Architectural engineering as a profession: report on research leading to a curriculum revision.
Parasonis, Josifas ; Jodko, Andrej
Introduction
Modern practice of building construction has undergone significant
changes in terms of design and delivery of construction projects.
Structures contain a large number of specific and complex architectural
and engineering--structural, technological--solutions. Structure and
function are inseparable parts of the building design. Therefore, design
and construction of structures has to be undertaken by professionals who
possess knowledge and experience in both fields, that is architecture
and engineering. The benefit of interdisciplinary programmes can be
substantiated by the following aspects: interdisciplinary CE programmes
majoring in A, double degree programmes in A and E (SE) programmes; and
programmess of interdisciplinarity presented by building sciences and a
number of other sciences.
Competence may be synonymous with certain skills and knowledge
required for success in a certain profession. All professions are
composites of knowledge, skills (experience, ability, capability), and
behaviour (attitude, personal characteristics, features). The
competences presented in this study include common and professional
sub-competences. Competences are acquired within a family, at education
institutions of all levels, and throughout a professional career. This
research focuses on competences and professional skills in the form of
theoretical knowledge and practical experience. As employers are usually
searching for specialists with specific skills, certain practical skills
are essential (e.g. ability to work with specific software). To some
extent, graduates of different schools have different skill sets and
this is a valuable factor giving some distinction to each individual
school. However, in the process of module development, the aim of study
programmes is to provide graduates with a particular skill set in order
to meet the needs and requirements of a particular profession. All
professions have similar common competences, which ensure the demand of
graduates on the labour market. These common competences form the basis
for professional competences. Until now, there has been no research
either on the Competence Model (CM) for an AE professional, or the
methodology of its development. A substantiated CM is essential for
development of necessary educational modules and courses.
The draft of the undergraduate AE study programme presents both
conceptual and actual development, a new teaching and learning framework
to meet the curriculum design challenges, and complies with the
Regulations.
Methodology
Comparative analysis was undertaken for evaluation of AE study
programmes. The CM was developed following the analysis of relevant
reference books (RBs) (1) on CMs and methodology for their development
[57 RBs (the 1st group of RBs)], and (2) on the subject matter, aims of
the professions, their essential skills and knowledge, study programme
disciplines, and regulations [18 RBs (the 2nd group of RBs)]. Up to now,
there has been no common solution for a universal CM structure that
could sufficiently present competencies of various professions. The
structure and subject matter of CMs are presented in Tables 1 and 2, and
Figure 1 of this study, based on the analysis of the 1st group of RBs.
Next, the analysis of the 2nd group of RBs was undertaken in order to
develop the subject matter of the CM for an AE professional. Cluster,
data, content, case study analysis, text analytics, action research
methods and personal experience were elaborated during the study.
Following acronyms are used in the article: architecture (A), structural
engineering (SE), architectural engineering (AE), competence model (CM),
civil engineering (CE), reference books (RBs), Vilnius Gediminas
Technical University (VGTU), university (U).
1. Collaboration between architecture and engineering
No separation between the fields of Architecture (A) and
Engineering (E) existed until the mid-eighteenth century, which emerged
with establishment of engineering schools. Since then, the relationship
between these two professions has evolved from their complete separation
in the nineteenth century to the intense collaboration of today (Larena
2006). Interaction between the professions can be characterised by three
forms: separate activity, interpenetration of both fields, and close
collaboration.
[FIGURE 1 OMITTED]
During the entire process of building project development, an
architect seems to be in a position similar to an orchestra conductor
and composer. In times of urgency and war, engineering becomes
predominant; while in times of peace, plenty, luxury, and affluence
architecture comes to the fore (Saint 2008). As generic knowledge in
engineering (E) is not sufficient for architects to undertake structural
calculations, the expertise of engineers becomes indispensable. Even an
annual course on building structures is insufficient for an architect to
design the structure of even a small building. If architects were to
work without engineers, erroneous and unsound results could follow.
Furthermore, engineers make a considerable input into modern
construction in terms of finance and technology. As buildings become
more complex, the technical part of the design has devolved more and
more upon the multidiscipline engineers (Urban Realm 2011). Even if
architectural solutions suggested by engineers were 'utilitarian
and/or ugly', people would still live in durable, safe and healthy
buildings.
