Anja Jutraž1, Tadeja Zupančič1
The Role of Architect in Interdisciplinary Collaborative Design Studios
Author's affiliation: 1 University of Ljubljana, Faculty of Architecture, Slovenia
Architectural design is a complex process involving different actors. While studying architecture, students usually work alone, and they do not have many opportunities to collaborate with other professions. Consequently, they end up lacking the knowledge regarding other professions, as well as regarding communic42ation and collaboration with other professionals. They become too proud of themselves, which eventually prevents them from engaging in active collaboration and accepting compromises. Furthermore, it is essential for their future professional careers that architects collaborate with other professions, adopt their ideas and requirements. Such collaboration is recommended from the early stages of the design process onwards. The main focus of this article is to determine the importance of interdisciplinary collaboration in architecture projects through the process of studying architecture, the role of the architect within this process, and the manner in which decisions are usually made within an interdisciplinary team.
The following research is based on the AEC Global Teamwork Course, which took place during school years 2011/2012, 2012/2013 and 2013/2014, 2013 at Stanford University under the leadership of Prof. Dr. Renate Fruchter. Students from all around the world worked together on an architectural project from its initial stages. They met twice only: at the beginning and at the end of the project, otherwise they worked on a virtual basis, using different digital tools intended for long-distance interdisciplinary collaboration. There were three case studies examined for the purposes of this article in which the main focus was placed on architects, more specifically on the challenges and the problems they were facing, the knowledge architects gained through interdisciplinary collaboration, and lessons learned in such a course that could help them with their professional careers.
interdisciplinary collaboration, problem-based learning, long-distance collaboration, decision making
Jutraž, A., Zupančič, T. (2014). The Role of Architect in Interdisciplinary Collaborative Design Studios. Igra Ustvarjalnosti - Creativity Game, 2/2014, 34-42. https://dx.doi.org/10.15292/IU-CG.2014.02.034-042
LITERATURE AND SOURCES:
Asmar, J.-P. El, & Mady, C. (2013). A Constructivist Approach to Design Teaching at the Postgraduate Level: The Case of an Interdisciplinary Design Programme at FAAD, NDU, Lebanon. Procedia - Social and Behavioral Sciences, 93, 531–538. doi:10.1016/j.sbspro.2013.09.234
Brien, W. O., Ph, D., Soibelman, L., & Elvin, G. (2003). Collaborative Design Processes?: An Active- and Reflective- Learning Course in Multidisciplinary Collaboration, (2).
Devon, R., Saintive, D., Hager, W., Nowé, M., & Sathianathan, D. (1998). Alliance by design: an international student collaboration. In Proc. ASEE Annual Conference. Seattle, WA.
Dong, K., & Doerfler, J. (n.d.). The Interdisciplinary Design Studio?: Understanding Collaboration.
Fink, A. (1995). How to ask survey questions? London: Sage Publications.
Flick, U., Kvale, S., Angrosino, M. V., & Barbar, R. S. (2007). Designing qualitative research. London: SAGE.
Fruchter, R. (1999). AEC teamwork: a collaborative design and learning space. Journal of Computing in Civil Engineering, 13(4), 261–269.
Fruchter, R. (2003). Degrees of Engagement in Interactive Workspaces. Proceedings 2nd Social Intelligence Design Workshop, (July), 1–8.
Gnaur, D., Svidt, K., & Kaae, T. (2012). Building interdisciplinary collaboration skills through a digital building project. In SEFI 40th annual confernece. Thessaloniki, Greece.
Graaff, E. de, Kolmos, A., & Fruchter, R. (2003). Project based learning. Dublin, Ireland: TEMPUS publications.
Holland, R., Wing, S., & Goldberg, D. (2012). Interdisciplinary collaborative bim studio.
Hussein, K., & Pena-Mora, F. (1999). Frameworks for interaction support in distributed learning environments. Journal of Computing in Civil Engineering, 13(4),, 13(4), 291–302.
Karakaya, A. F., & Şenyapili, B. (2006). Rehearsal of professional practice: impacts of web-based collaborative learning on the future encounter of different disciplines. International Journal of Technology and Design Education, 18(1), 101–117. doi:10.1007/s10798-006-9013-1
Kristof, A. L., Brown, K. G., Sims Jr., H. P., & Smith, K. A. (1995). The virtual team: A case study and inductive model. In M. M.Beyerlein, D.A.Johnson and S. T.Beyerlein, (Eds.),. In Advances in interdisciplinary studies of work teams: Knowledge work in teams, Volume 2 (pp. 229–253). Greenwich: JAI Press.
Lattuca, L. R., & Knight, D. (2010). In the Eye of the Beholder: Defining and Studying Interdisciplinarity. In Engineering Education. Proceedings of the 117th Annual Conference & Exposition of the Association for the Study of Engineering Education. Louisville.
Ožbolt, M. (2008). Celostna zasnova objektov kot integrirano projektno delo. Univerza v Ljubljani.
Simoff, S. J., & Maher, M. L. (1997). Design education via web-based virtual environments. Vanegas,. In Proc. 4th ASCE Congress of Computing in Civil Engineering, ASCE (pp. 418–425.). New York.
Zolin, R., Hinds, P. J., Fruchter, R., & Levitt, R. E. (2004). Interpersonal trust in cross-functional, geographically distributed work: A longitudinal study. Information and Organization, 14(1), 1–26. doi:10.1016/j.infoandorg.2003.09.002