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A comparison study of integrating theoretical and practical components of the architecture education curriculum in Iran and Australia

Saghafi, Mahmoud Reza and Sanders, Paul 2020, A comparison study of integrating theoretical and practical components of the architecture education curriculum in Iran and Australia, International journal of architectural engineering and urban planning, vol. 30, no. 2, pp. 147-157, doi: 10.22068/ijaup.30.2.147.

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Title A comparison study of integrating theoretical and practical components of the architecture education curriculum in Iran and Australia
Author(s) Saghafi, Mahmoud Reza
Sanders, PaulORCID iD for Sanders, Paul orcid.org/0000-0001-5070-1479
Journal name International journal of architectural engineering and urban planning
Volume number 30
Issue number 2
Start page 147
End page 157
Total pages 11
Publisher Iran University of Science and Technology
Place of publication Tehran, Iran
Publication date 2020-12
Keyword(s) Curriculum
Architecture education
Theoretical subjects
Practical teaching
Design studio
Summary Integrating different parts of the curriculum is one of the important challenges in architecture education. Curriculum development has an important role in linking theoretical subjects into practical design studios. This study focuses on an analytical comparison of two architecture curricula in different contexts of Australia and Iran. The purpose is to find the limitations and benefits of each curriculum through educational systems, teaching time for theoretical and practical subjects, and the map of courses and subjects. This paper contributes to the literature of architecture education through analysis of integrating different subjects. This study implements a document analysis method and a comparative case study method. The comparison indicates that although the architecture curriculum in Iran benefits from an extensive education with more subjects, wider content, and triple teaching time, it provides less opportunity for integrating theoretical and practical subjects. Furthermore, course structures at Australian universities benefit from greater flexibility and choice for students to individualise their course through elective subjects. Architecture education is a problem-based and project-based learning, so the results of this research have a wide application in research on higher education. Also, the findings of this study can assist design schools to improve their curricula through linking theory to practice.
Language eng
DOI 10.22068/ijaup.30.2.147
Indigenous content off
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30151650

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.