Over the period of 200 years, construction professionals, differing
only in title and performing the same services, eventually began to
perform different services in the same project (Saint 2008). Services of
engineers and architects participating in projects ranged from
'minimal architectural advice whatsoever', through to
'architect as an artist' with the engineer as a helpmate or
servant (Holgate 1992). Both professions have a number of things in
common, and a number of common courses in their study programmes. In
some designs, the structure of a building is the main aesthetical
accent, often termed 'structural art'.
There are architects who have good capacities in structural
engineering and engineers who have good knowledge of architecture. There
have been or are professionals that graduated from one, both, or
integrated programmes (Dieste, Nervi, Candela, Isler, Fuller, Le
Ricolais, Otto and others [the authors have identified more than 40
prominent professionals in this category]), who acted or are still
acting both as architect and engineer, ignoring professional
demarcations and blurring the professional borders. In the collaboration
and search for a successful design, the disciplines have actually merged
into one another.
Both professionals are essential for modern construction projects.
All possible factors--functional needs of clients, regulatory impacts,
technological advances, the use of new materials, innovations in methods
and techniques, computerisation of design and construction and and so
on--promote a more intense dialogue and collaboration to bring the two
professions closer together. An architect and an engineer need each
other in order to develop something that neither could produce alone.
The necessity of intense collaboration is proved by: (1) development of
the fields, its meaning, perception, and practice; (2) training,
practice issues, and current trends of A, E, and architectural
engineering (AE); (3) differences in the training and practice of A and
structural engineering (SE) (Jodko 2012); (4) presence of the
interdisciplinary CE study programmes majoring in A, and double degree
in A & civil engineering (CE) or A & SE study programmes; (5)
pro arguments for the meaningfulness of interdisciplinary study are
presented by various sciences, fields of human activity and the
construction science itself.
Similar to the mediaeval master builder role, it is proposed that
architectural and structural engineering responsibilities should no
longer be strictly separated, but rather collaboratively integrated
(Herr et al. 2012). The division between the A and E that took place in
the nineteenth century has proved to be wrong for the design and
construction process. The lack of intense collaboration hinders the
development of advanced structural and technological construction
projects.
2. Architectural engineering
Architectural engineering (AE) is a profession that focuses on
close interaction between architecture (A) and engineering (E)
throughout the building development process. Failure to ensure intense
collaboration between the professions and resolve tasks in an integrated
way may result in a danger that a number of tools would remain unused.
The design of a structure is an output of architectural tasks, the
structural system of a building, selection and calculations of the
structural model, its engineering systems, technical and economic
efficiency. The essence of architectural and engineering design is the
search for an optimal structural solution based on architectural
function (and aesthetics). The training of AE professionals (as they are
perceived by the authors of this paper) helps to diminish the increasing
gap between A and E, and guarantees better quality of construction
projects. An AE professional, both an architect and engineer, is obliged
to act as the leader of a project team due to the greatest possessed
knowledge necessary to perceive and produce architectural and
engineering design.
Today, there are more than 60 AE university study programmes of
various degree combinations around the world. The undergraduate AE study
programme at Vilnius Gediminas Technical University (VGTU) was
established in 2000. Training of AE professionals in Lithuania is based
on National Regulations (Common Requirements for the Educational Field
of Technological Science 2005), and aims to retain sufficient balance
and close collaboration between the fields of architecture and
structural engineering in the study programme.
The A study programme emphasises design and artistic approach with
support from E knowledge, concentrates on the functional/spatial layout
and aesthetical aspects of buildings. The AE study programme contains E
instruction and orientation, emphasises E systems and aspects of the
building design and the construction process. The study programme
combines scientific and pragmatic aspects and is based on a calculated
approach. The aim of the AE study programme is to provide graduates with
knowledge, skills and experience to perform both architectural and
structural design of the project.
The perception of AE by the authors is based on a comparative
analysis of the subject matter of the undergraduate AE programme (Jodko,
Parasonis 2012), and analysis of AE training and practice issues. The
analysis presents a comparison of 33 AE undergraduate study programmes
considering a number of aspects. Block C (specialisation courses or the
adjacent study branch courses of the study programme) courses in the
analysis were divided into A and E courses. Results of the analysis show
that the VGTU AE study programme is among the programmes that have the
greatest balance of A and E course relative credit values in block C.
