Integrating technology subjects with design studio teaching: comparing curriculum of architecture education in Australia and Iran

• Published in: ArchNet-IJAR Vol. 15; no. 3; pp. 652 - 667
• Main Authors: Saghafi, Mahmoud Reza, Crowther, Philip
• Format: Journal Article
• Language: English
• Published: Cambridge Emerald Group Publishing Limited 28.10.2021
• Subjects: Architects; Architecture; Case studies; Collaboration; Colleges & universities; Comparative analysis; Construction; Core curriculum; Curricula; Design; Education; Engineering; Foreign students; Globalization; Knowledge; Learning; Pedagogy; Professional practice; Skills; Iran; Australia
• ISSN: 2631-6862; 1938-7806; 1938-7806
• DOI: 10.1108/ARCH-08-2020-0160

PurposeDesign studio and technology subjects are two dominant parts of the architecture curriculum. How to integrate these different parts of the curriculum is one of the important challenges in architecture education around the world. With increasing internationalisation of both the profession and higher education, an understanding of similarities and differences across the globe is important. This paper illustrates two different approaches to such integration in two very different contexts: case studies at the Queensland University of Technology (QUT) in Australia and the University of Tehran (UT) in Iran.Design/methodology/approachThe study implemented a case study approach based on document analysis methods. This paper explores the integrated role of technology subjects in architecture education, followed by a critique of the teaching of technology within the design studio. The analysis is conducted across four significant features of the curriculum.FindingsOverall, in both programmes, the aim is for students to develop architectural knowledge and skills; although the Iranian programme has a stronger focus on knowledge, the Australian programme has a stronger focus on the application of knowledge and skills, particularly within the design studio projects.Originality/valueThe comparative analysis of architectural education in these two different contexts offers an insight into alternative approaches to teaching technology. Such an insight may offer guidance in curriculum development to support the exploration of new hybrid approaches as well as supporting international student mobility.