One of the main difficulties encountered by students when looking for a job is dealing with a lack of professional experience. This fact is a paradox since people who apply for a trainee position have often never worked in the chosen area. Therefore, it is vital to invest in education and also to know the cultural diversity that’s available. Below we have 10 tips that serve as guidelines for students who want to build up their CV and get through the interview processes:
Jeremy Till's paper "Architectural Research: Three Myths and One Model" was originally commissioned by the Royal Institute of British Architects (RIBA) Research Committee, and published in 2007. In the past decade, however, it has grown in popularity not just in the UK, but around the world to become a canonical paper on architectural research. In order to help the paper reach new audiences, here Till presents an edited version of the original. The original was previously published on RIBA's research portal and on Jeremy Till's own website.
There is still, amazingly, debate as to what constitutes research in architecture. In the UK at least there should not be much confusion about the issue. The RIBA sets the ground very clearly in its founding charter, which states that the role of the Institute is:
The advancement of architecture and the promotion of the acquirement of the knowledge of the various arts and sciences connected therewith.
The charter thus links the advancement of architecture to the acquirement of knowledge. When one places this against the definition of research given for the UK Research Assessment Exercise (RAE), “research is to be understood as original investigation undertaken in order to gain knowledge and understanding”, one could argue that research should be at the core of RIBA’s activities. This essay is based on the premise that architecture is a form of knowledge that can and should be developed through research, and that good research can be identified by applying the triple test of originality, significance and rigor. However, to develop this argument, it is first necessary to abandon three myths that have evolved around architectural research, and which have held back the development of research in our field.
At just 42 years old, Makoto Tanijiri and the office he founded in 2000, Suppose Design Office, have emerged as one of Japan's most prolific medium-sized architecture and design firms. However, Tanijiri's path to success was somewhat different to the route taken by his contemporaries. In this interview, the latest in Ebrahim Abdoh's series of “Japan's New Masters,” Tanijiri discusses the role that education plays in a successful career and his work's relation to the rest of Japanese architecture.
Ebrahim Abdoh: What was your earliest memory of wanting to be an architect?
Makoto Tanijiri: When I was about 5 years old. Of course at that age I did not know the word “architect” or “architecture,” all I remember was how small our house was, and all the things I didn’t like about it. Back then, my dream was to be a carpenter, so that I could build my own house and live on my own.
This article was originally published by Metropolis Magazine.
For many years now, climate change has been a major concern for architects and engineers— and with good reason. After all, the built environment contributes to over 39% of all CO2 emissions and over 70% of all electricity usage in the United States. Several architecture and design-based initiatives aim to guide architecture away from environmentally harmful practice and towards a more sustainable approach. Architecture 2030, one such initiative, believes that to incite design change we must begin at its source: architectural education.
Completing a degree in architecture can be a long and arduous process, but also wonderfully rewarding. Despite this, many freshly graduated architects find themselves unsure about where to begin, or deciding that they actually don’t want to be architects at all. Here is a list of 21 careers you can pursue with a degree in architecture, which may help some overcome the daunting task of beginning to think about and plan for the professional life that awaits.
Tutors (or professors, depending on where you live). Everyone has horror stories about their tutors, just as everyone has stories about a teacherr they truly adored. Ultimately, your tutors are likely to be the single most important element of your architectural education; no matter how much effort you put into learning through other means, these people will probably become formative figures in not only your education, but your life in general.
It's easy to forget, though, that they are just that: people, with all the flaws and foibles that being a person entails. Some you will love to learn from, while others may be a little more difficult—but like Dickens' Christmas Carol ghosts, each type of tutor has their own lesson to impart. Here are the five different types of tutor you'll deal with in your architectural education, and what you should learn from each of them.
Have a little extra time this fall and looking to expand your knowledge of architectural history? Massachusetts Institute of Technology (MIT) is offering a 12-course online course titled “A Global History of Architecture” that will cover everything from architecture’s origins 100,000 years ago all the way up to 1600 C.E – and the best part? It’s totally free.
Last year, we asked the graduating students among the ArchDaily community to show us the design-build projects which they may have completed as part of their studies. The response we received was astonishing, and we were so impressed with the results that we simply had to do it again this year. So, two months ago we once again teamed up with ArchDaily Brasil and all four ArchDaily en Español sites to put out another call for submissions, and once again the response was overwhelming. Across over 100 submissions, the quality of the projects we received was so high that this year's results are bigger and better, containing 36 projects from 20 different countries. So, read on for the best student-built work from around the world in 2016.
Making the decision to pursue architecture is not easy. Often, young students think that they have to be particularly talented at drawing, or have high marks in math just to even apply for architecture programs. Once they get there, many students are overwhelmed by the mountainous tasks ahead.
While the path to becoming an architect varies from country to country, the average time it takes to receive a Masters in Architecture is between 5 and 7 years, and following that is often the additional burden of licensure which realistically takes another couple of years to undertake. Knowing these numbers, it’s not particularly encouraging to find out that the average architect does not make as much as doctors and lawyers, or that 1 in 4 architecture students in the UK are seeking treatment for mental health issues. These are aspects which architecture needs to work on as an industry. However, beyond these problems, there are still many fulfilling reasons to fall in love with the industry and become an architect. Here are just some of them.
We’ve already talked about this. You’re preparing your final project (or thesis project). You’ve gone over everything in your head a thousand times; the presentation to the panel, your project, your model, your memory, your words. You go ahead with it, but think you'll be lousy. Then you think just the opposite, you will be successful and it will all be worth it. Then everything repeats itself and you want to call it quits. You don’t know when this roller coaster is going to end.
