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dc.contributorSchnabel, Marc Aurel
dc.contributor.authorFrancis, Kerry
dc.contributor.editorM. A. Schnabel
dc.date.accessioned2018-06-28T22:11:37Z
dc.date.available2018-06-28T22:11:37Z
dc.date.issued2017-11
dc.identifier.isbn9780992383541
dc.identifier.urihttps://hdl.handle.net/10652/4303
dc.description.abstractIn 1994 the School of Architecture and Construction at Unitec Institute of Technology received its first intake for a new Bachelor of Architecture programme. The co‐location of this architecture degree within a school that contained construction programmes (Bachelors of Building and Quantity Surveying) was seen to be of collaborative benefit. However, within three years, this new theoretically beneficial formulation had split. Contemporaneously, the University of Newcastle, Australia had adopted a one hundred percent Problem Based Learning (PBL) model to facilitate stronger relationships for learning with the local profession and construction industry that ran for 10 years. Recently Unitec MARCP students engaged in an integrated design and technology studio project for a comparatively short period of six weeks. In a contemporary education world where collaboration and cross‐disciplinarity are the language of currency, this examination of the processes of growth and decay in these three events at Unitec and Newcastle provide insights into the potentials and pitfalls of such constructions. This paper will discuss upon these events to draw out issues that might illuminate future attempts to develop integrated learning practices for architecture and constructionen_NZ
dc.language.isoenen_NZ
dc.relation.urihttps://www.asa2017.victoria.ac.nz/programen_NZ
dc.rights©2017, Architectural Science Association (ANZAScA)en_NZ
dc.subjectUnitec coursesen_NZ
dc.subjectarchitecture educationen_NZ
dc.subjectconstruction educationen_NZ
dc.subjectBachelors of Building and Quantity Surveying (Unitec)en_NZ
dc.subjectMaster of Architecture (Professional) (Unitec)en_NZ
dc.subjectUnitec Institute of Technology. School of Architecture and Constructionen_NZ
dc.subjectProblem Based Learning (PBL)en_NZ
dc.subjectcollaborative learningen_NZ
dc.subjectUniversity of Newcastle (Newcastle, N.S.W.)en_NZ
dc.titleBetween architecture and constructionen_NZ
dc.typeConference Contribution - Paper in Published Proceedingsen_NZ
dc.date.updated2018-03-21T13:30:06Z
dc.rights.holderArchitectural Science Association (ANZAScA)en_NZ
dc.subject.marsden130299 Curriculum and Pedagogy not elsewhere classifieden_NZ
dc.subject.marsden120199 Architecture not elsewhere classifieden_NZ
dc.identifier.bibliographicCitationFrancis, K. (2017) Between architecture and construction. In M. A. Schnabel (ed), Back to the Future: The Next 50 Years, (51st International Conference of the Architectural Science Association (ANZAScA)), Architectural Science Association (ANZAScA), (pp.46-53).en_NZ
unitec.publication.spage46en_NZ
unitec.publication.lpage53en_NZ
unitec.publication.titleProceedings of 51st International Conference of the Architectural Science Association (ANZAScA), 29 Nov - 2 Dec 2017, Victoria University of Wellington, New Zealand.en_NZ
unitec.conference.titleBack to the Future: The Next 50 Years. Proceedings of the 51st International Conference of the Architectural Science Association (ANZAScA)en_NZ
unitec.conference.orgVictoria University of Wellington, New Zealanden_NZ
unitec.conference.locationWellington, New Zealanden_NZ
unitec.conference.sdate2017-11-29
unitec.conference.edate2017-12-02
unitec.peerreviewedyesen_NZ
unitec.identifier.roms61272en_NZ


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