Crascall_2021.pdf (9.5 MB)
Re-imagining built environment education: investigating the pracademic through autoethnography
thesis
posted on 2023-08-30, 19:10 authored by Leon M. CrascallPurpose-
This research seeks to mobilise the researchers own vocational, academic and professional
experiences of built environment education, creatively challenging a personal belief it needs
to be re-imagined. Through critique of historical and current practices, personal insights are
offered from multiple perspectives that could benefit a range of influential stakeholders;
whilst questioning their collective impact on the learning experience at different levels.
Research design-
Autoethnography is underpinned by a range of scientific fields, particularly design science
to explore artefacts relating to built environment education. Design of this qualitative inquiry
emerges from the unfolding story, showcasing the flexibility autoethnography offers. Both
qualitative and quantitative data are utilised through, personal memory, self-observational/
reflective and external data interchangeably to re-tell a story covering a 30-year period to
deliver meaningful personal insights.
Findings-
Analysis of comparable undergraduate built environment courses challenges the merits of
sectorwide benchmarking, modularisation reflects siloed and fragmented practices; all
impinge on the realisation of learning gain. In turn this raises questions of assessment
practices in evaluating the success of both students and programmes; that academic
education and professional training offers a confused learning environment at many levels
currently. Anaylsis of experiential models raises questions regarding the relationship
between theory and practice, that embedded knowledge reveals gaps between theoretical
thinking and experiential reality.
Conclusion-
This research challenges stakeholders at all levels, raises questions of current practices
and their impact. Through using autoethnography, an authentic account extends knowledge
and professional practice in this area of educational research. Pragmatic recommendations
are offered for all stakeholders influencing built environment education, informed by critique
of existing humanist experiential models and other artefacts to offer a new lifelong learning
model and consider re-imagination of current practices.
History
Institution
Anglia Ruskin UniversityFile version
- Accepted version
Language
- eng
Thesis name
- Other
Thesis type
- Doctoral
Legacy posted date
2021-10-18Legacy creation date
2021-10-18Legacy Faculty/School/Department
Theses from Anglia Ruskin University/Faculty of Science and EngineeringNote
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