G.moore

*THE STRUCTURE & CONTENT AND SOME OBSERVATIONS ABOUT GLOBAL DOCTORAL EDUCATION IN ARCHITECTUREGary T Moore Professor Emeritus of Environment-Behaviour StudiesFaculty of Architecture, Design & PlanningUniversity of SydneyAustralia

Istanbul28 November 2011

*Aims of Paper & for DiscussionOverview of doctoral education in other parts of the world (not Europe, as you are already the experts)Focus on North America, Asia & AustralasiaHistory of doctoral educationInformal non-representative survey of doctoral programsCurrent status of doctoral programs:When, where & how many programs?Sizes ?Administrative home?Structure & content?Questions for discussion issues for debate

History & Recurring Issues about Doctoral Programs Where was the first doctoral program in architecture in the world? Europe? Asia (China, Japan)? Middle East/Arab world? How important is doctoral education in/for architecture?What areas are important, or worthless?While PhD programs are universally accepted in other disciplines (natural sciences, social sciences, humanities), still very few and questioned in architecture. Why? In 1984, I made observations and raised questions about doctoral education in architecture many of those issues remain 27 years later*

North AmericaIn North America, doctoral degrees in architecture since early 1900s (e.g., Harvard, Princeton, Columbia)Initially, all in architectural history, offered by departments of art historyFirst PhD program began in 1942 (Harvard), discontinued in 1961, reinstated in 1987First PhD in architecture, other than in architectural history, granted in 1956 (Harvard, Dr Sami Hassid)First PhD program other than in architectural history in 1964 (Pennsylvania)*

By mid-1980s, 13 formal programs (12 in USA, 1 in Canada):Most begun in 1960sPrinceton 1965, Carnegie Mellon 1967, UC Berkeley 1968, Michigan 1969, Cornell & Montreal, 1970, etc.5 long-established programs inactive by mid-1980s, including Harvard, Catholic, Columbia, IIT and RiceStarted primarily in older, private universities with strong traditional architectural design programs (e.g., Princeton, Harvard)Most degrees awarded in architectural historyLater supplemented by some professional DArch degrees

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Newer, research-oriented, technologically advanced universities began more diverse programs in 1960s-70s:E.g., Carnegie-Mellon, Berkeley, Michigan, Texas A&M, MIT, VPI, UCLA, Georgia Tech, UW-Milwaukee, etc.All research-oriented, mostly quantitative research; all lead to the PhDRange of content areas environment-behaviour studies, computer-aided design, and architectural science & technology, environmental systems, urban design/planning/landscape architecture, as well as traditional architectural history & theoryMost housed in departments or schools of architectureMany offered just one area, e.g., architectural theory at Pennsylvania, computer -aided design at Carnegie-Mellon, environment-behaviour studies at UW-Milwaukee, environmental systems at Texas A&MSome offered several areas, e.g., history, technology, energy & environment-behaviour at UC Berkeley

By late 1990s, 14-18 programs (different data, Schneider, 1998, Wineman, 1998), ie, very small growthAnother 52 universities granted architecture PhD degree through non-architecture programs (Schneider, 1998)By 2008, 35 programs: 32 in USA, 3 in Canada (Noble, 2008), ie, rapid growth, doubled in 10 years*

Several programs focused on 1-2 areas; others developed an umbrella administrative structure for a range of fieldsMost focused on three or more areas of study, e.g.:Architectural history, theory & criticismEnvironment-behaviour studiesBuilding technologyDesign computing Urban design & city planning (within architecture departments)

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Program size varied greatly, depending on number of areas of study, e.g.;Some broad programs with 30-65 students, e.g., Berkeley, Pennsylvania, MichiganOn average, 4-6 new students per year; some up to 10-15 paSome programs have small and intimate feeling, e.g., 12-20 students with core of 3-5 committed academicsSome are larger and disparate, with more students and part-time staffIn 1980s-90s, UW-Milwaukee enrolled over 50% of all North American students in environment-behavior studiesFrom 1960s to 2000, large number of foreign applicants, e.g., often 50% of candidates (82% at Carnegie-Mellon)Interesting statistic pie-charts & bar-diagrams in Wineman (1998/2008) & Schneider (1998/2008)

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Are we overproducing PhDs in architecture?In USA, 1974-88 48,000 PhDs in engineeringSame 15-year period 2,300 PhDs in sociologySame period 486 PhDs in architecture (Schneider, 1998), ie, 32 pa vs 3,333 pa in engineering (100 x more) Why so low? By 2008 estimated ca 600 students enrolled & ca 100 graduating annually (Noble, 2008), ie, still only 3% the size of engineeringIn USA alone, 3595 institutions of higher education236 (6.5% ) are doctorate-granting research universitiesOnly 18 (8% of doctoral research universities, or 1/2 of 1/% of all universities) have granted a doctoral degree in architecture (Schneider, 1998)Even with doubling by 2008, still only 1% of all universities grant doctoral degrees in architecture Why? *

Staffing:2-7 full-time academic staff+ others spending only some time with doctoral studentsAbout 75% hold doctoratesProgram length: 3-8 years, average 5.5 yearsProgram structure all USA & Canada PhD programs:Ca 2-year minimum residency (range 1-3 years)1-2 years coursework major and minor areas of study, maybe languageIncluding 1-3 courses on research methods (philosophy of inquiry, scholarly, qualitative, quantitative), theories of architecture, etc. Qualifying/comprehensive examinationsResearch proposal, usually by end of 2nd year2-3 more years of research, dissertation & defence (mostly oral defences)More diversity than uniformity (Wineman, 1998)