There are only 7 AE programmes in the world that have a bias of up to 5%
into either side. Following are the universities and their relative
credit values for architectural courses: North Carolina University
(U)--45.95; Chung-Ang U 46.15; VGTU--47.14; Hanyang U--47.37; Penn State
U--50.00; Drexel U--52.34; Oklahoma State U--54.93.
3. Competence model
Development of the architectural engineering (AE) study programme
and curriculum design at VGTU in 2000 was based on the analysis of
subject matter of the undergraduate architecture (A) and civil
engineering (CE) [structural engineering (SE)] study programmes of that
time. The study programme was empirically updated a number of times. The
further research is aimed at revision of the VGTU undergraduate AE study
programme. In order to develop scientifically substantiated subject
matter for the study programme, a competence model (CM) had to be
developed for an AE professional, comprising the essential knowledge and
skills of an architect and structural engineer. In order to develop the
CM, in addition to personal experience, an analysis was made of a number
of reference books (RBs) on CM structure and subject matter of various
science branches; study cycle description (Descriptor of Study Cycles
2011); studies and regulations on the essential competences of and
services provided by an architect and structural engineer; differences
in the training and practice of A and SE (Jodko 2012); needs of the
professions.
3.1. Structure of the competence model
Data from 57 reference books (RBs) on the competence models (CMs)
of 8 sciences or types were analysed, including: Technology (13 RBs),
Architecture (13 RBs), Sociology (7 RBs), Humanities (2 RBs),
Biomedicine (1 RBs) science branch competence models, methodologies on
CM development (10 RBs), graduate competences (8 RBs), employee
competences (2 RBs).
The RBs reveal different structure of the CMs, quantity of
competences and sub-competences. There are 11 CMs that present 2 to 4
competences with 7 to 41 sub-competences. There are 46 CMs with 3 to 38
competences without further division. Among the above mentioned 46 CMs,
there are 18 with 3 to 4 competences containing 3 or more concepts
explaining the competence. Other 28 CMs present 3 to 38 competences
without further description. For instance, architecture CMs contain 3 to
12 competences and one CM contains 2 competences and 11 sub-competences;
there are two Technology science CMs containing 3 and 4 competences with
sub-competences, and other CMs contain 4 to 16 competences.
Various competences found in other researches are included in the
competences of the CM proposed in this study [presented below in the
chapter 3.2.]. In the proposed CM, competences (Fig. 1) No. 1, 6, 14 and
20 are included into the 1st competence; competences No. 3 and 13 are
included in the 2nd competence; competences No. 2 and 15 are included in
the 3rd competence; competences No. 4, 5, 7, 8, 9, 10, 11, 16, 17, 18
and 19 are included in the 4th competence; and competence No. 12 is
included in the 5th competency. Competencies that were mentioned only in
a few RBs were added to other related competences forming competence
groups separately recognisable by slashes between the concepts. Figure 1
presents 21 competences/competence groups.
As the research is focused on an interdisciplinary AE study
programme, CMs related to A and Technology (Tech) sciences were
analysed, and the competences mentioned in them were presented in Table
1. Twenty-seven overall competences [14 of them in A competence models
(CMs)] were identified, and the same 11 competences were mentioned in
CMs of both A and Tech sciences. The competences were mentioned in CMs
from 1 to 13 times.
3.2. Competence model for the architectural engineering
professional
Once the 1st group of reference books (RBs) was analysed, authors
of the study developed the competency model (CM) for the architectural
engineering (AE) professional. Due to the fact that various researchers
mentioned similar competences as essential, these competences were
included in the proposed CM. These CMs influenced the structure, and
labels of the competences and sub-competences. The proposed CM for an AE
professional complies with the requirements, specific skills and
knowledge listed in the study cycle description.
In some cases, competences depicted in Figure 1 and Table 2 are
generic competences (e.g. personal, communication--information, etc.),
in other cases sub-competences (e.g. management, professional practice,
etc.), and yet other cases--skills or knowledge of a particular
competence (e.g. architectural drawing, information technology (IT)
literacy, etc.) of a proposed CM.
