogies.

This book explores the intricate connections between architectural pedagogy and politics through a transdisciplinary approach. It analyzes original multilingual documents, including political agendas, cultural agreements, curricula, teaching methods, student works, exhibitions, and conferences. It will be of interest to architectural historians and architecture students, particularly those interested in Global South development, modernism, architectural pedagogy, international relations, and Middle Eastern studies.

Academic Work: It includes creating course file, adopting outcome based Teaching Learning Methodologies, Outcome based evaluations and other examination related duties, Rubrics Design, Curriculum Gap Identification, and appropriate steps to fulfil them, Implementing chemical engineering opensource simulators and AI as part of student's TL process.  Have successfully imparted chemical engineering diploma aptitude in more than 1500 students, with 80+% students getting jobs in industries and/ or pursuing higher education in UGC and AICTE recognized institutes. Institute level portfolio: Working as Asst. Training and Placement Cell Officer, Co-coordinator for Entrepreneur Development Cell; Member of Institute Level Centralized SSIP Cell; Member of institute level NBA criteria 2 and 8; Worked as ACPDC verifying officer and RUSA Coordinator.  Every year more than 100 students are being placed in MNCs like AMNS, Deepak Group, RIL, L&T, etc.  Students are also facilitated with jobs under Mukhyamntri Apprenticeship Yojna and State level Job Fairs Organized by Institute T&P cell in collaboration with the GoG, MHRD and DTE.  Have signed MoUs with 3 big industries in South Gujarat Region.  Organized Placement Awareness Programmes benefitting more than 250+ students annually.  Organized Entrepreneurship and SSIP Awareness Programmes resulting in 23 PoCs getting an overall grant of more than Rs. 13,50,000/-in SSIP.  Organized several programmes for awareness and upliftment of girls, women, and underprivileged students under RUSA: including programmes on Abhyam App by Bharuch Police, Defence Workshop, Programmes on Feminine Hygiene and career development programmes for female students.  Took initiative of organising orientation programmes about various scholarships and govt incentives resulting in economic benefit to more than 500 students  Verified more than 100 students ACPDC Application Forms on Daily basis under ACPDC, also have been counselling students regarding Diploma Engineering. Department level portfolio: Worked for Tablet Yojna under Digital Gujarat Initiative; Department Library Coordinator , MIS/MAS Faculty attendance management, Finishing School Coordinator, NBA oriented work in the section of Result Attainment and Feedback.  Registered and provided NAMO tablets to more than 400 students in span of two years.  Have acquired more than 120 books in department book bank with the aid of student alumni  Every year 100+ students of the department are benefitted with Finishing School Grooming Program  Have designed and analysed the responses of 360º Feedback, Course Exit Survey Forms, Alumni, Stateholder's Feedback forms for the Department.

The internationalisation of higher education is a global imperative that impact on students and supervision practises. Cultural and language diversity as well as the dynamic characteristics of the learners in an Open Distant Learning environment has been given little concern (Lee, Driscoll, & Nelson, 2004) and the impact is not always taken into account. When implementing a scholarship development programme across language, cultural and socioeconomic borders these factors should be taken into consideration as it may affect supervisory practices and thus the success of such a programme. Implementing a masters' programme to enhance scholarship development in a resource poor African context through Open Distant Learning therefore is challenging. Effective supervision was essential in supervising masters' students in the Democratic Republic of Congo in an ODL context. Supervision in a language not mutually understood by me, the supervisor, and students challenged the traditional western methodology and paradigms. A qualitative narrative reflection was done to critically reflect on the challenges faced and to initiate the innovative ideas that emerged from this experience. The Western body of knowledge and dominant logic were challenged in my supervisory practice. New research methodology and paradigms to enhance distant education research were initiated and implemented.

ARCSR Journal Vol.17 - March 2023 documents the field research and design work of student researchers from MArch Unit 6 (and PhD) at the School of Art, Architecture and Design, London Metropolitan University in 2021-22. Edited by Bo Tang and Sara Golnabi, this issue includes place-based research and design projects carried out in Loughborough Junction (London) and Calabria (Italy).

