Building the Team: Alternative Education Models for Further Growth

Ann-Marie Parkes,
Chris Cowell
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A joint teaching grant by the Departments of Architecture and Business and Economics Masters programs was approved to develop and implement new methods of instruction. Both schools recognised PBL as an effective teaching methodology with the added importance of developing the students’ ability to apply problem–solving strategies and the principles of life-long learning into their professional practice.

This paper will describe how action research methodologies are used to assist in the development and evaluation of these tools taking into account the students’ distinctive cultural, language and learning styles. It will further elaborate upon two defined phases: the diagnostic in which problems were identified, analysed and subsequent hypothesis developed; and the therapeutic stage where the hypothesis is tested through consciously directed intervention and live experimentation. The process is codified into four main stages: planning, acting, observing and reflecting with the model for practice proposed in this instance based on Zűber-Skerritt’s (1996b:99) model being discussed. In addition to the plan, act, observe and reflect stages, Lewin’s (1952) concept of force field analysis and change theory reflecting a physical halt to action and a need to reflect and reanalysis data is utilised. Beer et al’s (1990) work on task alignment further allowed a segmented approach to be incorporated into each stage permitting stakeholders to be actively involved even if unfamiliar with the principles of action research.

A principle focus will be upon the use of action research to assist in the curriculum development: the shift from topic to process-centred learning; and the study of alternative educational models for further growth.

Keywords: Interdisciplinary, Action Research, Problem-Oriented Learning, Andragogy
Stream: Economics and Management, Education and Social Welfare, Other or Stream Unspecified
Presentation Type: Paper Presentation in English
Paper: Building the Team

Ann-Marie Parkes

Senior Research Assistant/Consultant, Faculty of Architecture, University of Hong Kong
Hong Kong

Ann-Marie has worked in a variety of education environments in Australia, Scandinavia and Hong Kong over the last 18 years. Her areas of interest include teaching and learning in higher education and professional practice. Ann-Marie has a Bachelor of Education(Adult Education)and a Master of Education(Adult Education) from the University of Technology, Sydney, and a Graduate Certificate in University Teaching and Learning from Charles Sturt University where she is a current doctoral candidate. Ann-Marie's current role is as a senior research assistant/consultant for the faculties of Architecture and Business and Economics Master's programs where she is developing and implementing new methods of instruction using problem-based learning

Chris Cowell

Programme Coordinator, Master of Interdisciplinary Design + Management
Faculty of Architecture, University of Hong Kong

Hong Kong

Chris Cowell has an interdisciplinary background stretching back some eighteen years beginning with his early multi-disciplinary education of architecture and engineering at the University of Bath. Since then he has worked both in Europe and Hong Kong in the fields of infrastructure, conservation, private and commercial construction. The last six-and-a-half years in practice was with the multi-disciplinary design office Arup Associates, the first three of which he spent as an architect on the Hong Kong Station project. Chris has also a keen interest in comparative design processes between far-ranging disciplines, establishing a London-based international lecture series on the subject. He has been involved in the development of MIDM over the past three and a half years.

Ref: I06P0183