Skills and knowledge included in the CM were collected mostly from
the 2nd group of RBs. These RBs discuss the desired skill set for
architects and structural engineers, and issues related to the training
and practice of the professions. RBs include: several articles focusing
on the competences of the architect (Oklahoma State University 2010; AIA
2011; Architectural Engineering 2013; North Carolina State University
2013), IT architect (Cutolo 2009), engineer (Uttarakhand Board of
Technical Education 2009), structural engineer (Association of
Professional Engineers and Geoscientists of British Columbia 2011;
Graduate Structural Engineer Responsibilities and Duties 2012), and
architectural engineer (California Polytechnic State University 2012;
Missouri University of Science and Technology 2012; North Carolina State
University 2013). Other studies focus on architectural practice issues
(Prince-Ramus 2009; Friedman 2010), the history of architecture
(Bransford et al. 2000), engineering practice issues, engineering
education (Mitcham 2009; Fries et al. 2010; Rangel, Gabriel 2010), and
the collaboration between architects and engineers (Charleson, Pirie
2009). All of the above-mentioned studies also present the common
competences of an architectural engineering (AE) professional.
The competence model (CM) of an AE professional proposed by the
authors contains 5 competences (personal, social-legal,
communicationinformation, professional activity, and research
competences) and 20 sub-competences (Table 2). The CM includes:
professional sub-competences of an AE professional; common
sub-competences inherent to members of all building professions; basic
and generic (contrary to professional) sub-competences depicting
knowledge and skills common to all individuals. The subject matter of
chapters 'A' and 'SE' represents separate particular
competences of both professions.
All competences, except for the Professional Activity, represent
both Generic and Common/Professional sub-competences. Except for the
Project Development, Planning, Analysis, and Design subcompetences
representing separate competences for both professions; the 2nd, 3rd,
4th and 5th competences represent skills and knowledge essential to both
(A and SE) professions. First three competences can be used by any
building profession in the relevant CM. The fact that the grouping of
knowledge and skills in the competences is provisory should be kept in
mind, because a number of skills and areas of knowledge can belong to
one or another competence.
The following is the proposed CM.
1. Personal competence:
Basic. Physical, mental and moral health; efficient completion of
assignments; personal and professional motivation. Self-development.
Self-development, its trends; evaluation of personal or joint
activities; responsibility, autonomy, perseverance. Analytical skills.
Working consistently at an abstract level; analytical approach, critical
thinking; problem simulation, alternatives assessment, solution
proposals; insight, the ability to see the big picture'. Continuous
Professional Development (CPD): generic: planning, commitment to and
participation in continuous professional education; technical and
non-technical skills development throughout the career. Professional. A.
& SE. Fulfil CPD requirements in countries where they are specified;
attend conferences on various profession-related subjects.
2. Social-legal competence:
Social
Common. Evolution and trends of nature, society, business
environment; non-professional sustainable intercultural and
interdisciplinary areas (academic, recreational, creative); preservation
of national culture. Teamwork. Methods, organisation of, participation
in governmental organisations, interdisciplinary activities; teamwork
climate/morale; conflicting parties reconciliation; consideration of the
environmental effects of activities.
Legal
Generic. Human rights, laws, governmental regulations; strategies
for the protection of people, data. Professional. A & SE. Industry,
governmental and public contracts on project-related matters; work in
compliance with all health, safety, and legal codes and regulations;
analysis of regulations.
3. Communication-information competence:
Communication
Generic. Knowledge of native and foreign language; business
writing; comprehension of information presented; public speaking;
mastery of negotiation. Professional. Professional language; provision
of information to public bodies, clients, co-workers; persuasively
articulated services, technologies, and their business value to
customers; preparing documents and explaining projects.
Information
Generic. Documentation, communication tools, computer hardware and
software; develop new programmes for special purposes. Professional. A
& SE: documentation. Contract documents, reporting, business
letters, work-related documents, technical project documentation. Visual
presentation, CAD, BIM. Creative imagination; depict ideas, conceptual
diagrams in drawings and reports; principles of technical plans, and
scale model production; design techniques, tools (using e.g. Auto Cad,
SketchUp, STAAD, Revit, etc.); video animation; testing, calculation
software; computer simulations of structures.
4. Professional activity competence:
Professional practice
Common: history of the profession, trends; disciplines within a
profession; sustainable professional activities; professional ethics;
determining specific project issues at the time of the initial
agreement. Specialisation. Expertise/focus on a particular professional
area (e.g. architecture, engineering, construction, facility management,
models, simulations, and training), for further practice/research.
