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THE STRUCTURE & CONTENT AND SOME OBSERVATIONS ABOUT

GLOBAL DOCTORAL EDUCATION IN ARCHITECTURE

Gary T Moore Gary T Moore Professor Emeritus of Environment-Behaviour StudiesProfessor Emeritus of Environment-Behaviour Studies

Faculty of Architecture, Design & PlanningFaculty of Architecture, Design & Planning

University of SydneyUniversity of Sydney

AustraliaAustralia

IstanbulIstanbul

28 November 201128 November 2011

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Aims of Paper & for Discussion

Overview of doctoral education in other parts of the world Overview of doctoral education in other parts of the world (not Europe, as you are already the experts)(not Europe, as you are already the experts)

Focus on North America, Asia & AustralasiaFocus on North America, Asia & Australasia History of doctoral educationHistory of doctoral education Informal non-representative survey of doctoral programsInformal non-representative survey of doctoral programs Current status of doctoral programs:Current status of doctoral programs:

When, where & how many programs?When, where & how many programs? Sizes ?Sizes ? Administrative home?Administrative home? Structure & content?Structure & content?

Questions for discussion – issues for debateQuestions for discussion – issues for debate

History & Recurring Issues about Doctoral Programs Where was the first doctoral program in architecture in the Where was the first doctoral program in architecture in the

world? Europe? Asia (China, Japan)? Middle East/Arab world? Europe? Asia (China, Japan)? Middle East/Arab world? world?

How important is doctoral education in/for architecture?How important is doctoral education in/for architecture? What areas are important, or ‘worthless’?What areas are important, or ‘worthless’? While PhD programs are universally accepted in other While PhD programs are universally accepted in other

disciplines (natural sciences, social sciences, humanities), disciplines (natural sciences, social sciences, humanities), still very few still very few and and questioned in architecture. Why? questioned in architecture. Why?

In 1984, I made observations and raised questions about In 1984, I made observations and raised questions about doctoral education in architecture – many of those issues doctoral education in architecture – many of those issues remain 27 years laterremain 27 years later

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North America

In North America, doctoral In North America, doctoral degreesdegrees in architecture since in architecture since early 19early 19000s (0s (e.g., e.g., Harvard, Princeton, Columbia)Harvard, Princeton, Columbia)

Initially, all in architectural history, offered by Initially, all in architectural history, offered by departments of art historydepartments of art history

First PhD First PhD programprogram began in 1942 (Harvard), discontinued began in 1942 (Harvard), discontinued in 1961, reinstated in 1987in 1961, reinstated in 1987

First PhD in architecture, other than in architectural First PhD in architecture, other than in architectural history, granted in 1956 (Harvard, Dr Sami Hassid)history, granted in 1956 (Harvard, Dr Sami Hassid)

First PhD program other than in architectural history in First PhD program other than in architectural history in 1964 (Pennsylvania)1964 (Pennsylvania)

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By mid-1980s, 13 formal programs (12 in USA, 1 in By mid-1980s, 13 formal programs (12 in USA, 1 in Canada):Canada):

Most begun in 1960sMost begun in 1960s Princeton 1965, Carnegie Mellon 1967, UC Berkeley 1968, Michigan 1969, Princeton 1965, Carnegie Mellon 1967, UC Berkeley 1968, Michigan 1969,

Cornell & Montreal, 1970, etc.Cornell & Montreal, 1970, etc. 5 long-established programs inactive by mid-1980s, including Harvard, 5 long-established programs inactive by mid-1980s, including Harvard,

Catholic, Columbia, IIT and RiceCatholic, Columbia, IIT and Rice

Started primarily in older, private universities with strong Started primarily in older, private universities with strong traditional architectural design programs (e.g., Princeton, traditional architectural design programs (e.g., Princeton, Harvard)Harvard)

Most degrees awarded in architectural historyMost degrees awarded in architectural history Later supplemented by some professional DArch degreesLater supplemented by some professional DArch degrees

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Newer, research-oriented, technologically advanced universities Newer, research-oriented, technologically advanced universities began more diverse programs in 1960s-70s:began more diverse programs in 1960s-70s:

E.g., Carnegie-Mellon, Berkeley, Michigan, Texas A&M, MIT, VPI, UCLA, E.g., Carnegie-Mellon, Berkeley, Michigan, Texas A&M, MIT, VPI, UCLA, Georgia Tech, UW-Milwaukee, etc.Georgia Tech, UW-Milwaukee, etc.

