concurrent education
Master of Architecture // Master of Urbanism
Concurrent education
Studying at the master programs in architecture or urbanism (since 2013 MA+U Master of Architecture // Master of Urbanism) in Tilburg means working in a professional practice combined with following an in-school program. We speak of an internal and external curriculum. This so-called concurrent model in which both professional and theoretical skills are developed simultaneously provides an interesting interaction between professional practice and education.
For an architectural school it is important to be aware of the dynamics of contemporary practice, and also to have a long-term vision on the discipline and to prepare students to operate successfully in a changing world. Even though the profession of architects and urban designers is in a constant interaction with changing circumstances and evolving capabilities, the essence of spatial design remains the same. Architects and urban designers are experts in translating varied programs into spatial designs that are functional, feasible and attractive. Since students also operate in a next to alongside their studies they experience the changes in a professional practice on a daily basis. Students are actively encouraged to develop an attitude with which they can fulfill their role as a designer in multidisciplinary teams. MA+U aims to educate architects and urban designers who are experts in their professional field, and who have an additional set of skills that will help them to realize their designs and carry out effectively their ideas.
Professionals in training
Emphasis on self-guidance
All students admitted to the program in Tilburg already completed a full education on a bachelor level. On that basis they have a mature contribution as an employee in various workplaces in professional practices. The knowledge and skills gained in the bachelor training is now broadened and deepened. The evolution of the students is essentially one of personal growth. The quality of the development is determined by the extend to which students make an effort and take responsibility for it. The structure of the external curriculum encourages this independent study attitude and is divided into two parallel pathways:
• Personal growth and professional attitude, in which students carry out their work increasingly independent during four years;
• Development of (design) skills in all phases of the design and construction process, from initiative to realization.
The emphasis on self-guidance responds to the great diversity of professional practices of architects and urban designers. Work situations of students vary greatly and students can have very different learning curves. The program respects and encourages this diversity by taking the development of the student as a starting point in the external curriculum. Within the limits of the initial and final objectives students can indicate their own learning needs and aspirations. Hence, they can significantly design their own future as architects or urban designers at their own discretion and this is an important aspect of the master program.
The requirements in the external curriculum are translated into eight professional qualifications elaborated later in this brochure. Although these qualifications give direction to acquire the practical competences, they are not ends in themselves. The ultimate goal of the program is to deliver graduates who distinguish themselves professionally and are able to appropriately function as practicing designers. This assumes that student-employees not only acquire the necessary professional qualifications, but they also use them accurately and consistently in design practice.
self guidance
Work Environment
Room for development
During the four-year course, students develop into fully fledged professionals in the field of architecture and urbanism. To develop their practical skills the students are working in a relevant work environment in architecture or urbanism. Over time, we have experienced that there is a great willingness among colleagues to train young professionals, even in difficult economic times.
The student is also an employee and works at least 20 hours per week. Work in practice provides the student-employee experiences and lessons which are essential for professional development. Moreover, this way students acquire additional skills that are difficult to achieve within the school curriculum, such as understanding the impact of costs and regulations on the design and communicating with various parties in the building industry. This is a significant part of the training, shown by the fact that half of the total annual number of credits can be achieved by working in practice. The working environment is also a learning environment that provides room for individual development of the student.
There is no formal relation established between MA+U and employers of students*. Students are considered young professionals who take responsibility for their own decisions. The program offers students a substantive framework, but within which they must take care of the quality of practice (work), their own professional development and the realization of an interaction between the internal and external curriculum. Optimal development is possible within the following conditions:
• Designs are created and realized at the workplace. The student employee is involved in this work and actively supervised by one or more designers;
• The workplace can be characterized as a stimulating and challenging work environment and has sufficient conditions for the student employee to develop into an adequate professional practitioner;
* An exception is made for students who participate in the full-time version of the Master program. The full-time program is identical to the regular, part-time program. The main difference is that fulltime students must work on basis of a trainee agreement.
• The ‘infrastructure’ at the workplace is of a sufficient level: availability of literature, information about regulations and materials, possibility to discuss the profession etc .;
• The student is able, during the course of the study, to work in all parts of the process and to gain insight into the relationship between the different parts of the different building phases (from initiative to completion);
• The working week of the student employee contains a balance between study and work. The student works a minimum of 20 hours per week. On tuesday evenings and fidays students should be available for lessons at school and they cannot work at the office.
expertise
Professional field and education
Reinforcing each other’s expertise
Despite the fact that responsibility for their development largely rests with the students themselves, it is important that MA+U and employers actively engage with each other. From the perspective of the education employers are jointly responsible for the content and quality of the profession and the practice of it. MA+U expects employers to offer student employees a stimulating work environment and opportunities for development. Conversely, employers can expect from MA+U that it uses clear guidelines on the content and conditions of the working places of students and provide a clear point of contact for matters related to the profession. MA + U has therefore appointed a coordinator for professional practice. Within MA+U the practice coordinator is accountable for both employers and students.
