Becoming an Architect

The Role of Work-Based Learning in Architect Training

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This article examines the work-based placements of trainee architects in the United Kingdom to examine how trainees become architects. The trainee architects in this study experienced varying levels of participation and responsibility during their yearlong placements. Despite this diversity, developing the trainees on placement was found to be integral to the professional role of the architect. The university-based element of architecture training focused almost exclusively on abstract design while their placements involved practical problem-solving. However, the apparent tension between these elements encouraged the trainees to integrate architectural theory and practice while on placement so they developed both aesthetically and technically. Moreover, the trainees' presence in the studios helped to nurture fresh design and so helped to feed the central design core of architectural practice. Nevertheless, the trainees' experience of working in an architectural studio on placement often confounded their expectations of architects' practice. Yet, becoming an architect retained its personal significance. Issues remain, though, around the unequal access to opportunities on placement and how this inequality might affect trainee architects' learning.

Original languageEnglish
Pages (from-to)221-235
Number of pages15
JournalVocations and Learning
Volume6
Issue number2
DOIs
Publication statusPublished - Jul 2013

Fingerprint

architect
trainee
learning
responsibility
participation
university
experience

Cite this

@article{f3b7cb24ce8c485f9379fdc3b60bb016,
title = "Becoming an Architect: The Role of Work-Based Learning in Architect Training",
abstract = "This article examines the work-based placements of trainee architects in the United Kingdom to examine how trainees become architects. The trainee architects in this study experienced varying levels of participation and responsibility during their yearlong placements. Despite this diversity, developing the trainees on placement was found to be integral to the professional role of the architect. The university-based element of architecture training focused almost exclusively on abstract design while their placements involved practical problem-solving. However, the apparent tension between these elements encouraged the trainees to integrate architectural theory and practice while on placement so they developed both aesthetically and technically. Moreover, the trainees' presence in the studios helped to nurture fresh design and so helped to feed the central design core of architectural practice. Nevertheless, the trainees' experience of working in an architectural studio on placement often confounded their expectations of architects' practice. Yet, becoming an architect retained its personal significance. Issues remain, though, around the unequal access to opportunities on placement and how this inequality might affect trainee architects' learning.",
keywords = "Architecture training, Placements, Professional training, Work-based learning",
author = "Kevin Orr and Yun Gao",
year = "2013",
month = "7",
doi = "10.1007/s12186-012-9093-x",
language = "English",
volume = "6",
pages = "221--235",
journal = "Vocations and Learning",
issn = "1874-785X",
publisher = "Springer Netherlands",
number = "2",

}

Becoming an Architect : The Role of Work-Based Learning in Architect Training. / Orr, Kevin; Gao, Yun.

In: Vocations and Learning, Vol. 6, No. 2, 07.2013, p. 221-235.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Becoming an Architect

T2 - The Role of Work-Based Learning in Architect Training

AU - Orr, Kevin

AU - Gao, Yun

PY - 2013/7

Y1 - 2013/7

N2 - This article examines the work-based placements of trainee architects in the United Kingdom to examine how trainees become architects. The trainee architects in this study experienced varying levels of participation and responsibility during their yearlong placements. Despite this diversity, developing the trainees on placement was found to be integral to the professional role of the architect. The university-based element of architecture training focused almost exclusively on abstract design while their placements involved practical problem-solving. However, the apparent tension between these elements encouraged the trainees to integrate architectural theory and practice while on placement so they developed both aesthetically and technically. Moreover, the trainees' presence in the studios helped to nurture fresh design and so helped to feed the central design core of architectural practice. Nevertheless, the trainees' experience of working in an architectural studio on placement often confounded their expectations of architects' practice. Yet, becoming an architect retained its personal significance. Issues remain, though, around the unequal access to opportunities on placement and how this inequality might affect trainee architects' learning.

AB - This article examines the work-based placements of trainee architects in the United Kingdom to examine how trainees become architects. The trainee architects in this study experienced varying levels of participation and responsibility during their yearlong placements. Despite this diversity, developing the trainees on placement was found to be integral to the professional role of the architect. The university-based element of architecture training focused almost exclusively on abstract design while their placements involved practical problem-solving. However, the apparent tension between these elements encouraged the trainees to integrate architectural theory and practice while on placement so they developed both aesthetically and technically. Moreover, the trainees' presence in the studios helped to nurture fresh design and so helped to feed the central design core of architectural practice. Nevertheless, the trainees' experience of working in an architectural studio on placement often confounded their expectations of architects' practice. Yet, becoming an architect retained its personal significance. Issues remain, though, around the unequal access to opportunities on placement and how this inequality might affect trainee architects' learning.

KW - Architecture training

KW - Placements

KW - Professional training

KW - Work-based learning

UR - http://www.scopus.com/inward/record.url?scp=84878888011&partnerID=8YFLogxK

U2 - 10.1007/s12186-012-9093-x

DO - 10.1007/s12186-012-9093-x

M3 - Article

VL - 6

SP - 221

EP - 235

JO - Vocations and Learning

JF - Vocations and Learning

SN - 1874-785X

IS - 2

ER -