Influence of architectural education systems on the creativity of graduates
محورهای موضوعی : Urban Design
1 - Assistant Professor, Department of Architecture, Urmia Branch, Islamic Azad University, Urmia, Iran.
کلید واژه: Dynamic and targeted architecture education, Contiguous master education system, Shorter BA course of architecture education, Creativity ,
چکیده مقاله :
The impact of the connection between education duration and course presentation method on the learning rate of graduates has always been a debatable issue within an integrated holistic or as separate and parallel components. One concrete experience can be seen in the transformation process of the architecture education system since 1999 by changing the degree from a contiguous master's to a bachelor's degree. This mixed research aims to examine the effect of two long-term (contiguous master's degrees) and short-term (bachelor's degrees) on the creativity of architecture graduates. The quantitative data were collected through a Creativity questionnaire by Abedi. For this purpose, 30 graduates of architecture contiguous master's degrees (MSc) and 30 graduates of bachelor's degrees (BA) from the Azad University of Tabriz filled out these questionnaires. The analysis of quantitative data was done through the independent two-sample t-test using SPSS software. Qualitative data were analyzed through grounded theory. The results indicate that long-term architecture education using the mixed method is dynamic and targeted education since it improves the creativity of architects. When an architecture student has high levels of creativity, s/he will be able to find unique design solutions and, therefore, determine their design path and achieve a desirable design by choosing the right concept and idea. According to the studies, if students are taught architectural design with an appropriate teaching method, such as a combined teaching method, their academic creativity can be enhanced.
The impact of the connection between education duration and course presentation method on the learning rate of graduates has always been a debatable issue within an integrated holistic or as separate and parallel components. One concrete experience can be seen in the transformation process of the architecture education system since 1999 by changing the degree from a contiguous master's to a bachelor's degree. This mixed research aims to examine the effect of two long-term (contiguous master's degrees) and short-term (bachelor's degrees) on the creativity of architecture graduates. The quantitative data were collected through a Creativity questionnaire by Abedi. For this purpose, 30 graduates of architecture contiguous master's degrees (MSc) and 30 graduates of bachelor's degrees (BA) from the Azad University of Tabriz filled out these questionnaires. The analysis of quantitative data was done through the independent two-sample t-test using SPSS software. Qualitative data were analyzed through grounded theory. The results indicate that long-term architecture education using the mixed method is dynamic and targeted education since it improves the creativity of architects. When an architecture student has high levels of creativity, s/he will be able to find unique design solutions and, therefore, determine their design path and achieve a desirable design by choosing the right concept and idea. According to the studies, if students are taught architectural design with an appropriate teaching method, such as a combined teaching method, their academic creativity can be enhanced.
• Aghaei, S., Shahbazi, Y., Pirbabaei, M., & Beyti, H. (2023). A hybrid SEM-neural network method for modeling the academic satisfaction factors of architecture students. Computers and Education: Artificial Intelligence, 4, 100122.
https://www.sciencedirect.com/science/article/pii/S2666920X23000012
• Aghayan, S., Ghoddusifar, S. H., & Eslami, S. G. (2022). Measuring the Creativity in the Formation of Initial Ideas Using Hand Drawing in the Architectural Design Process. Armanshahr Architecture & Urban Development, 15(39), 1-15.
https://www.armanshahrjournal.com/article_158084.html?lang=en
• Alizadeh Miandouab, A., Akrami, G., & Nejati, P. (2022). A Review of Critical Training in Architectural Design. The Monthly Scientific Journal of Bagh-e Nazar, 19(111), 37-50.
https://www.bagh-sj.com/article_153545.html?lang=en
• Amin, A., Rehman, M., Basri, S., Capretz, L. F., Goraya, M. A. S., & Akbar, R. (2023). The Impact of Stressors on the Relationship Between Personality Traits, Knowledge Collection Behaviour and Programmer Creativity Intention in Software Engineering. Information and Software Technology, 107288.
https://www.sciencedirect.com/science/article/pii/S0950584923001428
• Arvand, H., Mohammadi Fateh, A., & Angazi, A. (2022). The relationship between cognitive resilience and creativity of students in a military university. Journal of Innovation and Creativity in Human Science, 12(1), 97-126.