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Elsewhere, Globally?No known books or monographs on other parts of the world; no comprehensive research papers found on topicInformal survey late 2011 of Asian, Middle Eastern and Australasian universities:When, where & how many programs?Sizes ?Administrative home?Structure & content?However, very hard to gather data non-representative and very patchy*

AsiaFirst program? Maybe Hong Kong University, maybe Tsingua or Tongji Universities, maybe Tokyo University? (no one is sure)All the national universities of China & Japan (e.g., Tsingua, Tongji, Tokyo, Osaka, Tokyo Inst of Tech)Some other major government and private universities in Indonesia, Korea, Malaysia (5), Taiwan (12) & Thailand (6)Many new programs started in 1990s, especially in China and Japan Most small in size (15-20 students), some huge (e.g., Tongji, reputed to have over 200 PhD candidates)

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Exclusively PhDs (no other names mentioned)Vast majority by research only (a few by coursework and research)Traditionally, most in faculties of engineering, now also in social sciences, building, environmental studies, built environment, etc., with some in dedicated schools of architecture (and maybe also planning) home seems not to matterOften need to complete Masters before applyingHeavy emphasis on research & publishing often required to publish papers as part of qualifying examinations, and again before being granted the PhD degree

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Wide variety of content:Architectural history and theoryBuilding sciences and technology, e.g., building services, technology, structures, environmental controlSustainabilityEnvironmental design, ie, architecture, landscape architecture, urban design, urban planning, environmental planning Heritage management, preservationEnvironment and society, environment-behaviour studiesDesign computingNone in or by design

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What to do after graduating? In China, growth of PhD programs and numbers of students is intended to supply many regional universities with architecture academic staff required to have a PhDIn Japan, the opposite also required to have PhD to join academic staff, but very limited job opportunities recently for PhD graduates Similar in Europe?*

AustralasiaFirst program? University of Sydney, Australia12 in Australia, 2 in New Zealand, none known elsewhereAll the sandstone universities in AustraliaMost small in size (15-20), some much larger (e.g., Sydney ca 75)In wide variety of homes architecture etc., built environment, even social sciences Many universities have amalgamated faculties into super-faculties of many different disciplines Architecture PhDs sometimes suffer because of this

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Mostly PhDs, few professional by designAll by research, very few with one or two mandatory research methods courses, e.g., Modes of InquiryWide variety of content (first two are largest):Architectural theory and historyArchitectural science and technologySustainabilityDesign computingEnvironment-behaviour studies has died out; no PhD program anywhere in Australasia in that area

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Issues for DebatePurpose, administrative home, structure & content? PhD program without thriving research program?PhD by research only, or by coursework, examinations & research?Core methods?PhD or DArch by design?Strengths & limitations of different approaches to research?Integration of research & scholarship into mainstream architecture?What to do after graduating?

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ReferencesBooks and Monographs

Moore, G.T., & Templer, J.A. (Eds.) (1984). Doctoral Education for Architectural Research: Questions of Theory, Method, and Implementation. Washington, DC: Architectural Research Centers Consortium, 1984. Noble, D. (Ed.) (2008). Doctoral Education in Architecture: Compendium 2 A Collection of Papers on the Status and Direction of Doctoral Programs in Architecture and Environmental Design. Los Angeles: Guild Architecture Press, 2008. Wineman, J. (Ed.) (1997). Doctoral Education in Architecture Schools: The Challenge of the 21st Century. Atlanta: Georgia Institute of Technology, College of Architecture Working Paper Series, 1998.

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PapersMoore, G.T. (1984/2008). The history and current status of doctoral research and education in architecture. In G.T. Moore & J.A. Templer (Eds.), Doctoral Education for Architectural Research (pp 3-27). Washington, DC: Architectural Research Centers Consortium, 1984. Reprinted in D. Noble (Ed.), Doctoral Education in Architecture (pp 29-46). Los Angeles: Guild Architecture Press, 2008. Moore, G.T. (1998/2008). Pedagogic structures of doctoral programs in architecture. In J. Wineman (Ed.), Doctoral Education in Architecture Schools (pp 59-65). Atlanta: Georgia Institute of Technology, College of Architecture Working Paper Series, 1998. Reprinted in D. Noble (Ed.), Doctoral Education in Architecture (pp 111-120). Los Angeles: Guild Architecture Press, 2008. Moore, G.T. (2003). Recommendations for the parity of creative, artistic and professional work with traditional forms of research and scholarship. In C. Newton (Ed.), Design + Research: Project Based Research in Architecture [Online]. Melbourne: University of Melbourne, Faculty of Architecture, Building and Planning. Available: http://www.arbld.unimelb.edu.au/events/conferences/aasa/papers/web_final_version/ theme_title.php?theme_id=8#14, 12 pgs.Noble, D. (2008). Directions for doctoral education in architecture in North America. In D. Noble (Ed.), Doctoral Education in Architecture (pp 23-28). Los Angeles: Guild Architecture Press, 2008.

Schneider, R.H. (1998). Doctoral programs in architecture in the United States: A review of the terrain. In J. Wineman (Ed.), Doctoral Education in Architecture Schools (pp 25-39). Atlanta: Georgia Institute of Technology, College of Architecture Working Paper Series, 1998. Wineman, J. (1998). Comparative statistics on PhD programs in architecture in the United States. In J. Wineman (Ed.), Doctoral Education in Architecture Schools (pp 41-56). Atlanta: Georgia Institute of Technology, College of Architecture Working Paper Series, 1998.

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