Background: Clinician-scientist training represents the epitome of preparation for biomedical scientific discovery. The significance of, and need for, clinician-scientists is universally recognised as essential to progress medical research across what is regarded as the 'translational gap'. Despite a rich history of cutting-edge biomedical research, Australia has no infrastructure or career pathway for training clinician-scientists. Discussion: The Clinician-scientist Track (CST) was developed to address this concern at the University of Queensland. The CST concept began in 2010 with the Concurrent MD-Masters that allowed students to undertake a research Masters concurrently with their medical program. The rationale was to offer an attractive and realistic option to recruit our highest performing students into a research higher degree, with the underlying aim of encouraging those most capable, to transfer to the MD-PhD. The Concurrent MD-Masters was immediately popular and remains so. Over 8 years, enrolments rose seven-fold (60 MD-Masters, 36 MD-PhDs). The transfer rate from MD-Masters to MD-PhD is 28% supporting our original aim. Conclusions: Many challenges remain for the future of the program. These challenges are underpinned by a culture that values clinician-scientists as crucial to ensuring that high quality health and medical research is undertaken and translated to patient care, but lags behind in establishing an infrastructure to develop and maintain a new generation of this vital workforce. A future challenge is to develop a coordinated approach to a supported Australian MD-PhD pathway for our most talented and committed students beginning in the undergraduate Bachelor's degree into the medical degree and throughout specialty training. Shared responsibility is necessary between institutions and stakeholders to support and nurture newly trained MD-PhDs into the postgraduate years. Flexibility across this medical training continuum that allows integration of both degrees will help ensure students make the most meaningful connections between the research and the medicine. What is paramount will be acknowledging the career expectations of an emerging cohort of medical students, in particular females, wishing to pursue research. Without these considerations we risk losing our next generation of potential clinician-scientists.

This article outlines a pedagogical approach to the virtual reconstruction of the 16th-century Monastery of Madre de Deus, Lisbon, Portugal. The monastery was built upon a former palace in 1509 by Queen D. Leonor. After her death, it underwent several modifications until its present function as the National Tile Museum. These modifications have obscured its history as one of the most significant religious buildings of the Portuguese Renaissance. To recover this lost history, the research uses a pedagogical approach combining previous scholarship, a laser scanning survey, archaeological survey data, written and graphic historical descriptions, and discussions with historians. The article has two principal aims: firstly, to concretize the results of the eight reconstruction projects produced by students using a Historic Building Information Modeling (HBIM) methodology. Secondly, to present an alternative model of teaching history and digital technologies. Our research suggests that ex...

Wittgenstein and Forms of Life "And Wittgenstein was a beery swine who was just as sloshed as Schlegel,"-(Monty Python 1989) This quote was the first time I came across the name of [Ludwig] Wittgenstein. Monty Python's "Bruce's Philosopher's Song" introduces this thinker in a fairly sardonic yet memorable manner. Sometime later, in graduate school, the late radical constructivist and second-order cybernetician Ranulph Glanville(Bill Seaman n.d.) recommended I give Wittgenstein a read over some beers-ironic, I know. Later that week, in a mandatory doctoral level humanities and social sciences course entitled "Technology and Social Theory" taught by American philosopher of technology Langdon Winner, Wittgenstein was invoked again. Winner was defining technology. He put it quite simply as "forms of life." In his book, Winner expanded on this: My choice of the term "forms of life" in this context derives from Ludwig Wittgenstein's elaboration of that concept in Philosophical Investigations. …Pointing to the richness and multiplicity of the kinds of expression or "language games" that are a part of everyday speech, Wittgenstein argued that "the speaking of language is a part of an activity, or of a form of life"… Forms of life that we mastered before the coming of the computer shape our expectations as we begin to use the instrument…We carry with us highly structured anticipations about entities that appear to participate, if only minimally, in forms of life and associated language games that are parts of human culture….As the political imagination confronts technologies as forms of life, it should be able to say something about the choices (implicit or explicit) made in the course of technological innovation and the grounds for making those choices wisely. (Winner 1989, 11

Built environment education is becoming more popular and crucial as far as a bigger percentage of the world population is living in urban areas day by day. Therefore built environment education is an essential part of urban culture. This study presents two different examples of workshops carried out with children aged between 8-12 years old. The intention of these workshops was to raise children's awareness on their built environment and architectural culture.

This paper discusses the impact Chinese students' culturally-specific features might have on the processes by which they commence their higher degrees by research candidature. We explain how existing frameworks in cross-cultural studies and an appreciation of the different educational background might be used to create a better understanding of the Australian supervisor-Chinese PhD student relationship. We provide strategies to deal with features of Australian academic culture which the Chinese candidate might find confronting so as to maximise the chances of a successful start to candidature and a reduction in the possibility of problems arising.

The Canadian Architecture Forums on Education (CAFÉs) are part of an ongoing outreach project launched, by Lisa Landrum, in 2019 to discuss and debate the role of architectural education and research in shaping Canada’s future. The  SSHRC funded initiative involves all 12 accredited Canadian schools of architecture and their extended communities.

Knowledge and ideas mobilized through these CAFE forums are informing the development of an inaugural architecture policy for Canada. The forums are enabling students, educators and academic researchers to play meaningful roles in shaping a policy framework, its priorities, ambition and depth of vision.

Between October 2019 and March 2020 five in-person forums were hosted at five universities across Canada.  A Sixth CAFE, called "Toward Equity in Architecture" (also funded in part by SSHRC Connection grant) was held in 2022.