https://journal.bpj.ir/article_695176.html?lang=en
• Asgari, A., Nasir Salami, S.M., Soltanzadeh, H., & Hashemnezhad Shirazi, H. (2019). An analysis of skills priorities in the architectural education system at the bachelor’s degree (Comparative Study of the Top Ten Architecture Schools of Iran and the World), Journal of Armanshahr Architecture and Urban Development, 12(29), 125-140.
https://www.armanshahrjournal.com/article_102369.html?lang=en
• Booton, S. A., Kolancali, P., & Murphy, V. A. (2023). Touchscreen apps for child creativity: An evaluation of creativity apps designed for young children. Computers & Education, 201, 104811.
https://www.sciencedirect.com/science/article/pii/S036013152300088X
• Brandt, A. K. Beethoven's Ninth and AI's Tenth: A comparison of human and computational creativity. Journal of Creativity, 2023, 33.3: 100068.
https://www.sciencedirect.com/science/article/pii/S2713374523000274
• Danaci, H. M. (2015). Creativity and knowledge in architectural education. Procedia-Social and Behavioral Sciences, 174, 1309-1312.
https://www.sciencedirect.com/science/article/pii/S1877042815008046
• Dizdar, S. İ. (2015). Architectural education, project design course, and education process using examples. Procedia-Social and Behavioral Sciences, 176, 276-283.
https://www.sciencedirect.com/science/article/pii/S1877042815005091
• Doehne, M., & Rost, K. (2021). Long waves in the geography of innovation: The rise and decline of regional clusters of creativity over time. Research Policy, 50(9), 104298.
https://www.sciencedirect.com/science/article/pii/S0048733321000998
• El-Latif, M. A., Al-Hagla, K. S., & Hasan, A. (2020). Overview on the criticism process in architecture pedagogy. Alexandria Engineering Journal, 59(2), 753-762.
https://www.sciencedirect.com/science/article/pii/S111001682030020X
• Enayati, E., & Abedi, A. (2016). Meta-analysis of the effectiveness of the educational intervention on the creativity of students, Journal of Innovation and Creativity in Human Sciences, 6(1), 1-18. https://journal.bpj.ir/article_525069.html?lang=fa
• faizi, M., & dezhpasand, S. (2022). Analysis of Learning Styles to Improve Architectural Education (Case Study: Architecture Students of Urmia University). Journal of Iranian Architecture Studies, 7(14), 149-169.
https://jias.kashanu.ac.ir/article_111812.html?lang=en
• Frith, E., & Loprinzi, P. D. (2020). Exercise, cognitive creativity, and dementia. In Diagnosis and Management in Dementia (pp. 827-842). Academic Press.
https://www.sciencedirect.com/science/article/pii/B9780128158548000525
• Gajdzik, B., & Wolniak, R. (2022). Smart production workers in terms of creativity and innovation: The implication for open innovation. Journal of Open Innovation: Technology, Market, and Complexity, 8(2), 68.
https://www.sciencedirect.com/science/article/pii/S2199853122000099
• Golabi, B., Bayazidi, G., & Hamejani, Y. (2017). Assessing the Effective Factors on JudgingArchitectural Design Projects of UniversityStudents. International Journal of Architecture and Urban Development, 7(2), 47-58.
https://sanad.iau.ir/en/Article/796543
• Heidari, A. A., Peyvastehgar, Y., & Gandomkar, S. (2018). The Role of Class Scale in Promotion of Students’ Participation in Active Learning Process (Case Study: Male Students of a Secondary School in Shiraz). International Journal of Architecture and Urban Development, 8(2), 61-70.
https://sanad.iau.ir/en/Article/796621
• Hemdan, J. T., Taha, D. S., & Cherif, I. A. (2023). Relationship between personality types and creativity: A study on novice architecture students. Alexandria Engineering Journal, 65, 847-857
https://www.sciencedirect.com/science/article/pii/S1110016822006354
• Horikami, A., & Takahashi, K. (2022). The Tripartite Thinking Model of Creativity. Thinking Skills and Creativity, 44, 101026.