To MA+U it isnvery important to maintain good communication with the professional field on education in general and the practice part of it in particular. It involves on hand the monitoring of the development of individual students and on the other exchanging information about the field. In addition to the active role played by professionals as an instructor in the internal curriculum, there are several contact moments between the professional field and MA+U:
• The practice coordinator visits the office where the employee/ student works at least twice during the entire study period. The meaning of these visits is to learn more about the office’s work and to liaise with the employer about the requirements of the external curriculum;
• During the meeting of the Professional Advisory Board, in which professionals, students and program coordinators participate, developments in the profession and the impact on education are discussed.
• Employers are invited to various activities such as lectures, presentations, exhibitions are updated on developments in education.
Professional qualifications and levels of learning
Requirements and objectives
There has to be a perceptible development in the outcome of the student’s practical work within the prescribed qualifications. These qualifications are matched with the Office Architectenregister and meet at least the initial terms of the Architects Title Act. Graduates at the Master of Architecture // Master of Urbanism in Tilburg have the right to register in the Register of Architects upon completion of their study.
Monitoring of the student’s development annually takes place through a portfolio presentation. This practice portfolio is more than a report of the projects of the office where the students work. It provides insights into the skills and knowledge gained in practice. It is not a snapshot, but the portfolio provides an overview of the student’s development. In the practice portfolio the student gives a reflection on his own actions and through self-guidance he sketches a development path for the future. At the end of each school year a new portfolio is created, in which the development of skills and knowledge of that specific year are described and are related to the eight professional qualifications and the relevant learning level. The eight professional qualifications are divided into three levels of learning. The main goal is to let the student develop into an independent employee, who has an overview in all phases of the construction process. In the first year, the student will mainly execute activities and communicate with colleagues within the boundaries of the office. In the following years he will increasingly operate outside the office, meeting clients and partners and formulate his own vision on the field. Eventually, the student will be an experienced professional who can operate independently in the field.
requirements
1 Positioning
Argues one’s own position, one’s own functioning and choices with regards to design (design aspects, design project, profiling) and work (activities, business opportunities) in relation to:
• Position and developments within the professional field/the discipline.
• The role and responsibilities of the architect / urban planner/ landscape architect.
Level 1
• Specifies the role of the architect / urban planner / landscape architect in the process of designing and realising and the social expectations and obligations of the occupational group and makes a translation to one’s own situation and ambitions at a basic level.
• Specifies the professional responsibilities (both formal and ethical) that the profession entails.
• Specifies design choices and design results of colleagues.
Level 2
• Shows oneself to be actively aware of developments and history of the profession, the social developments and consciously makes connections to one’s own design work and professional practice.
• Analyses the professional responsibilities (both formal and ethical) that the profession entails.
• Analyses design choices and design results of colleagues and applies them in modified form to one’s own design choices.
Level 3
• Demonstrates possessing accurate and adequate knowledge with regards to one’s own discipline, the occupational field and related occupational fields, and can apply this knowledge adequately in reflecting upon one’s own production, positioning and role in the professional practice.
• Practices according to the professional responsibilities (both formal and ethical) that the profession entails.
• Actively analyses and evaluates one’s own design choices, design results and oeuvre, as well as the conditions under which the design practice functions and can connect personal conclusions to it.
2
Organising
Organises (one’s own) work and design processes, works together effectively with colleagues, different beneficiaries, disciplines concerned and acts responsibly on the basis of one’s insights into tactical, strategic and organisational aspects of business practice and the decision-making process.
Level 1
Oversees one’s own work and design processes. Within this context the student can:
• adequately prepare work activities, with some support and guidance, and efficiently execute them in a structured way.
• guard the progress and quality of his own work activities, with some support and guidance.
• point out problems and unexpected situations.
• coordinate his own work activities with those of direct colleagues within the firm or project team.
Level 2
Oversees his own work and design processes and those of direct colleagues within the firm and/ or project team. Within this context the student can:
• almost independently plan work activities and (simple) projects in a realistic way (regarding content, finances, time).
• structure, coordinate and survey the progress and quality of his own work activities independently and the work activities of others with some guidance.
• anticipate and respond adequately to problems and unexpected situations.
• achieve adequate results in collaboration with colleagues and/or external parties.
Level 3
Independently take responsibility for the work process and the distinguishable phases and aspects within it. The student is also able to:
• independently plan projects in a realistic way, with regard to content, time and finances.