Technical knowledge
A & SE. Mathematics, mechanics, applied and engineering
sciences; system components; building construction, and maintenance
tools and equipment; production of various goods, and services.
Project analysis, development, planning, and design
A & SE. Design and renovation; design climates; consider
requirements for function, strength, form, economy, budget restraints,
resources, environment, technology; site analysis, geotechnical issues,
provisional structures; feasibility, building performance optimisation:
energy auditing, advanced computational modelling; specifications of
equipment, construction, and maintenance of structures.
A. Architectural design, programming/planning and development;
creative imagination, and psychology; determine the client needs;
evaluate, translate building requirements and design solutions proposed
by consulting design professionals. SE. Design structural components and
systems; ability to design these for different materials; develop and
interpret shop fabrication documents; perform, evaluate, organise,
review, and ensure accuracy and completeness in all structural design
calculations; dynamic effects evaluation; assess extreme loads; develop
structural design standards for projects; structural material
specifications and recommendations; prepare demolition documents.
Construction materials and techniques
A & SE. Knowledge of substructure to superstructure
construction techniques and equipment, maintenance operations;
manufacturing processes, their properties, laboratory/field testing, and
costs of construction materials.
Inspection
A & SE. Inspection and review of construction progress and
structural design; common defects, alterations and remedial works; shop
drawings and other submittals review for conformance with contract
documents.
Management
Generic. management, leadership experience, business strategy, and
consulting; marketing, production methods, coordination, modelling, and
resource allocation; control the level of productivity and success; Team
management. Team building (also during the activity) and supervision;
motivating, planning and coordinating the activities of people; time
management, keeping the project within budget and on schedule;
identifying the best people for the job. Professional. A & SE.
Practice/facility/project/labour/ construction financial management,
contract administration; review, analyse and evaluate bids, submitted
tenders, cost estimates, bills of quantities for design, materials;
writing and managing contracts, procurement processes.
Customer and personal service
Organising consumer and personal services; assessing customer needs
and satisfaction, proposing solutions; sales ability.
5. Research competence:
Common. Conduct research, have a scientific investigative attitude;
make hypotheses, simulate processes and events; submit articles to
scientific journals and magazines, write books, and make conference
presentations; innovate in the selected research area; identify,
analyse, evaluate and objectively organise information and results.
4. Draft of the undergraduate architectural engineering study
programme
Considering the competence model (CM) for an architectural
engineering (AE) professional presented above, the draft of Vilnius
Gediminas Technical University (VGTU) undergraduate AE programme was
developed. According to Reglamentas the programme belongs to the civil
engineering science branch, and was developed in compliance with
Reglamentas. This is not exclusively an empirical study. Authors
endeavour to implement interdisciplinary teaching of the two salient
fields of the construction industry, and propose a carefully formulated
curriculum.
The aim of the programme is to provide graduates with:
--fundamental attitude towards overall construction investment
process; ability to prove the benefits of the design concept, conduct
feasibility studies based on the training in architectural and
engineering disciplines;
--ability to integrate design of all building systems into the
project; ability to communicate with different professionals and society
in performing professional services;
--integrated knowledge of architecture (A) and civil engineering
(CE (structural (SE) developed by building sciences; knowledge of state
of the art technologies, and construction investment process
development;
--theoretical knowledge and experience to apply the knowledge
substantiating efficient architectural and structural solutions, and
applying innovative IT tools and methods;
--theoretical knowledge and experience to coordinate design
development of all building systems, work in construction industry,
oversee the construction development, and perform the project
maintenance;
--ability to become self-directed, independent learners by the time
of graduation, to update their professional knowledge;
--apply in their practical activities achievements of science and
technology, complying with the requirements of the construction industry
profession;
--personal, social, special skills in order to train efficient
professionals for design and construction companies, governmental
institutions; ability to conduct and apply research.
Graduates of the programme practicing structural engineering will
be skilled to deal with architectural issues, and those practicing
architecture will be skilled to deal with engineering issues. Training
of such professionals presumes both the improvement of the project
quality, and the increase in the speed of project development.
As the programme includes the courses dedicated to other building
systems needed for the overall functional structure, graduates of the
programme, after gaining some experience, would be capable of leading a
project team in a more professional manner rather than members of other
building professions.
