Explorative Curriculum Track for Interdisciplinary Architectural Research Education.

Abstract

Collaboration between diverse disciplines and actors is necessary to solve complex real-world problems. This thesis aims to develop an educational plan highlighting the significance of employing integrative approaches to address challenges associated with the built environment. Although academic knowledge provides a solid theoretical foundation, its application in real-world scenarios can be challenging. Meanwhile, architects usually construct their methodology primarily focusing on a design-thinking approach.

Even though architecture comprises a wide range of disciplines, it is essential to note that the solutions to complex problems often require applying integrative approaches and thinking beyond disciplinary boundaries. The discourse surrounding the need to justify architectural solutions versus the notion that design solutions ought to be self-explanatory. In the context of sustainability research, the validation of evidence-based design solutions is pivotal to demonstrating their efficacy.

The institutions incorporate integrative and collaborative approaches into educational settings while recognising their potential benefits. The possibility of institutions comprising the scope of different departments has a great potential for transformation by embedding collaborative courses that include the scope of different disciplines.

Collaborative practices have gained recognition and adoption in both academic and practical domains. Architectural education must go beyond design thinking and include collaborative skills with other disciplines for a meaningful contribution to academic and non-academic realms.

Through a series of inquiries, this Master’s thesis aims to address a particular issue by setting three primary goals: 1)examine the effectiveness of integrating architecture students into interdisciplinary research practices through curriculum design exploration, 2)explore the theoretical frameworks and pedagogical approaches for students to be effectively included in collaborative problem-driven learning, and 3) analyse and consider the key challenges that should be considered while designing a curriculum for a research track in Architectural Education.

The thesis employed a mixed-method approach to address inquiries. It involved using a design-thinking method to develop an educational plan for Tampere University, with the interdisciplinary project serving as a case study. Additionally, a literature review was conducted to establish the theoretical background, while surveys and in-depth interviews were carried out to gain insights from educators, students, and researchers.

The thesis presents an exploratory curriculum design consisting of four courses for architecture students who wish to participate in interdisciplinary research with other fields and disciplines.

The explorative curriculum framework incorporates a transdisciplinary research framework, experiential learning theory, pedagogical approaches, and a six-dimensional connected curriculum framework. Notably, the design process is synchronised with the research timeline, ensuring a parallel planning approach to both processes, methodologies, and applications.

The case study of an interdisciplinary research project plays a vital role: 1) as an inspirational case study, 2) as an example of relational methodological approaches, and 3) as an example of organisational structure. The present interdisciplinary study introduces collaborative, integrative approaches as a viable framework for educational contexts.

The qualitative surveys and interviews emphasise attitudes towards students’ involvement in the research and cross-pollination of ideas. It demonstrates the power of inter-transdisciplinary teamwork in developing innovative solutions and practical recommendations.

Master Thesis confirms that establishing a research community across different fields is a fundamental aspect of academic life that should commence during undergraduate studies and continue as a lifelong educational journey. By fostering a culture of research, students and educators can acquire the necessary skills to approach complex issues with critical thinking, creativity, and innovation. The profession of architects and roles within interdisciplinary and transdisciplinary collaboration give various possibilities for transformations.

The limitations of the thesis are the small number of surveys and interviews conducted and the single case study examination. Another limitation is not entirely considering the Sustainable Architecture program transformation but developing alternative courses. Moreover, the consideration to implement the courses needs to be addressed on the institutional level. A comprehensive institutional-level examination of relevant courses is essential to facilitate this process.

Despite those limitations, this Master’s thesis creates a baseline for further investigations and course design to enhance, foster, and support integrative approaches in university settings. Furthermore, developing specific curricula establishes a vital research-pedagogy link in academia.