• independently structure, coordinate and surveythe progress and quality of the work activities (both one’s own work activities and those of others).
• implement effective decision-making in complex and unpredictable situations.
• effectively cooperate in design and realisation projects; in which various beneficiaries and disciplines are involved, safeguard the progress and give guidance where necessary.
3 Interpersonal skills
Acts in professional practice situations with an awareness of social considerations and responsibilities, professional values/norms and judicial frameworks, and identifies tasks, opportunities or problems.
Level 1
• Is aware of the social responsibilities connected to a design.
• Knows about the professional position of the architect / urban planner / landscape architect and the way in which values and norms are expressed in dealings with other parties.
• Outlines the judicial frameworks within which a design is developed, both in the design and realisation process.
Level 2
• Can name relevant social responsibilities and developments and relate them to the design (under development).
• Acts in accordance with the professional values and norms in dealings with other parties.
• Incorporates the relevant judicial frameworks in the development of the design and realisation process.
Level 3
• Names social responsibilities and developments in connection with and intertwined with the design.
• Conducts himself in accordance with the values and norms of the professional role.
• Describes the complete judicial frameworks for the design (the student is working on), addresses and solves problems.
4
Communicating
Communicates in a convincing manner (visually, in writing and orally) to a diverse audience about his professional position, design approach, working method, research and/or design project.
Level 1
Can broadly distinguish between main issues and matters of minor importance in the provision of information; Exhibits a basic awareness of the information requirements of different target groups.
• Consciously chooses means and techniques.
• Is broadly goal-oriented and efficient in the information transference.
• Demonstrates basic empathetic ability in dealings with other parties.
Level 2
Demonstrates an adequate and relevant information selection; Attunes the information provision to the target group; (Jointly) prepares presentations; (Jointly) consults with various external parties.
• Deploys means and techniques adequately.
• Is goal-oriented and effective in the information transference.
• Demonstrates empathy in dealings with other parties.
Level 3
The information selection is optimally attuned to the goal of the presentation; The information selection is optimally attuned to the target group; Present collaboratively or independently to various external parties; Consults independently with various external parties.
• Means and techniques are optimally and creatively deployed.
• Is goal-oriented, effective and convincing in the information transference.
• Demonstrates empathy in dealings with others, gives others the feeling of being heard without losing sight of one’s own goal.
5
Enterprising
Recognises how assignments are determined, defined, initiated and/ or acquired and organised professionally, contributes (as part of a team) to defining the assignment, feasibility research and drawing up project plans.
Takes initiative to obtain (more) responsibility with regard to the organisation of the firm and/or project management.
Level 1
• Indicates by means of one’s own (project) activities, the means and activities necessary to obtain/initiate assignments.
• Acknowledges and indicates which business frameworks are relevant to the (project) work activities the student is involved in.
• Makes an inventory of and analyses, partly under supervision, the wishes and ambitions of clients and stakeholders in simple assignments (in historical, social, cultural, spatial, ecological, technical, aesthetic, judicial and financial context).
• Draws up a programme of requirements for smaller/simpler assignments under supervision.
Shows enterprising conduct within one’s own work activities:
• identifies opportunities and takes initiatives.
• is innovative and is able to think ‘out of the box’.
• takes risks and shows daring.
• displays persuasiveness and perseverance.
Level 2
• Indicates the means and activities necessary to obtain/initiate assignments.
• Acknowledges and indicates which business frameworks are relevant to the projects student is involved in.
• Develops problem-solving approach independently (for smaller assignments) or in collaboration (larger/more complex assignments), on the basis of inventories and analyses of the wishes and ambitions of the client(s) and stakeholders (within historical, social, cultural, spatial, ecological, technical, aesthetic, judicial and financial context).
• Draws up a programme of requirements independently (smaller assignment) or under supervision (larger or more complex assignments).
Shows enterprising conduct at the level of the projects the student is working on and his work situation:
• identifies opportunities and takes initiatives.
• is innovative and is able to think ‘out of the box’.
• takes risks and shows daring.
• displays persuasiveness and perseverance.
Level 3
• Applies the means and activities necessary to obtain/initiate assignments.
• Knows which business agreements are relevant within the design practice and how these are entered into and laid down.
• Recommends on the basis of conducted feasibility research, the wishes and ambitions of clients and stakeholders - solution directions (in historical, social, cultural, spatial, ecological, technical, aesthetic, judicial and financial context).
• Comprehends the significance of a programme of requirements - with regards to ambitions, wishes/expectations and conditions - and the relationship with the design based on it.
Shows enterprising conduct within the company or workplace:
• identifies opportunities and takes initiatives.