The following guiding principles were set for the interdisciplinary
programme development: (1) comprehensive coverage of both areas; (2)
commonality of background; (3) analysis before synthesis. The following
contextual variables were kept in mind in the curriculum development:
needs of the industry, challenge in the curriculum, goal achievement,
and interplay of these concepts (Yeung et al. 2012). Authors summarised
valuable points of the programme to-be-developed, and used them as a
benchmark for working it out.
Courses
Most courses of the undergraduate engineering programme of VGTU are
stipulated by Descriptor of Study Cycles (2011); they are divided into
block A (General University), block B [courses of Technological Science
Branch (core of the study programme)], and block C (specialisation
courses or the adjacent study branch courses of the study programme).
Descriptor of Study Cycles (2011) prescribes a compulsory number of ECTS
(European Credit Transfer and Accumulation System) credits for each
block courses: 15 for block A, 165 for block B and 65 for block C. The
programme is modularised, and individual modules address the criteria of
Common requirements for the educational field of Technological Science
(2005). Thus, the programme includes 56 prescribed modules (7 in each
semester) (linked into the course groups presented in Table 2), and
several zero credit courses.
In the process of programme development and deciding on what to
teach, authors listed courses essential for the training of particular
skills/knowledge presented in competence model (CM) for an AE
professional. Underlying factors when choosing courses of the proposed
study programme were the analyses of: requirements of national
regulations; skill-set defined by the CM for an AE professional;
curricula of 33 undergraduate AE programmes currently present around the
globe (Jodko, Parasonis 2012); curricula of 11 A and 11 CE undergraduate
programmes of five continents; relevant educational objectives; needs of
the professions; personal experience.
Suggestions made by other authors (Mitcham 2009; Rangel, Gabriel
2010) in the studies on education methodologies, curriculum design and
assessment were considered.
Considering national regulations, it was important to choose not
only what is best to teach, but also in what order. When organising the
courses in the curriculum, such factors as course duration, and such
aspects as concrete to abstract, whole to part, simple to complex, were
considered. For instance, courses in the programme are introduced
starting from basic and generic and progressing to specialise (the
reason why basic speciality history and theory courses are being taught
during the first year); several curriculum (e.g. mathematics,
architectural and structural design) courses are organised in complexity
levels.
Discussion and conclusions
The research presents the first competence model (CM) for the
architectural engineering (AE) professional and courses necessary for
training required competences. The proposed CM may serve as a tool for
defining the skills and knowledge of programme graduates, and as a tool
for choosing the programme modules. The proposed CM suggests
implementing a broad variety of study courses considering their duration
and the number of subjects. The structure of the proposed CM could be
used in CM development for other professions. Only the subject matter of
professional sub-competences and the subject matter of the 4th
competence would differ depending on the profession.
Opinions of practicing employers and professionals (professionals
of this type rarely present their opinions in highly ranked scientific
journals) would be valuable in regard to the skills of the graduates,
emphasising the skills that have been poorly developed, and those that
the graduates lack completely. The great number of competences presented
proves that a professional cannot acquire all necessary skills at a
university, and that lifelong learning is more of a necessity than an
option.
An attained compliance of the proposed curriculum with Reglamentas
is presented in the study. The results can be of benefit for the
development of the interdisciplinary programme, and also for bridging
the gap between the professions. However, the gap would disappear if the
training in both professions was integrated.
The appearance and development of architectural engineering (AE) in
the construction field has been stimulated by the need to optimise
construction project development, and improve the sometimes-inefficient
collaboration between an architect and a structural engineer. The
essential AE professional skills and knowledge, which compose the
proposed competence model (CM) presented in this paper, are based on the
analysis of the professional practice of architects and structural
engineers, and on the analysis of the competence models for
professionals in various science branches.
The literature analysis reveals that CMs of various science
branches have many things in common (Fig. 1). The proposed CM for an AE
professional could be the foundation for development of AE undergraduate
study programmes. In the process of programme development, the following
things that have not been discussed in this research should be kept in
mind: sequence of courses, duration and interaction of the courses,
training methods, and application of efficient competency evaluation
methodologies.