Key outcomes of the initial series of 5 CAFE forums, an online survey, and student manifestos, were published in this Summary Report, on Sept. 18, 2020.

This paper explores a key issue identified in two studies of factors influencing the success of international and culturally and linguistically diverse (CALD) higher degree research graduate students. The studies include "A model for research supervision of international students in engineering and information technology disciplines" (MRS), which focused on identifying factors that influence successful supervision of culturally and linguistically diverse (CALD) and international higher degree research (HDR or graduate) students in Engineering and IT disciplines in three Australian universities, and "Culture, language and the whole graduate experience: Exploring best practices in international graduate supervision" (BPS), which focussed on exploring perceptions regarding best practices in graduate supervision by diverse stakeholders across Australia. Findings suggest most supervisors do not differentiate between international (or CALD) graduate students and non-CALD (domestic) students in terms of factors influence success in graduate studies.

A solid pedagogy can ensure the achievement of the learning outcomes set for any university qualification, whether at undergraduate or postgraduate level. Currently there is an urgent need for a wider consideration of appropriate pedagogies for doctoral programmes. This paper looks in particular at the characteristics of professional doctorates, which are typically studied part-time and focus on researching a professional setting. Based on the needs of these programmes, it proposes a learning-centred blended mode of delivery that fosters students’ engagement with activities anchored in the set learning outcomes. The range of activities aims at facilitating the multiple interactions necessary for competent researchers by making use of the resources, tools and spaces within two main learning environments: the virtual and the physical. This model prompts universities to consider appropriate pedagogies for the delivery of professional doctorates and suggests the need to ensure the align...

This exploratory study determined PhD completions at a research-intensive university in New Zealand and considered factors affecting PhD completions. Completion data were calculated for PhD cohorts at the University of Otago from 2000 to 2012 (n = 2770) and survival models determined whether gender, enrolment status, age at admission, citizenship, scholarship status and academic field influenced completion. The impact of the doctoral programme and the research environment was also considered. Across all cohorts, 83% submitted their thesis for examination (17% withdrawal). The median submission time was 3.4 years for full-timers, with a median completion time (to award of degree) of 4.1 years. Survival modelling showed that completion can be enhanced by having mainly full-time candidates, but also allowing periods of part-time enrolment near submission, recruiting a large international cohort, and providing three year scholarships. Health science candidates had the highest submission percentages, while commerce candidates submitted in the fastest times. There were only minor or negligible effects of gender and age at admission. Other factors contributing to high submission rates included recruiting quality candidates, close monitoring during candidature, provision of research training, a vibrant research culture, a personal performance coach, high-quality supervision and funding incentives for candidates who submit in under four years.

This piece of work presents reflections of lessons learnt from a postgraduate supervision course, which is considered an educative process that any research supervisor requires. This type of journey can lead to the success of doctoral programs or mismanagement thereof in most universities, nationally or internationally. Looking back at the postgraduate supervision course attended, it can be described as a personal journey that is capable of addressing the challenges any novice research supervisor would encounter in the field of postgraduate research. The supervision course comprised of a group of 13 lecturers from the same institution coming from different specialist fields. The facilitator was from a different university from which this course was offered. This course was voluntary and it was done during own spare time. During the training session, each novice supervisor would detail how they moved through different stages from initial stage of accepting a student to a final stage where a student qualifies with doctoral qualification. Within group discussions, each one of novice supervisors would detail how they moved through the process of advising students, what worked for some and what did not work for others, thus learning in a process. The tensions surfaced in each other's words, reflections and comprehensions of being thrown at the deep end by institution's practices. Here follows the discussion on how issues of power relations, scholarly work and project management are crucial in postgraduate supervision project. On completion of the course, there was a realization that there is a need for supervisors to be taught how to supervise in order to do justice, to be ready for the task at hand and be confident in future about postgraduate supervision. In conclusion, the researcher highlights few lessons learnt and recommendations that could help supervisors who are operating in similar contexts to help improve postgraduate supervision in institutions of higher learning.

include tangible experiences that provide unequaled immer always been: how can we empower students to exercise level graduate students have designed, developed and in late August each year and by early May, the house is has also served to help a struggling neighborhood to turn

Currently, there is a resurgence of interests in phenomenology in education. This article sheds light on the importance of hermeneutical phenomenology in teaching and learning based on the lived experience of a Sioux Indian adolescent boy, elicited from an ethnographic case study conducted at an alternative high school in the U.S. Employing narrative inquiry, this article seeks phenomenological ways of understanding students' lived experiences and explores the meaning of the pedagogical practice of hermeneutical phenomenology in education. I delve into how hermeneutical understanding of the phenomena of students' lived experience can catapult both students and teachers into the personal growth and development in a reciprocal way. It is my hope that such an understanding will facilitate an educational aim that focuses on the ontology of being and becoming while students' existence is brought to the center of teaching and learning.