https://www.sciencedirect.com/science/article/pii/S1871187122000293
• Jin, Z., Yin, J., Pan, Y., Zhang, Y., Li, Y., Xu, X., & Luo, J. (2024). Teach a man to fish: Hyper-brain evidence on scaffolding strategy enhancing creativity acquisition and transfer. NeuroImage, 297, 120757.
https://www.sciencedirect.com/science/article/pii/S1053811924002544
• Khorramy, F., Mahmoodi, A. S., & Mokhtabad, M. (2022). Evaluating Creativity and Success among Architecture Students at the University of Tehran Based on the Four-Quadrant Brain Dominance Model of Ned Herrmann. Journal of Iranian Architecture Studies, 10(20), 117-133.
https://jias.kashanu.ac.ir/article_111994.html?lang=en
• Kondo, S., Fukushima, K., Sekikawa, H., Ogasawara, M. O. Y., Akiyama, K., & Koizumi, H. (2022). What is the co-creative research environment that fosters creativity in the new behavioral society? Procedia Computer Science, 207, 4338-4347.
https://www.sciencedirect.com/science/article/pii/S187705092201393X
• Lee, J. H., & Lee, S. (2023). Relationships between physical environments and creativity: A scoping review. Thinking Skills and Creativity, 48, 101276.
https://www.sciencedirect.com/science/article/pii/S1871187123000469
• Li, G., Chu, R., & Tang, T. (2024). Creativity Self Assessments in Design Education: A Systematic Review. Thinking Skills and Creativity, 52, 101494.
https://www.sciencedirect.com/science/article/pii/S1871187124000324
• Li, H., Yang, L., Wang, T., Xiao, R., Song, L., Xie, W., & Hou, Y. (2024). Structured diary introspection training: A kind of critical thinking training method can enhance the Pro-C creativity of interior designers. Thinking Skills and Creativity, 52, 101530.
https://www.sciencedirect.com/science/article/pii/S1871187124000683
• Loh, K. K., & Lim, S. W. H. (2020). Positive associations between media multitasking and creativity. Computers in Human Behavior Reports, 1, 100015.
https://www.sciencedirect.com/science/article/pii/S2451958820300154
• M. Ghonim, N. Eweda. (2018). Investigating elective courses in architectural education, Front. Archit. Res. 7, 235–256.
https://www.sciencedirect.com/science/article/pii/S2095263518300177
• Mahdi, D. S., Ahmed, M. A., & Rasheed, F. H. (2021). The role of job satisfaction in developing administrative performance and creativity: An empirical study in Iraq. The Journal of Asian Finance, Economics and Business, 8(6), 465-473.
https://www.researchgate.net/profile/Dalal-Mahdi/publication/355410679
• Mahdizadeh Saradj, F., & Motiei, B. (2023). The Influence of Education Duration and Course Continuity on the Emotional Intelligence and Creativity of Graduates; An Exploration of Architectural Education Systems. Armanshahr Architecture & Urban Development, 15(41), 169-180.
https://www.armanshahrjournal.com/article_168909.html?lang=en
• Motiei, B., Mehdizadeh Saradj, F., & Bayzidi, Q. (2018). An approach to dynamic and targeted education of architecture basic courses, Technology of Education Journal, 13(1), 191-202.
https://jte.sru.ac.ir/article_888.html
• Mohammed, M. F., & Elbelkasy, M. I. (2016). Digital modeling as a design tool in architecture studios. In Learning and Technology Conference (L&T) 13th, 20-25.
https://ieeexplore.ieee.org/document/7562860
• Oo, T. Z., Kadyirov, T., Kadyjrova, L., & Józsa, K. (2024). Design-Based Learning in Higher Education: Its Effects on Students’ Motivation, Creativity and Design Skills. Thinking Skills and Creativity, 101621.
https://www.sciencedirect.com/science/article/pii/S1871187124001597
• Özeren, Ö., Özeren, E. B., TOP, S. M., & Qurraie, B. S. (2023). Learning-by-Doing Using 3D Printers: Digital Fabrication Studio Experience in Architectural Education. Journal of Engineering Research, 100135.
