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Title: A critical issue? : educating for sustainability in the architectural design studio
Author: Grover, Robert
ISNI:       0000 0004 8499 4697
Awarding Body: University of Bath
Current Institution: University of Bath
Date of Award: 2019
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Preparing future architects for the challenges of rapidly shifting global, regional and local environments should be at the forefront of architectural education. This research considers sustainability as a contestable concept that requires critical engagement to develop innovative and successful means of addressing its issues. This research examines the place of sustainability in the architectural design studio and suggests that holistic, collaborative and integrated approaches are necessary to successful learning. It asks how deep learning for sustainability may be enhanced in students about to enter the architectural profession through new pedagogic approaches. and asks how deep learning for sustainability may be enhanced in students about to enter the architectural profession. The research develops a conceptual framework for integrating deep learning for sustainability in the architectural design studio. It allowed learners to critically map conceptual approaches to environmental sustainability. The framework was informed by an ethnographic study of the architectural design studio, interviews with architectural practitioners, a participatory action group with students and a Delphi technique with sustainability experts. The framework was tested and applied in the design studio through an action research methodology with final year MArch studio at the University of Bath. Through this participatory approach the research developed strategies to engender deep learning for sustainability in the design studio. The research shows traditional architectural pedagogies limit the learning and thinking necessary to deal with the unique challenges of sustainable design. Current incarnations of the design studio have limited capacity for encouraging deep learning for sustainability. Alternative teaching interactions, including structured workshops and seminars, can increase the range of learning experiences. Structured tools, facilitated by educators, can enable critical understanding. The research contributes a novel framework for integrating sustainable learning into the design studio. It also provides a series of recommendations for implementation at the University of Bath, as well as all courses that adopt a design studio pedagogy.
Supervisor: Copping, Alexander ; Emmitt, Stephen Sponsor: Engineering and Physical Sciences Research Council
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Design Studio ; Architectural Education ; Deep Learning ; Sustainable Design