This master's thesis examines the critical gap between architectural education and professional practice, exploring its potential for innovation. The research begins by highlighting a paradox: high demand for architects juxtaposes widespread discontent and mental health challenges in the profession. Findings from the European Association for Architectural Education (EAAE) study, Architecture’s Afterlife, reveal that nearly 40% of architecture graduates pursue careers outside traditional roles, underscoring a disconnect between education and practice. This gap is further widened by neoliberal shifts in architectural education that prioritize standardization and profit over creativity and social relevance. It critiques the dominant studio culture in architectural education, where long hours and intense workloads often lead to burnout and a narrow focus on design over broader learning. This culture not only impacts students' mental health but perpetuates dysfunction in professional practice. The research advocates for redefined architectural education emphasizing student agency, creativity, and interdisciplinary collaboration. Examining emerging collective practices, the thesis suggests these groups – operating between academia and practice – serve as models for a more responsive architectural discipline. The thesis argues educational institutions must adapt to evolving societal and professional demands. Architectural education should foster not only technical skills but also critical thinking and social awareness. A flexible curriculum allowing students to explore diverse interests and engage with real-world issues can help bridge the gap between theory and practice. This aligns with the assertion that architecture's future depends on addressing complex societal issues through collaborative practices. The gap between education and practice is viewed not merely as a problem but as a space rich with potential. By embracing this gap, educators and students can reshape the architect's role, aligning it with contemporary needs and preparing future architects as both skilled designers and engaged citizens capable of addressing the complexities of the built environment.
Questa tesi di laurea magistrale esamina il divario critico tra formazione architettonica e pratica professionale, esplorandone il potenziale per l’innovazione. La ricerca inizia evidenziando un paradosso: l’elevata domanda di architetti si contrappone a un diffuso malcontento e a sfide di salute mentale nella professione. I risultati dello studio dell’Associazione Europea per l’Istruzione Architettonica (EAAE), Architecture’s Afterlife, rivelano che quasi il 40% dei laureati in architettura intraprende carriere al di fuori dei ruoli tradizionali, sottolineando una disconnessione tra formazione e pratica. Questo divario è ulteriormente ampliato dai cambiamenti neoliberisti nell’istruzione architettonica, che danno priorità alla standardizzazione e al profitto a scapito della creatività e della rilevanza sociale. La tesi critica la cultura dominante dello studio di progettazione nell’ambito della formazione architettonica, in cui lunghe ore e carichi di lavoro intensi portano spesso al burnout e a una focalizzazione ristretta sulla progettazione a discapito di un apprendimento più ampio. Questa cultura non solo influisce sulla salute mentale degli studenti, ma perpetua anche disfunzioni nella pratica professionale. La ricerca promuove una ridefinizione dell’istruzione architettonica che dia enfasi all’autonomia degli studenti, alla creatività e alla collaborazione interdisciplinare. Esaminando le pratiche collettive emergenti, la tesi suggerisce che questi gruppi – che operano tra il mondo accademico e la pratica – fungano da modelli per una disciplina architettonica più reattiva. La tesi sostiene che le istituzioni educative debbano adattarsi alle mutevoli esigenze sociali e professionali. La formazione architettonica dovrebbe promuovere non solo competenze tecniche, ma anche pensiero critico e consapevolezza sociale. Un curriculum flessibile, che consenta agli studenti di esplorare interessi diversi e di confrontarsi con problemi del mondo reale, può contribuire a colmare il divario tra teoria e pratica. Questo è in linea con l’idea che il futuro dell’architettura dipenda dalla capacità di affrontare complesse questioni sociali attraverso pratiche collaborative. Il divario tra formazione e pratica non è visto semplicemente come un problema, ma come uno spazio ricco di potenziale. Abbracciando questo divario, educatori e studenti possono rimodellare il ruolo dell’architetto, allineandolo alle esigenze contemporanee e preparando i futuri architetti sia come progettisti qualificati che come cittadini impegnati, capaci di affrontare le complessità dell’ambiente costruito.
The gap as a catalyst for change: bridging practice and academia in architecture
Novakovic Matosic, Rea
2023/2024
Abstract
This master's thesis examines the critical gap between architectural education and professional practice, exploring its potential for innovation. The research begins by highlighting a paradox: high demand for architects juxtaposes widespread discontent and mental health challenges in the profession. Findings from the European Association for Architectural Education (EAAE) study, Architecture’s Afterlife, reveal that nearly 40% of architecture graduates pursue careers outside traditional roles, underscoring a disconnect between education and practice. This gap is further widened by neoliberal shifts in architectural education that prioritize standardization and profit over creativity and social relevance. It critiques the dominant studio culture in architectural education, where long hours and intense workloads often lead to burnout and a narrow focus on design over broader learning. This culture not only impacts students' mental health but perpetuates dysfunction in professional practice. The research advocates for redefined architectural education emphasizing student agency, creativity, and interdisciplinary collaboration. Examining emerging collective practices, the thesis suggests these groups – operating between academia and practice – serve as models for a more responsive architectural discipline. The thesis argues educational institutions must adapt to evolving societal and professional demands. Architectural education should foster not only technical skills but also critical thinking and social awareness. A flexible curriculum allowing students to explore diverse interests and engage with real-world issues can help bridge the gap between theory and practice. This aligns with the assertion that architecture's future depends on addressing complex societal issues through collaborative practices. The gap between education and practice is viewed not merely as a problem but as a space rich with potential. By embracing this gap, educators and students can reshape the architect's role, aligning it with contemporary needs and preparing future architects as both skilled designers and engaged citizens capable of addressing the complexities of the built environment.File | Dimensione | Formato | |
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2024_12_Novakovic Matosic.pdf
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Descrizione: final thesis book
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https://hdl.handle.net/10589/230836