Evaluation of University Education in Architecture at the Undergraduate Level from the Viewpoint of Professional Needs and Employment
Keywords:
Architecture Education; Employment; Professional Architecture; Business; University EducationAbstract
Architecture education has long been related to many topics. The assortment of these topics and their correct arrangement in the learning process has been one of the key subjects in forming educational systems and the description of courses in this university major. Simultaneously, the effectiveness of an educational system in educating people in the work environment is another concern that is considered as a measure of the quality of the same educational system in public judgment. This study aims to recognize the areas of employment and capabilities affected by the areas of knowledge and skills that each job position requires. To this end, in terms of their relationship with each skill, the arrangement and planning of architecture courses are valuable for qualitative and quantitative review.
Under a qualitative paradigm and with a logical reasoning approach, the current research tries to understand the relationship between effective parameters in the common fields of employment of architecture graduates with approved courses in the discontinuous bachelor's degree. For this purpose, the researchers use a pairwise analogy of skill-specialized parameters of architectural employment and hierarchical analysis to measure the frequency of courses and the weighted frequency of the criteria.
The description of the approved courses as the most effective upstream plan in the architecture education system has a rigid and inflexible body that, while not responding to creating effective areas to reinforce the students’ ability to enter numerous fields of employment due to their central vision, has caused a waste of student time while studying and learning topics that they do not use in a professional environment as provided. On the other hand, the top graduates of this educational system are very similar in terms of similar learning; they have a lot of competition in limited fields.
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