Management into design education: a case study

The design project set in a studio learning environment remains central to much of the under- graduate curriculum activity for the aspiring architect. Yet much recent discussion has identified the need to look beyond this design curriculum horizon and to extend into studies in management. The Burton Report, among others, has encouraged diversity in architectural education. A degree course in Architectural Design and Management has been developed at Northumbria University as a direct response to this encouragement. However, challenges continue as students tend to see supporting studies such as management as peripheral, or even irrelevant and professional accreditation authorities seek evidence of performance via an academic portfolio only. Subsequently, management and professional studies in the programme have been developed as the process within which design happens and which allows a direct link into the studio programme. So, as for the professional practitioner, student design activity happens in teams, and has deadlines, studio design programmes have group projects and deadlines and these are structured with learning outcomes such as teamwork, timekeeping, and reflective learning

Educating the global citizen in sustainable development: the influence of accreditation bodies on professional programmes

It is estimated that over 50% of UK CO2 emissions arise from the buildings and industry sector. Globally construction is estimated to be the world’s largest employer with 111 million employees. The Built Environment sector is therefore a major economic player with significant environmental, social and economic influence across the globe. Pressure on Built Environment degree curriculum partly comes from the professional bodies, with whom a large proportion of the School of the Built and Natural Environment’s programmes are accredited. Accreditation is in many cases a requirement in order for graduates to practice their profession while in others it is not a requirement but an expectation. As a result, accreditation is vital to the marketability of School degree programmes. This paper discusses the key competencies within professional accreditation requirements for three case study subject areas within the School. Through this case study analysis it was found that all three accreditation requirements analysed referred to the accepted three pillar model of sustainability (see for example Kates et al (2005); van Zeijl-Rozema et al (2008); Mackelworth and Carić (2010)). Guidance in all three disciplines referred further to ethics and social responsibility. However, the three professional body accreditation guidelines differ in the prescribed quantity, and the detail of guidance, on sustainability criteria. In ensuring compliance with accreditation guidelines, the three subject areas have taken differing approaches across a continuum. The authors consider that the approaches taken, and the extent to which sustainability criteria are explicit or implicit within the curriculum, are in part influenced by the pedagogic approaches typical of the subject discipline

Intercultural Interaction in architectural education

Fourteen case studies on architectural education - Intercultural Interactions is a theme that began within SCHOSA (The Standing Conference of Heads of Schools of Architecture) whilst Robert Mull was chair between 2008 and 2010. The theme and publication were then developed with the support of CEBE (The Centre for Education in the Built Environment) and the ASD Projects office at London Metropolitan University

Multiple novel prostate cancer susceptibility signals identified by fine-mapping of known risk loci among Europeans

Genome-wide association studies (GWAS) have identified numerous common prostate cancer (PrCa) susceptibility loci. We have fine-mapped 64 GWAS regions known at the conclusion of the iCOGS study using large-scale genotyping and imputation in 25 723 PrCa cases and 26 274 controls of European ancestry. We detected evidence for multiple independent signals at 16 regions, 12 of which contained additional newly identified significant associations. A single signal comprising a spectrum of correlated variation was observed at 39 regions; 35 of which are now described by a novel more significantly associated lead SNP, while the originally reported variant remained as the lead SNP only in 4 regions. We also confirmed two association signals in Europeans that had been previously reported only in East-Asian GWAS. Based on statistical evidence and linkage disequilibrium (LD) structure, we have curated and narrowed down the list of the most likely candidate causal variants for each region. Functional annotation using data from ENCODE filtered for PrCa cell lines and eQTL analysis demonstrated significant enrichment for overlap with bio-features within this set. By incorporating the novel risk variants identified here alongside the refined data for existing association signals, we estimate that these loci now explain ∼38.9% of the familial relative risk of PrCa, an 8.9% improvement over the previously reported GWAS tag SNPs. This suggests that a significant fraction of the heritability of PrCa may have been hidden during the discovery phase of GWAS, in particular due to the presence of multiple independent signals within the same regio

Case study F : incorporating management into an undergraduate architectural design programme

This case study chapter describes an approach to, and reflects upon, the early teething problems of embedding a management curriculum with the BA (Hons) Architectural Design and Management undergraduate degree at Northumbria University, which is located in the British city of Newcastle-upon-Tyne. The underlying educational philosophy is to provide a degree with particular emphasis on design, technology and basic management skills, as recommended by the Construction Industry Council (CIC) (1993), and in response to the Royal Institute of British Architects’ (RIBA) thinking at the time, which encouraged variation in course provision