https://www.sciencedirect.com/science/article/pii/S2307187723001438
• Parsaee, M., Motealleh, P., & Parva, M. (2016). Interactive architectural approach (interactive architecture): An effective and adaptive process for architectural design. HBRC journal, 12(3), 327-336.
https://www.sciencedirect.com/science/article/pii/S1687404815000036
• Pires, L., & Varajão, J. (2024). Creativity as a topic in project management–A scoping review and directions for research. Thinking Skills and Creativity, 101477.
https://www.sciencedirect.com/science/article/pii/S1871187124000166
• Priya, R. S., Shabitha, P., & Radhakrishnan, S. (2020). Collaborative and participatory design approach in architectural design studios. Social Sciences & Humanities Open, 2(1), 100033.
https://www.sciencedirect.com/science/article/pii/S259029112030022X
• Rahbar, A., Imam Jome, S., Hosseini Dehshiri, A., & Asareh, A. (2022). Designing a Creativity-based Curriculum Model for Student Teachers: a Grounded Theory. Technology of Education Journal (TEJ), 17(1), 121-138.
https://jte.sru.ac.ir/article_1825.html?lang=en
• Rahimi, S., & Shute, V. J. (2021). First, inspire, then instruct to improve students’ creativity. Computers & Education, 174, 104312.
https://www.sciencedirect.com/science/article/pii/S0360131521001895
• Ruiz-del-Pino, B., Fernandez-Martin, F. D., & Arco-Tirado, J. L. (2022). Creativity training programs in primary education: A systematic review and meta-analysis. Thinking Skills and Creativity, 46, 101172.
https://www.sciencedirect.com/science/article/pii/S1871187122001754
• Sedaghati, A., & Hojat, I. (2020). Comparison of the success rate of educational courses after the Cultural Revolution, Journal of Architectural Thought, 4(7), 44-57.
https://at.journals.ikiu.ac.ir/article_1977.html?lang=fa
• Sedaghati, A., & Hojat, I. (2019). Investigating contiguous master's and non-contiguous master’s degree courses of architecture and comparing their adaptability with architecture education factors, Technology of Education Journal, 13(4), 833-850.
https://jte.sru.ac.ir/article_910.html?lang=fa
• Sedaghati, A., & Hojat, I. (2019). A comparative study of contiguous and non-contiguous master's degree courses in architecture from professors, employers, and graduates' perspective in the Iranian context, Journal of Fine Arts, Architecture and Urban Planning, 24(4), 5-20.
https://jfaup.ut.ac.ir/article_73553.html?lang=fa
• Soliman, A. M. (2017). Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios. Frontiers of architectural research, 6(2), 204-217.
https://www.sciencedirect.com/science/article/pii/S2095263517300183
• Swanzy-Impraim, E., Morris, J. E., Lummis, G. W., & Jones, A. (2023). An investigation into the role of innovative learning environments in fostering creativity for secondary visual arts programs in Ghana. Journal of Creativity, 33(2), 100054.
https://www.sciencedirect.com/science/article/pii/S2713374523000134
• Tascı, B.G. (2015). Project-based learning from elementary school to college, tool: Architecture. Procedia-Social and Behavioral Sciences 186, 770-775.
https://www.sciencedirect.com/science/article/pii/S1877042815023903
• Ustaomeroglu, A. A. (2015). Concept-interpretation-product in architectural design Karadeniz Technical University 2nd semester sample. Procedia-Social and Behavioral Sciences, 197, 1897-1906. https://www.sciencedirect.com/search/advanced?qs=concept-interpretation-product in architectural design studios-Karadeniz technical university 2nd-semester sample
• Vo, H., & Asojo, A. (2021). Feedback in interior design studio and students’ creativity. Journal of Creativity, 31, 100009.
https://www.sciencedirect.com/science/article/pii/S2713374521000091
• Zeinali, F., & Farahza, N. (2020). Integrated design taught with technical knowledge in architectural education comparison architectural curriculum in undergraduate in the top world universities & Iran, Journal of Fine Arts, Architecture and Urban Planning, 25(2), 95-106.