Until the day arrives. You present your project. Explain your ideas. The committee asks you questions. You answer. You realize you know more than you thought you did and that none of the scenarios you imaged over the past year got even close to what really happened in the exam. The committee whisper amongst themselves. The presentation ends and they ask you to leave for a while. Outside you wait an eternity, the minutes crawling slowly. Come in, please. The commission recites a brief introduction and you can’t tell whether you were right or wrong. The commission gets to the point.
You passed! Congratulations, you are now their new colleague and they all congratulate you on your achievement. The joy washes over you despite the fatigue that you’ve dragging around with you. The adrenaline stops pumping. You spend weeks or months taking a much-deserved break. You begin to wonder: Now what?
The university, the institution that molded you into a professional (perhaps even more so than you would have liked), hands you the diploma and now you face the job market for the first time (that is if you haven’t worked before). Before leaving and defining your own markers for personal success (success is no longer measured with grades or academic evaluations), we share 9 lessons to face the world now that you're an architect.
Are the rigors and tribulations of architecture school causing serious impacts on students' mental health? A new student survey conducted by Architect’s Journal has found that more than a quarter of architecture students in the UK are currently seeking or have sought medical help for mental health issues related to architecture school, and another 25% anticipate seeking help in the future.
The results have prompted Anthony Seldon, vice-chancellor at the University of Buckingham and a mental-health campaigner, to describe the situation as “a near epidemic of mental-health problems.”
Working in architecture is always a challenging experience in which you just never know what might happen next. That said, there are a number of things we can collectively relate to as a part of this industry. Here we've created a list of things we're all too familiar with—whether that relates to finishing projects, working with clients, or just dealing with people that totally don't even know what goes on in architecture. Which ones did we miss?
It's graduation time. As universities around the globe - or at least most in the Northern hemisphere, where over 80% of the world's universities are located - come to the end of the academic year, many university architecture studios have recently closed out the construction of pavilions, installations and other small educational projects. Last year at ArchDaily, with the help of our readers, we were able to round up some of the best pavilions, installations and experimental structures created by students from all over the world. The resulting article was among our most popular of the year, demonstrating people's huge appetite to see the work of the next generation of young architects.
That's why we're once again teaming up with all of ArchDaily en Español, ArchDaily Brasil, and ArchDaily China, asking our readers to submit their projects, so that we can present the best work from graduating students worldwide. Read on to find out how you can take part.
Architectural disAssociation - A reflection on the state of the education of architecture at the AA. Open discussion inviting everyone with an opinion of the school - students, tutors and alumni alike to retrospectively reflect on the state of the AA's unit system and speculate the possible future of its education. This discussion will have no panel as it is an open floor discussion.
Architects are famously cynical about the long hours and over-education required for what can be a thankless career. But in a recent study conducted by WalletHub, “2016’s Best & Worst Entry-Level Jobs”, recent grads and seasoned professionals alike may be surprised to find that “architect” is ranked 10th out of 109 evaluated professions. Read on to find out how they calculated their result.
Young designers, fresh out of school, often have incredible potential to contribute to their new firm: with fresh skills and capabilities that may have passed by the company's older members, they are in an excellent position to make their mark. But maximizing this potential may require expensive training courses, and asking your firm for that opportunity can be daunting. In this article originally published on ArchSmarter, Michael Kilkelly recounts a tale from his own early years as an architect to demonstrate that getting your firm to pay for training may be simpler than most young architects imagine.
When I was a young architect, only a few years out of school, I became interested in 3D rendering. This was back in the mid-nineties so the technology was primitive compared to today. 3D Studio Max had just come out and my firm had a copy.
After work, I would play around with the software. I did a few renderings of the project I was working on as a way to learn the software. The project designer saw them and got excited.
Moscow's Strelka Institute and the HSE Graduate School of Urbanism Launch a New Course in Advanced Urban Design
The Moscow-based Strelka Institute for Media, Architecture and Design and the HSE Graduate School of Urbanism have launched a new collaborative international Masters programme entitled Advanced Urban Design. The two-year English language program, specifically designed for Bachelors, researchers and young professionals, intends to guide students through best practices in the area of urban planning. Under the guidance of a collection of tutors from Russia and around the world, the course aims to investigate conditions of growing cities by focusing on unstable socioeconomic contexts.
In the face of global doomsday predictions, sustainability has become one of the most crucial aspects of the 21st century, now playing a huge role in everything from politics to the way you dispose of your trash. Fortunately, most architects understand sustainability implicitly, and have adopted it into their lives and work. Or have they? In this article, originally published on Common Edge as "Why Architects Don't Get It," green building expert Lance Hosey highlights the failures of the architecture community in reaching their stated sustainability goals, and argues for a new conception of architecture in which good design and sustainable design are integrated.
A few years ago, the American Institute of Architects, the self-declared “voice of the architecture profession,” announced that "AIA members will no longer need to complete the sustainable design requirement to fulfill their AIA continuing education." Why? Because “sustainable design practices have become a mainstream design intention.” Hooray! If sustainability is “mainstream” now, and knowledge about it is no longer necessary “to maintain competency” and “to advance and improve the profession”—the purpose of continuing education, according to the AIA—then the profession must have met its environmental goals, and there’s nothing left to improve. Mission accomplished.