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Dissertation
Collaboration, Dialogue, and Creativity as Instructional Strategies for Accredited Architectural Education Programs: A Mixed Methods Exploratory Investigation
Doctor of Education (Ed.D.), Drexel University
Aug 2021
DOI:
https://doi.org/10.17918/00000443
Abstract
Emerging innovative work environments coupled with the National Architectural Accreditation Board (NAAB) 2022 accreditation requirements call for a redesign of accredited architecture programs from a focus on solitary projects to collaborative design dialogues and group creative production. Because creative collaboration depends upon social agreements of participants pooling their talents for common goals, collaborative design depends on perceptions as much as abilities. This research aimed to understand the perceptions of architecture professors and students on architectural education regarding the multidisciplinary challenges of the innovation economy and the NAAB collaboration requirements. Four research questions focused the study around collaboration, dialogue, and creativity. The research site was the Massachusetts Institute of Technology School of Architecture and Planning (MIT SA+P). The social-constructivist framework of this study acknowledges that no singular research method can adequately measure the construct of creativity in architectural education. A mixed methods design combined cross-sectional statistical analysis applied to quantitative data from the Reisman Diagnostic Creativity Assessment (RDCA) for creative ability, to qualitative data from interviews using grounded theory and axial coding matching the 11 creativity factors of the RDCA. The same sample (n=20) of architecture professors, and students from MIT SA+P provided data for both methods. This study analyzed 10 modes of collaboration, three collaboration theories, seven dialogue theories, and four creativity theories for architecture education. Grounded theory was developed in this study: Curricula for architectural education and innovation with Collaboration Strategies, Dialogue Instruction, and Creativity Studies should be developed with new pedagogies that promote reality-based, active-learning, collective-intelligence-collaborative relationships as a holistic unit to enhance architectural education programs for the innovation economy.
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Details
- Title
- Collaboration, Dialogue, and Creativity as Instructional Strategies for Accredited Architectural Education Programs
- Creators
- David C. Sledge
- Contributors
- Fredricka K. Reisman (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xii, 219 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education; Drexel University
- Other Identifier
- 991015408225204721