All research-oriented, mostly quantitative research; all lead to the PhDAll research-oriented, mostly quantitative research; all lead to the PhD Range of content areas – environment-behaviour studies, computer-aided design, Range of content areas – environment-behaviour studies, computer-aided design,

and architectural science & technology, environmental systems, urban and architectural science & technology, environmental systems, urban design/planning/landscape architecture, as well as traditional architectural history design/planning/landscape architecture, as well as traditional architectural history & theory& theory

Most housed in departments or schools of architectureMost housed in departments or schools of architecture Many offered just one area, e.g., architectural theory at Pennsylvania, computer -Many offered just one area, e.g., architectural theory at Pennsylvania, computer -

aided design at Carnegie-Mellon, environment-behaviour studies at UW-aided design at Carnegie-Mellon, environment-behaviour studies at UW-Milwaukee, environmental systems at Texas A&MMilwaukee, environmental systems at Texas A&M

Some offered several areas, e.g., history, technology, energy & environment-Some offered several areas, e.g., history, technology, energy & environment-behaviour at UC Berkeleybehaviour at UC Berkeley

By late 1990s, 14-18 programs By late 1990s, 14-18 programs (different data, Schneider, 1998, (different data, Schneider, 1998,

Wineman, 1998), Wineman, 1998), ie, very small growthie, very small growth Another 52 universities granted architecture PhD degree Another 52 universities granted architecture PhD degree

through non-architecture programs through non-architecture programs (Schneider, 1998)(Schneider, 1998)

By 2008, 35 programs: 32 in USA, 3 in By 2008, 35 programs: 32 in USA, 3 in Canada (Noble, 2008)Canada (Noble, 2008), , ie, rapid growth, doubled in 10 yearsie, rapid growth, doubled in 10 years

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Several programs focused on 1-2 areas; others developed Several programs focused on 1-2 areas; others developed an ‘umbrella’ administrative structure for a range of fieldsan ‘umbrella’ administrative structure for a range of fields

Most focused on three or more areas of study, e.g.:Most focused on three or more areas of study, e.g.: Architectural history, theory & criticismArchitectural history, theory & criticism Environment-behaviour studiesEnvironment-behaviour studies Building technologyBuilding technology Design computing Design computing Urban design & city planning (within architecture departments)Urban design & city planning (within architecture departments)

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Program size varied greatly, depending on number of areas of Program size varied greatly, depending on number of areas of study, e.g.;study, e.g.;

Some broad programs with 30-65 students, e.g., Berkeley, Pennsylvania, Some broad programs with 30-65 students, e.g., Berkeley, Pennsylvania, MichiganMichigan

On average, 4-6 new students per year; some up to 10-15 paOn average, 4-6 new students per year; some up to 10-15 pa Some programs have small and intimate feeling, e.g., 12-20 students with core Some programs have small and intimate feeling, e.g., 12-20 students with core

of 3-5 committed academicsof 3-5 committed academics Some are larger and ‘disparate’, with more students and ‘part-time’ staffSome are larger and ‘disparate’, with more students and ‘part-time’ staff In 1980s-90s, UW-Milwaukee enrolled over 50% of all North American In 1980s-90s, UW-Milwaukee enrolled over 50% of all North American

students in environment-behavior studiesstudents in environment-behavior studies From 1960s to 2000, large number of foreign applicants, e.g., often 50% of From 1960s to 2000, large number of foreign applicants, e.g., often 50% of

candidates (82% at Carnegie-Mellon)candidates (82% at Carnegie-Mellon) Interesting statistic pie-charts & bar-diagrams in Wineman (1998/2008) & Interesting statistic pie-charts & bar-diagrams in Wineman (1998/2008) &

Schneider (1998/2008)Schneider (1998/2008)

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Are we overproducing PhDs in architecture?Are we overproducing PhDs in architecture? In USA, 1974-88 – 48,000 PhDs in engineeringIn USA, 1974-88 – 48,000 PhDs in engineering Same 15-year period – 2,300 PhDs in sociologySame 15-year period – 2,300 PhDs in sociology Same period – 486 PhDs in architecture (Schneider, 1998), ie, 32 pa vs 3,333 Same period – 486 PhDs in architecture (Schneider, 1998), ie, 32 pa vs 3,333

pa in engineering (100 x more) – Why so low? pa in engineering (100 x more) – Why so low? By 2008 – estimated ca 600 students enrolled & ca 100 graduating annually By 2008 – estimated ca 600 students enrolled & ca 100 graduating annually

