Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629825
Title: An investigation into the development of low/zero carbon design training programmes for the purpose of disseminating the knowledge and skills of low/zero carbon design to architects in practice in England and Wales
Author: Hou, Shan
ISNI:       0000 0004 5351 0143
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2014
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Abstract:
The research aims to investigate the development of low/ zero carbon design training programmes for the purpose of disseminating the knowledge and skills of low/ zero carbon design to architects in practice in England and Wales. There are three stages: 1) Literature review This research starts with a review on low/ zero carbon design, architectural education, learning styles, and adult learning. The initial models of low/ zero carbon design and architects’ learning preference are developed to reflect the initial understanding of the research topic. 2) Case studies Three low/ zero carbon design training programmes are chosen as case studies with the acknowledgement of the limitations. The revised models are established with the feedback from the discussions and the survey results in the case studies to reflect architects’ current perspectives. 3) Questionnaire survey Based on the revised models, a nationwide questionnaire survey is conducted. Adding the survey results to the revised models, the final models are developed to inform the content and dissemination methods of low/ zero carbon design training programmes. The final model of low/ zero carbon design reflects the iterative process and the holistic approach to achieve low/ zero carbon goal, identifies that the knowledge and skills that architects require are associated with new active technologies, the updated Building Regulations and standard, and tasks in construction, hand over and close out stages, and reveals the importance to raise architects’ awareness of the importance of waste management, the legislation and regulations, and cost and value. The final model of architects’ learning preference points out the importance of workplace follow-up sessions, indicates that architects prefer different learning styles and share the characteristics of adult learning except wanting to be involved in the planning of the future training programmes, and supports that presentational styles influence the knowledge transfer processes for architects.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.629825  DOI: Not available
Keywords: GE Environmental Sciences ; NA Architecture
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