• is innovative and is able to think ‘out of the box’.
• takes risks and shows daring.
• displays persuasiveness and perseverance.
6 Designing
Researches, analyses and defines functional and conceptual points of departure for the design and, creates the foundation for a design in a structure design or functional-spatial concept, and develops this into an integral final design and/or spatial advice.
Level 1
• Formulates an elementary spatial formulation of a problem.
• Translates points of departure and preconditions to the design.
• Recognises relevant design tools and relevant design techniques essential to the design question.
• Brings a sense of coherence, to a certain extent, to the different scale levels and design domains.
Level 2
• Formulates a spatial formulation of a problem using relevant analysis and/or research results.
• Applies the points of departure and the preconditions coherently to a design.
• Deploys appropriate design tools and design techniques to find a spatial solution.
• Brings a sense of coherence to the different scale levels and design domains.
Level 3
• Formulates a clear spatial formulation of a problem on the basis of targeted research prior to and during the design process.
• Applies complex points of departure and preconditions to a convincing design.
• Efficiently deploys design tools and design techniques for the spatial solution.
• Switches effectively between the scale levels and design domains.
7 Preparation realisation phase
Has a clear picture of the technical, financial, contractual and judicial aspects of the design, including the consequences for the realisation preparation phase, adequately applies these insights and can advise the client about it.
Level 1
• Works under supervision on the realisation of the technical elaboration or the specified spatial advice on (parts of) a final design.
• Discovers and determines the different realisation of technical specifications necessary to establish a proper execution and communicates this internally.
• Indicates which process documents and/or permits are needed prior to the realisation of the design and how they are set up, employed and/or applied for.
• Specifies realisation costs and budget methodology and gains experience in the relationship between the budget and the overall financial consequences of the design proposalsduring all phases.
• Demonstrates knowledge of the different ways of contracting and procurement, including the relevant laws and regulations.
Level 2
• Works independently on the realisation of the technical elaboration or the specified spatial advice of (parts of) a simple final design or on a more complex final design under supervision.
• Integrates advice of experts in the field of physics, installation technology and (fire) safety;
• Advises on simple designs independently on the realisation of technical specifications or on more complex designs under supervision.
• Indicates which process documents and/or permits are needed prior to the realisation of the design and how they are set up, employed and/or applied for and applies this under supervision.
• Demonstrates knowledge of realisation costs and budget methodology through one’s own projects with the relationship between the budget and the overall financial consequences of the design proposalsduring all phases.
• Demonstrates knowledge of the different ways of contracting and procurement, including the relevant laws and regulations and is able to offer general advice on this.
Level 3
• Works independently on the realisation of the technical elaboration or the specified spatial advice of the final design.
• Integrates advice of experts in the field of physics, installation technology and (fire) safety;
• Advises independently on realisation of technical specification.
• Indicates which process documents and/or permits are needed preceding the realisation of the design and how they are set up, employed and/or applied for and applies this under supervision.
• Demonstrates experience with realisation costs and budget methodology to substantiate the feasibility of the design and/or spatial advice during all phases and advises the client on this.
• Demonstrates experience in the different ways of contracting and procurement, including the relevant laws and regulations and advises the client on this.
8
Supervision implementation and execution
Comprehends the aspects of implementation of the design, on the basis of which he manages the implementation and/or supervises it and checks the results.
Level 1
• Works under supervision on the elaboration of the design and/or spatial advice with regards to the preparation of the technical aspects, and the realisation in relation to the whole of the design.
• Works under supervision on (components of) aesthetic control with regard to the detailed elaboration of the technical aspects in relation to the entirety.
• Outlines the responsibilities and communication processes with regard to the management.
Level 2
• Works under with others on the elaboration of the design and/or spatial advice with regards to the preparation of the technical aspects, and the realisation in relation to the whole of the design.
• Works independently and/or with others on aesthetic control with regard to the detailed elaboration of the technical aspects in relation to the entirety.
• Outlines the responsibilities and communication processes with regard to the management.
Level 3
• Works independently on and/or supervises the elaboration of the design and/or spatial advice with regard to the preparation of the technical aspects, and the realisation in relation to the entirety of the design.
• Performs independently and/or supervises the aesthetic control with regard to the detailed elaboration of technical aspects in relation to the entirety of the design.
• Shows he possesses the correct and adequate knowledge with regard to the management and the related responsibilities.
Colophon
Text: Sandra Rozemeijer
Photography: Norbert Elias, Stijn Kriele
Design & lay-out: Stijn Kriele
Special thanks: Joyce Verstijnen, Eirik Hofste op Bruinink and employees Bedaux de Brouwer
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