(Noble, 2008), ie, still only 3% the size of engineering(Noble, 2008), ie, still only 3% the size of engineering

In USA alone, 3595 institutions of higher educationIn USA alone, 3595 institutions of higher education 236 (6.5% ) are doctorate-granting research universities236 (6.5% ) are doctorate-granting research universities Only 18 (8% of doctoral research universities, or 1/2 of 1/% of all Only 18 (8% of doctoral research universities, or 1/2 of 1/% of all

universities) have granted a doctoral degree in architecture (Schneider, 1998)universities) have granted a doctoral degree in architecture (Schneider, 1998) Even with doubling by 2008, still only 1% of all universities grant doctoral Even with doubling by 2008, still only 1% of all universities grant doctoral

degrees in architecture – Why? degrees in architecture – Why?

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Staffing:Staffing: 2-7 full-time academic staff2-7 full-time academic staff + others spending only some time with doctoral students+ others spending only some time with doctoral students About 75% hold doctoratesAbout 75% hold doctorates

Program length: 3-8 years, average 5.5 yearsProgram length: 3-8 years, average 5.5 years Program structure – all USA & Canada PhD programs:Program structure – all USA & Canada PhD programs:

Ca 2-year minimum residency (range 1-3 years)Ca 2-year minimum residency (range 1-3 years) 1-2 years coursework – major and minor areas of study, maybe language1-2 years coursework – major and minor areas of study, maybe language Including 1-3 courses on research methods (philosophy of inquiry, scholarly, qualitative, Including 1-3 courses on research methods (philosophy of inquiry, scholarly, qualitative,

quantitative), theories of architecture, etc. quantitative), theories of architecture, etc. Qualifying/comprehensive examinationsQualifying/comprehensive examinations Research proposal, usually by end of 2Research proposal, usually by end of 2ndnd year year 2-3 more years of research, dissertation & defence (mostly oral defences)2-3 more years of research, dissertation & defence (mostly oral defences)

More diversity than uniformity More diversity than uniformity (Wineman, 1998)(Wineman, 1998)

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Elsewhere, Globally?

No known books or monographs on other parts of the No known books or monographs on other parts of the world; no comprehensive research papers found on topicworld; no comprehensive research papers found on topic

Informal survey late 2011 of Asian, Middle Eastern and Informal survey late 2011 of Asian, Middle Eastern and Australasian universities:Australasian universities: When, where & how many programs?When, where & how many programs? Sizes ?Sizes ? Administrative home?Administrative home? Structure & content?Structure & content?

However, very hard to gather data – non-representative However, very hard to gather data – non-representative and very patchyand very patchy

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Asia

First program? Maybe Hong Kong University, maybe Tsingua First program? Maybe Hong Kong University, maybe Tsingua or Tongji Universities, maybe Tokyo University? (no one is or Tongji Universities, maybe Tokyo University? (no one is sure)sure)

All the national universities of China & Japan (e.g., Tsingua, All the national universities of China & Japan (e.g., Tsingua, Tongji, Tokyo, Osaka, Tokyo Inst of Tech)Tongji, Tokyo, Osaka, Tokyo Inst of Tech)

Some other major government and private universities in Some other major government and private universities in Indonesia, Korea, Malaysia (5), Taiwan (12) & Thailand (6)Indonesia, Korea, Malaysia (5), Taiwan (12) & Thailand (6)

Many new programs started in 1990s, especially in China and Many new programs started in 1990s, especially in China and Japan Japan

Most small in size (15-20 students), some huge (e.g., Tongji, Most small in size (15-20 students), some huge (e.g., Tongji, reputed to have over 200 PhD candidates)reputed to have over 200 PhD candidates)

