Developing a curriculum for engagement: Architectural education at Northumbria University

Research output: ThesisDoctoral Thesis

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Abstract

This document collates examples of the author’s practice, initiatives, inquiries, and scholarship in the five year period from 2010 to 2015. In conjunction with the critical commentary, ‘Developing a Curriculum for Engagement for Architectural Education at Northumbria University’ it serves to satisfy the requirements of Northumbria University’s regulations for the submission of a Professional Doctorate by Portfolio. The individual components within this portfolio seek to underpin the author’s claim towards developing a ‘curriculum for engagement’ in support of the student’s holistic educational experience of architectural education at Northumbria. The majority of the components have resulted from collaborations with colleagues in the course of the author’s practice. These have included fellow academics, academic managers, colleagues from other institutions and disciplines, as well as students of the programmes of architecture. In support of developing a ‘curriculum for engagement’, these collaborative works embody the notion of ‘communicative action’ (Habermas, 1981) in seeking consensual, iterative and beneficial initiatives for the benefit of student learning and experience. All inquiries have been supported by ethical permissions from relevant schools and faculties in the institution. All components have also been made available in the public domain, through a variety of outlets relevant to the particular output and audience. Permissions have been sought and granted for their reproduction in this portfolio. The individual components have been re-formatted for the purpose of this portfolio in order to comply with Northumbria University regulations for doctoral submissions. Font sizes and type, line-spaces and layouts have been standardised, and Harvard Northumbria has been used throughout for the purposes of citations and in-text referencing. References have been collated alphabetically. Word counts have omitted references.
Original languageEnglish
Publication statusIn preparation - Dec 2015

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