English

Arched Forum 5

24.Tem.2019

Content

The pace of change has been accelerating under the forces of technological, cultural, environmental, economic and societal developments and creating many challenges for architectural education in the last decades. Architectural schools may choose to be active players in worldwide efforts to reformulate the functions and strategies of architectural education or they may be content with implementing received wisdom from best practices around the world, but some may choose to resist change entirely by preserving their existing mode of operation.  

Resistance can be an important catalyst for developing new knowledge, and research on strategic change processes supports the notion that resistance can play an important role in supporting organizational renewal[1] and under some circumstances that legitimate resistance might even bring about additionally needed organizational changes[2].

Resistance can be a legitimate and understandable response to change and that resistance can be influenced by the initiator of the change[3]. Rather than attempting to overcome resistance, ambivalence should be fostered for these very same reasons; if a change initiative is met with complete acceptance, it may be implemented without consideration of beneficial adaptations to the change proposal[4].

Under these circumstances what we need is “Collective action and Change”[5]. In this process the keyword is definitely “Change-Resistance” that define the architectural school’s approach for its future developments.  Architectural Schools have to take on ambitious task of fundamentally re-orienting and re-designing themselves to be constantly learning institutions and be determined to maintain a permanent seat at the forefront of designing and implementing new approaches in their architectural education.

This Forum is devoted to analysing the forces that put pressure on architectural education and practice in their dynamic processes, creating awareness how to deal with these ever-changing forces and still be successful to educate and support young graduates to be successful in their architectural practices to realise better environment and Livable World for all.

 

Main Sub Themes

  • Dynamics of Change
    • Global, Technological, Scientific, Environmental, Climatic, Economical, Social and Political changes etc.
  • Mobility and Change
    • Mobility of involved parties [Academic Staff, Students]
    • Mobility of Programs [Off campus Programs, Joint Programs]
  • Active / Passive Resistance
    • Specific actions that aim to prevent an implementation vs. the act of withdrawal from an action to prevent it.
  • Institutional /Personal Resistance
  • Institutional culture or institution’s legal or administrative procedures /a person’s / position holder’s particular motives, traits, sensitivities, etc.
  • Change in Design Constraints [Social, Technological, Economical etc.]
  • Change of learning resources [Research by Design, Impact of Digital Era]
  • Two Extremes in Design Learning
    • Discrete Change under external forces
    • Continuous Change as an embedded strategy                
  • Concordance or Discordance
  • Good Practices

 

Important Dates

Call for paper                                    July 22, 2019

Extended Abstract Submission        September 30, 2019

Notification                                       October 30, 2019

Full Paper Deadline                          February 28, 2020

 

Fees

Participants / audience   €275

ArchED members           €150 

Students                         €50

Foreign Students            €100

 

Secretariat

arched.forum5@gmail.com

 


[1] Piderit, S.K. [2000, Oct]. Rethinking resistance and recognizing ambivalence: a multidimensional view of attitudes toward an organizational change. Academy of Management -794. A, 783

[2] Folger, R. & Skarlicki, D. [1999]. Unfairness and resistance to change: hardship as mistreatment, Journal of Organizational Change Management, 35-50.

[3] Jones, M. [2000]. Hope and despair at the frontline: Observations on integrity and change in the human services. International Social Work, 43[3]: 365-380.

[4] Piderit, S.K. [2000, Oct]. Rethinking resistance and recognizing ambivalence: a multidimensional view of attitudes toward an organizational change. Academy of Management -794. A, 783

[5]  Peter Zellner, Architectural education is broken—here’s how to fix it,  September 16, 2016, Architecture Professional Practice