Journal Articles (Built Environment)

Permanent URI for this collectionhttp://hdl.handle.net/20.500.12280/243

Browse

Browsing Journal Articles (Built Environment) by Subject "Architecture education"

Filter results by typing the first few letters
Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Educating built environment professionals:
    (Faculty of Building Technology and Architecture, 2006) Olweny, Mark R. O.; Nshemereirwe, Connie V.
    In 2000, the Uganda Martyrs University introduced a new built environment program, a Bachelor of Science in Building Design and Technology (BSc BDT), marking the first time a private institution had entered the field of built environment education in Uganda. It was also the first new built environment program to be introduced in Uganda since the introduction - in 1989 - of the Bachelor of Architecture program at Makerere University. The BSc BDT program is directed at graduating young men and women who can fill a gap that exists between Architects and Engineers on the one hand, and Construction Workers/Artisans on the other. In addition it is intended that, the BSc BDT fulfils the prerequisite requirements for entry into a two-year graduate entry Bachelor of Architecture (BArch) professional degree. This represents the first time a two-tier architecture program has been offered in the East and Central African region. A central objective of the BSc BDT and the BArch programs is to train budding professionals in contemporary methods and practices in order to solve problems in the built environment. This paper outlines some of the issues that were faced during the development of the BSc BDT curricula, and in the implementation of a new integrated teaching and learning approach that emphasised Problem-Based-Learning (PBL). In addition, using examples derived from the experience of the authors, the paper will discuss some of the challenges and limitations faced by staff and students during the implementation of the initial program and during the change to PBL.
  • Thumbnail Image
    Item
    Ethical Positions in Built Environment Education
    (2010) Olweny, Mark R. O.; Olweny, Charles L.M.
    Architecture has among its goals, to ensure the health, safety and wellbeing of society. It is therefore inevitable that ethical decisions are made in the process making architecture. The perceived value of the product, ‘shelter’ is often, taken for granted – until something goes wrong. It is only then that questions arise about quality of the product, the values of practitioners, and as a matter of course, to discussions about ethical positions forged as part of the education process. Contrary to common belief, ethical positions are not intrinsically inherent in society, but are learned as pat of the formal and/or informal education process. As part of the five or six year architecture programme, students are exposed to a multitude of ethical positions, from basic value judgements related to beauty and aesthetics - good and bad; to investigations of historical attempts to portray truth and purity; to the more pragmatic and contemporary issues dealing with context, sustainability and social equality. This paper looks at educational context within which architecture education is situated in Uganda, and how this may have an impact on the eventual ethical positions taken by professionals.
  • Thumbnail Image
    Item
    Students' motivation for architecture education in Uganda
    (Higher Education Press, 2017-03-23) Olweny, Mark R. O.
    Understanding the persistence and success of students has gained increasing attention to unravel the “architectural education black-box.” However, the motivation and pre-socialization of incoming students were largely ignored as these factors fell outside the direct control of architecture schools. Motivational factors can affect the educational process given that the values, expectations, and career-related goals of incoming students influence their attitudes to education. This study seeks to uncover the motivational factors of applicants to an architecture program in East Africa and appreciate those factors that lead students into architecture as a career choice. Through qualitative content analysis, the study revealed the motivational factors of applicants, which were classified into four groups: educational, external, personal, and prestige. These factors were comparable with those found in previous studies conducted in Europe and North America, but nevertheless highlight contextual variances unique to the region. The findings raise questions of the role architecture education in engaging incoming students in discourse that aids their understanding of architecture and architectural education.