The results will help CM developers, academic and other
researchers, to bridge the gap between essential skills and curriculum,
as well as the gap between the professions, and will become a
springboard for improving AE CM. The proposed CM presents the required
skill set of an AE professional, and serves as a foundation for the
development of the curriculum for an undergraduate AE study programme.
The CM presents succinct skill-set for an AE professional. This is due
to the fact that curriculum of an undergraduate AE programme can contain
a limited quantity of courses, and not all skills of AE professional can
be acquired at the university.
The paper presented essential courses/course groups of the proposed
study programme curriculum for training in the competences linked with
the CM.
Further research should aim ensuring that graduates would not lack
required skills and would be better prepared to face practical
challenges.
http://dx.doi.org/ 10.3846/13923730.2013.812980
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300 p.
Josifas PARASONIS, Andrej JODKO
Department of Architectural Engineering, Faculty of Civil
Engineering, Vilnius Gediminas Technical University, Sauletekio al 11,
LT-10223 Vilnius, Lithuania
Received 12 Feb. 2013; accepted 25 Apr. 2013
Josifas PARASONIS. Professor, Doctor Habil. Vilnius Gediminas
Technical University (VGTU), Sauletekio al. 11, Vilnius, Lithuania. PhD,
Vilnius Civil Engineering Institute (VISI, now VGTU, 1973). Doctor Habil
(technical sciences, NIIZB, Moscow, 1992). Professor, VGTU (1994). Head
of Department of Architectural Engineering. Author of over 170
publications (research results and study guides). Research interests:
reliability of structures and buildings; energy efficient and resource
saving buildings, architecture and engineering interaction.
Andrej JODKO. PhD student in Architectural Engineering at Vilnius
Gediminas Technical University. His principle research interests have
focused on the interaction of architecture and engineering and the
functional construction of buildings, as well as issues in architectural
engineering education, which he has explored in his articles that have
been published in various Lithuanian architecture journals. Prior to his
PhD studies, he worked at a number of architecture firms in Lithuania.
Corresponding author: Josifas Parasonis
E-mail: josifas.parasonis@vgtu.lt
Table 1. Analysis of essential competences
of Architecture and Technology (denoted in
the Table as 'Arch' and 'Tech') sciences
TABLE 1
1 2 3 4 5 6 7 8 9
1
1 1
1 1 1 1 1 1 1 1 1
1
1 1 1 1 1
1 1
1 1
1 1
1 1 1 1 1 1 1 1 1
1
1 1 1 1 1 1
1 1 1 1 1 1 1
1
1 1 1 1 1
1 1 1
1 1 1 1 1 1 1
1 1
1 1 1 1 1 1
1 1 1 1 1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1
1 1 1 1
1 1 1 1 1 1
1 1 1 1 1 1 1
10 11 12 13 14
Arch
1 1 Arch
1 1 1 1 Tech
1 1 Arch
1 1 1 Tech
1 Arch
Tech
1 1 Arch
1 Tech
1 Arch
1 1 Tech
1 1 Arch
1 Arch
1 1 1 Tech
1 Tech
1 1 Arch
1 Tech
1 1 Tech
1 1 1 Arch
1 1 1 Tech
1 Tech
1 Arch
Arch
1 1 1 Arch
1 1 1 1 Tech
1 1 Arch
1 1 1 1 Tech
15 16
arch draw 1
communication 4
communication 13
CPD' teaching' instruction 3
CPD.' teaching' instruction 8
creativity 3
creativity 2
crit think' analytic' 4
research' learning
crit think' analytic' 10
research' learning
Customer Service 2
design S
design' planning' site design 9
ethics 2
ethics 7
IT literacy 1
managment' leadership 5
managment' leadership 8
personal 3
prof practice' environmental 9
context' history
prof practice' environmental 11
context' history/specializations
proj' constr management 5
pro]' pract' constr management 5
regulations' documentation 5
social' teamwork 5
social' teamwork 8
tech knowl' technology 8
tech knowl' technology.' 11
basic sciences
Note: Columns: 1-13. Number of the RB
containing A or Technology related CM
(presented below); 14. Science branch of
the RB presented below; 15. Competence; 16.
