Enhancing Architectural Education: Facilitating Design Tutoring at KDU University

The main objective of Chamal Jalath’s MBA thesis was to enhance architectural education, by facilitating design tutoring, using service design strategies at General Sir John Kotelawala Defense University (KDU) in Sri Lanka. The primary issue is the difficulty in accessing visiting design tutors due to the 224 km distance from Colombo, which demotivates industry professionals from accepting tutoring invitations.

Figure 1. Map of Sri Lanka, Locations of KDU Southern Campus, Colombo, Location of KDUHQ at Colombo and the toll rout connection.

Architecture combines art and technology to solve problems in the design and construction of the built environment. As one of the oldest professions, architectural education relies on project-based learning, focusing on design studio tutoring by industry professionals. This study was timely and significant, addressing KDU-specific issues, and contributing to global shifts towards project-based, problem-based, and experiential learning, especially with the integration of remote learning strategies in the post-pandemic era.

Design tutoring must be improved to increase the quality of architectural education.

This MBA development project was initiated because design tutors are reluctant to accept invitations from KDU due to its remote location, resulting in long travel times and a full, tiring day. This issue threatens the quality of architectural education at KDU. Therefore, three research questions were developed for the project:

1. What are the challenges KDU faces in outsourcing visiting design tutors?
2. What strategic solutions can KDU implement to facilitate design tutoring?
3. How can the tutor-student relationship improve the design tutoring process?

Service design can be learning design

Service design strategies provide innovative solutions to enhance architectural education by co-creating mutually beneficial outcomes for KDU, tutors, and students. Therefore, service design methods and tools were implemented to develop architectural education and offer solutions to problems mentioned.

The project followed the double diamond method, focusing on design thinking and innovation processes. It included phases such as discover, define, develop, and deliver (council, 2024).

Discover Phase This phase involved qualitative data collection based on empathy with stakeholders. Identified stakeholders included KDU management, visiting design tutors, and undergraduate students.

Define Phase This phase consisted of thematic analysis of interview data identified key issues such as distance barriers, technology constraints, mismatched payment, and logistic constraints.

Design Phase The collaborative design process comprised of organizing an online world café brainstorming workshop with stakeholders to generate innovative ideas.

Deliver Phase A prototype model was developed and tested using test cards and voting methods. The results were analyzed to refine the solutions. 

Figure 2. Double diamond process (Design Council 2024).

 

Roadmap for the future

The results of the project indicated that a lot can be done to enhance architectural education at KDU. For instance, cost-effective electronic design studios could be created with compact cubicles for five students. Each student could attend remote tutoring sessions individually, while others watch and participate. Simple IoT tools like Zoom/Teams on one PC per studio, a smart board or large screen, tablets or iPads with electronic sketch pens, a smart navigation mouse, remote access software like Anydesk, and cameras at different angles could be used. Initially, five studios would be sufficient.

Also, a micro-internship or freelance internship would be a short-term, paid professional assignment like those given to new hires or interns. For example, Parker Dewey (2024) offers such opportunities. It is recommended to promote micro-internships, allowing students to gain short-term, online internship experience

Peer learning is a widely used contemporary concept in universities globally. It is recommended to organize reading circles, peer ideation workshops, and design group hackathons to promote student learning and insight sharing, especially between senior and junior students. While this method might not be officially accepted by the university curriculum, unofficial sessions can still be beneficial. Additionally, it is recommended to propose to the Education Standard Committee of the Board of Architectural Education, Sri Lanka Institute of Architects, to incorporate peer learning methods into the curriculum to some extent. Student empowerment is recommended.

Also, a collaborative, international online learning platform would be useful according to Jalath’s study.  Augmented reality (AR) and virtual reality (VR) can be combined to create immersive design. Customized learning pathways would be planned and realized.

Figure 3. The strategic roadmap for enhancing architectural education at KDU.

The strategic roadmap in figure 3 summarizes how KDU can continue its work to guarantee an architectural education of good quality, with the help of design tutoring. The roadmap is phasing out the solutions. At phase one cost-effective electronic design studios and micro-internships would be established and peer learning promoted. At phase two customized collaborative, international online learning platform would be created. At phase three, long-term solutions would be set. They would be targeted to be achieved by year 2030.

References

Asfour, O.S., Alkharoubi, A.M. (2023). Challanges and Opotunities in Online Education in Architecture: Lessons Learned for Post-Pandemic education. Ain Shams Engineering Journal, 7.

Design Council (2024). The Double Diamond. Retrieved from Design council : https://www.designcouncil.org.uk/our-resources/the-double-diamond/

Curedale, R. (2016). Service Design: 250 Essential Methods. Design Community College Inc., USA.

Department of Architecture, KDU Southern Campus. (n.d.). Department of Architecture. Retrieved from General Sir John Kotelawala University - Southern Campus: https://fbess.kdu.ac.lk/department-of-architecture/

Educational Standards Committee, Board of Architectural Education. (Dec-2012). Curriculum of Part I Examination of the Sri Lanka Institute of Architects. Colombo: Board of Architectural Education, Sri Lanka Institute of Architects - BAE-101.

MacDowell, R. (n.d.). Virtualizing Project-based Learning in Architecture. Retrieved from MIT Open learning: https://openlearning.mit.edu/mit-faculty/residential-digital-innovations/virtualizing-project-based-learning-architecture

Parker Dewey (2024). https://www.parkerdewey.com/

Authors:

MBA Chamal Jalath

Dr Reija Anckar, Head of MBA Programme in Service Design at Novia University of Applied Sciences, Turku, Finland

The blog post has been reviewed by Novia's editorial board and accepted for publication on 13.12.2024.