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Exclusively PhDs (no other names mentioned)Exclusively PhDs (no other names mentioned) Vast majority by research only (a few by coursework and Vast majority by research only (a few by coursework and

research)research) Traditionally, most in faculties of engineering, now also in social Traditionally, most in faculties of engineering, now also in social

sciences, building, environmental studies, built environment, sciences, building, environmental studies, built environment, etc., with some in dedicated schools of architecture (and maybe etc., with some in dedicated schools of architecture (and maybe also planning) – home seems not to matteralso planning) – home seems not to matter

Often need to complete Masters before applyingOften need to complete Masters before applying Heavy emphasis on research & publishing – often required to Heavy emphasis on research & publishing – often required to

publish papers as part of qualifying examinations, and again publish papers as part of qualifying examinations, and again before being granted the PhD degreebefore being granted the PhD degree

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Wide variety of content:Wide variety of content: Architectural history and theoryArchitectural history and theory Building sciences and technology, e.g., building services, technology, Building sciences and technology, e.g., building services, technology,

structures, environmental controlstructures, environmental control SustainabilitySustainability Environmental design, ie, architecture, landscape architecture, urban Environmental design, ie, architecture, landscape architecture, urban

design, urban planning, environmental planning design, urban planning, environmental planning Heritage management, preservationHeritage management, preservation Environment and society, environment-behaviour studiesEnvironment and society, environment-behaviour studies Design computingDesign computing None in or by designNone in or by design

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What to do after graduating? What to do after graduating? In China, growth of PhD programs and numbers of students is intended to In China, growth of PhD programs and numbers of students is intended to

supply many regional universities with architecture academic staff – supply many regional universities with architecture academic staff – required to have a PhDrequired to have a PhD

In Japan, the opposite – also required to have PhD to join academic staff, In Japan, the opposite – also required to have PhD to join academic staff, but very limited job opportunities recently for PhD graduates – Similar in but very limited job opportunities recently for PhD graduates – Similar in Europe?Europe?

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Australasia

First program? University of Sydney, AustraliaFirst program? University of Sydney, Australia 12 in Australia, 2 in New Zealand, none known elsewhere12 in Australia, 2 in New Zealand, none known elsewhere All the ‘sandstone’ universities in AustraliaAll the ‘sandstone’ universities in Australia Most small in size (15-20), some much larger (e.g., Most small in size (15-20), some much larger (e.g.,

Sydney ca 75)Sydney ca 75) In wide variety of homes In wide variety of homes

architecture etc., built environment, even social sciences architecture etc., built environment, even social sciences Many universities have amalgamated faculties into ‘super-faculties’ of Many universities have amalgamated faculties into ‘super-faculties’ of

many different disciplines many different disciplines Architecture PhDs sometimes suffer because of thisArchitecture PhDs sometimes suffer because of this

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Mostly PhDs, few professional by designMostly PhDs, few professional by design All by research, very few with one or two mandatory All by research, very few with one or two mandatory

research methods courses, e.g., Modes of Inquiryresearch methods courses, e.g., Modes of Inquiry Wide variety of content Wide variety of content (first two are largest)(first two are largest)::

Architectural theory and historyArchitectural theory and history Architectural science and technologyArchitectural science and technology SustainabilitySustainability Design computingDesign computing Environment-behaviour studies has died out; no PhD program anywhere Environment-behaviour studies has died out; no PhD program anywhere

in Australasia in that area in Australasia in that area

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Issues for Debate

Purpose, administrative home, structure & content? Purpose, administrative home, structure & content? PhD program without thriving research program?PhD program without thriving research program? PhD by research only, or by coursework, examinations & PhD by research only, or by coursework, examinations &

research?research? Core methods?Core methods? PhD or DArch by design?PhD or DArch by design? Strengths & limitations of different approaches to research?Strengths & limitations of different approaches to research? Integration of research & scholarship into mainstream Integration of research & scholarship into mainstream

architecture?architecture? What to do after graduating? What to do after graduating?

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References

Books and MonographsBooks and Monographs

Moore, G.T., & Templer, J.A. (Eds.) (1984). Moore, G.T., & Templer, J.A. (Eds.) (1984). Doctoral Education for Architectural Research: Doctoral Education for Architectural Research: Questions of Theory, Method, and ImplementationQuestions of Theory, Method, and Implementation . Washington, DC: Architectural Research . Washington, DC: Architectural Research Centers Consortium, 1984. Centers Consortium, 1984.