Number of times the competence was mentioned
in the RB. Following is the list of RBs
(presented in Columns 1 -13) containing
Architecture CM: AACA (2003), AACA (2012),
ARB (2012), AIA (2006), Career-Banding for
Employees (2008), Council for the Built
Environment (2011), Dresden University of
Applied Sciences (2012), Florida Agricultural
and Technical University (2007), RIAI (2009),
University of Sydney (2012), UNC Charlotte
Course Catalogs (2012-2013), Virginia Jobs
(2012), University of Copenhagen (2012).
Following is the list of RBs (presented in
Columns 1-13) containing Technology CM:
Career-Banding for Employees (2008), Goel
(2006), ASCE (2008), Council for the Built
Environment (2011), Steghuis et al. (2005),
Uhlenbrook and de Jong (2012).
Table 2. Correlation of the proposed AE programme curriculum with the
proposed CM for an AE professional
Course Label Competence 1. Personal competence
Sub- Basic Self Analytic
competence development skills
Architectural design
Architectural Drawing/
Graphics/Artistic
expression
Building codes
Building engineering
physics
Building engineering
systems: Design,
Technology
CAD, BIM; IT
programming;
Representation Tools
Communication studies;
Public speaking;
Foreign language
Complex project:
Architecture;
Engineering
Composition #
Construction
engineering,
Inspection,
Quantity surveying
Final project:
Architecture;
Structures; Urban,
Landscape design
Free Elective # # #
Geodesy
History of building
construction,
architecture, ails
Humanities; Social # # #
sciences
Industrial training:
Architecture;
Structures
Mathematics #
Natural sciences #
Physical Training #
Professional language
Professional practice
Project Management
Structural analysis
and design
Training/Practice:
Surveying
Course Label 1. Personal 2. Social-Legal
competence competence
Continuous Social: Legal:
professional Common: General:
development Teamwork Professional.
Arch. & SE
Architectural design
Architectural Drawing/
Graphics/Artistic
expression
Building codes #
Building engineering
physics
Building engineering
systems: Design,
Technology
CAD, BIM; IT
programming;
Representation Tools
Communication studies;
Public speaking;
Foreign language
Complex project:
Architecture;
Engineering
Composition
Construction
engineering,
Inspection,
Quantity surveying
Final project:
Architecture;
Structures; Urban,
Landscape design
Free Elective
Geodesy
History of building
construction,
architecture, ails
Humanities; Social # # #
sciences
Industrial training:
Architecture;
Structures
Mathematics
Natural sciences
Physical Training
Professional language # #
Professional practice # #
Project Management #
Structural analysis
and design
Training/Practice:
Surveying
Course Label 3. Communication-
Information competence
Communication: Information:
General: General:
Professional Professional.
Arch. & SE:
Documentation:
Visual
presentation,
CAD, BM
Architectural design
Architectural Drawing/ # #
Graphics/Artistic
expression
Building codes
Building engineering
physics
Building engineering
systems: Design,
Technology
CAD, BIM; IT # #
programming;
Representation Tools
Communication studies; # #
Public speaking;
Foreign language
Complex project:
Architecture;
Engineering
Composition
Construction
engineering,
Inspection,
Quantity surveying
Final project:
Architecture;
Structures; Urban,
Landscape design
Free Elective
Geodesy
History of building
construction,
architecture, ails
Humanities; Social # #
sciences
Industrial training:
Architecture;
Structures
Mathematics
Natural sciences
Physical Training
Professional language # #
Professional practice
Project Management #
Structural analysis
and design
Training/Practice:
Surveying
Course Label 4. Professional activity competence
Professional Technical Project
practice Knowledge Development,
Planning,
Analysis,
and Design
Architectural design #
Architectural Drawing/ #
Graphics/Artistic
expression
Building codes # #
Building engineering # #
physics
Building engineering # #
systems: Design,
Technology
CAD, BIM; IT #
programming;
Representation Tools
Communication studies;
Public speaking;
Foreign language
Complex project: #
Architecture;
Engineering
Composition #
Construction #
engineering,
Inspection,
Quantity surveying
Final project: #
Architecture;
Structures; Urban,
Landscape design
Free Elective
Geodesy #
History of building #
construction,
architecture, ails
Humanities; Social # #
sciences
Industrial training: #
Architecture;
Structures
Mathematics #
Natural sciences #
Physical Training
Professional language #
Professional practice #
Project Management #
Structural analysis # #
and design
Training/Practice: #
Surveying