Noble, D. (Ed.) (2008). Noble, D. (Ed.) (2008). Doctoral Education in Architecture: Compendium 2 – A Collection of Doctoral Education in Architecture: Compendium 2 – A Collection of Papers on the Status and Direction of Doctoral Programs in Architecture and Environmental Papers on the Status and Direction of Doctoral Programs in Architecture and Environmental DesignDesign. Los Angeles: Guild Architecture Press, 2008. . Los Angeles: Guild Architecture Press, 2008.

Wineman, J. (Ed.) (1997). Wineman, J. (Ed.) (1997). Doctoral Education in Architecture Schools: The Challenge of the 21st Doctoral Education in Architecture Schools: The Challenge of the 21st CenturyCentury.. Atlanta: Georgia Institute of Technology, College of Architecture Working Paper Series, Atlanta: Georgia Institute of Technology, College of Architecture Working Paper Series, 1998.  1998.  

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PapersPapers Moore, G.T. (1984/2008). The history and current status of doctoral research and education in Moore, G.T. (1984/2008). The history and current status of doctoral research and education in

architecture. In G.T. Moore & J.A. Templer (Eds.), architecture. In G.T. Moore & J.A. Templer (Eds.), Doctoral Education for Architectural Research Doctoral Education for Architectural Research (pp 3-27). Washington, DC: Architectural Research Centers Consortium, 1984.   Reprinted in D. (pp 3-27). Washington, DC: Architectural Research Centers Consortium, 1984.   Reprinted in D. Noble (Ed.), Noble (Ed.), Doctoral Education in Architecture Doctoral Education in Architecture (pp 29-46). Los Angeles: Guild Architecture Press, (pp 29-46). Los Angeles: Guild Architecture Press, 2008. 2008.

Moore, G.T. (1998/2008). Pedagogic structures of doctoral programs in architecture. In J. Wineman Moore, G.T. (1998/2008). Pedagogic structures of doctoral programs in architecture. In J. Wineman (Ed.), (Ed.), Doctoral Education in Architecture Schools Doctoral Education in Architecture Schools (pp 59-65).(pp 59-65). Atlanta: Georgia Institute of Atlanta: Georgia Institute of Technology, College of Architecture Working Paper Series, 1998. Reprinted in D. Noble (Ed.), Technology, College of Architecture Working Paper Series, 1998. Reprinted in D. Noble (Ed.), Doctoral Education in Architecture Doctoral Education in Architecture (pp 111-120). Los Angeles: Guild Architecture Press, 2008. (pp 111-120). Los Angeles: Guild Architecture Press, 2008.

Moore, G.T. (2003). Recommendations for the parity of creative, artistic and professional work with 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.), traditional forms of research and scholarship. In C. Newton (Ed.), Design + Research: Project Design + Research: Project Based Research in Architecture Based Research in Architecture [Online][Online]. . Melbourne: University of Melbourne, Faculty of Melbourne: University of Melbourne, Faculty of Architecture, Building and Planning. Architecture, Building and Planning. Available: Available: http://www.arbld.unimelb.edu.au/events/conferences/aasa/papers/web_final_version/ theme_title.php?theme_id=8#14, 12 pgs., 12 pgs.

Noble, D. (2008). Directions for doctoral education in architecture in North America. In D. Noble, D. (2008). Directions for doctoral education in architecture in North America. In D. Noble Noble (Ed.), (Ed.), Doctoral Education in Architecture Doctoral Education in Architecture (pp 23-28). Los Angeles: Guild Architecture Press, 2008. (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 Schneider, R.H. (1998). Doctoral programs in architecture in the United States: A review of the terrain. In terrain. In J. Wineman (Ed.), J. Wineman (Ed.), Doctoral Education in Architecture Schools Doctoral Education in Architecture Schools (pp 25-39).(pp 25-39). Atlanta: Atlanta: Georgia Institute of Technology, College of Architecture Working Paper Series, 1998. 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. Wineman, J. (1998). Comparative statistics on PhD programs in architecture in the United States. In In J. Wineman (Ed.), J. Wineman (Ed.), Doctoral Education in Architecture Schools Doctoral Education in Architecture Schools (pp 41-56).(pp 41-56). Atlanta: Georgia Atlanta: Georgia Institute of Technology, College of Architecture Working Paper Series, 1998. Institute of Technology, College of Architecture Working Paper Series, 1998.

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