A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Aspekter på landskapsarkitektens yrkesroll
Aspects of the Professional Role of the Landscape Architect - exemplified through the development of School Grounds The purpose of this thesis is to examine the professional role of the landscape architect. To reach this goal two research approaches were used. The first approach consisted of two case-studies of secondary schools involved in developing their school grounds with contracted landscape architects. The second approach was to bring together landscape architects in a focus group for a series of three discussions. During the case-studies, "Knowledge workshops", a method for participatory planning was applied and developed to include the school ground itself in the process. To understand the complexity of the various roles played by the professional landscape architect, the research questions this study addressed were: How do landscape architects perceive their professional role? How do landscape architects view their role in relation to colleagues, participants and/or clients, public administrators and funders? How does that role relate to school ground development processes? Empirical results from an analysis of data from the case-studies and the focus group provided a means to obtain a picture of the habitus of the landscape architect. It is apparent that the embodied history that the French sociologist Pierre Bourdieu describes plays an important part in determining how landscape architects function in challenging situations. When working under pressure landscape architects often fall back upon the familiar and well proven approaches they developed during their professional training and early practice. Study results indicated an uncertainty on the part of the landscape architect about how to use input provided by participants in the design process, which could cause problems when it comes to trying out new aesthetical and practical solutions and ideas. The study demonstrates that it may be difficult for a landscape architect to assess results of school ground participatory design processes which were often shown to have been derived from other, non-participatory ideals and role-models. This study suggests that the development of methods for evaluating participatory processes for landscape architects could have positive implications for the development of education in landscape architecture. The results of this study show that developing a working model and a professional consciousness of these dilemmas and of the determinants of decisions taken by landscape architects could lead to a broader understanding of the culture in which their professional values arise and are reproduced.
Aspekter på landskapsarkitektens yrkesroll
Aspects of the Professional Role of the Landscape Architect - exemplified through the development of School Grounds The purpose of this thesis is to examine the professional role of the landscape architect. To reach this goal two research approaches were used. The first approach consisted of two case-studies of secondary schools involved in developing their school grounds with contracted landscape architects. The second approach was to bring together landscape architects in a focus group for a series of three discussions. During the case-studies, "Knowledge workshops", a method for participatory planning was applied and developed to include the school ground itself in the process. To understand the complexity of the various roles played by the professional landscape architect, the research questions this study addressed were: How do landscape architects perceive their professional role? How do landscape architects view their role in relation to colleagues, participants and/or clients, public administrators and funders? How does that role relate to school ground development processes? Empirical results from an analysis of data from the case-studies and the focus group provided a means to obtain a picture of the habitus of the landscape architect. It is apparent that the embodied history that the French sociologist Pierre Bourdieu describes plays an important part in determining how landscape architects function in challenging situations. When working under pressure landscape architects often fall back upon the familiar and well proven approaches they developed during their professional training and early practice. Study results indicated an uncertainty on the part of the landscape architect about how to use input provided by participants in the design process, which could cause problems when it comes to trying out new aesthetical and practical solutions and ideas. The study demonstrates that it may be difficult for a landscape architect to assess results of school ground participatory design processes which were often shown to have been derived from other, non-participatory ideals and role-models. This study suggests that the development of methods for evaluating participatory processes for landscape architects could have positive implications for the development of education in landscape architecture. The results of this study show that developing a working model and a professional consciousness of these dilemmas and of the determinants of decisions taken by landscape architects could lead to a broader understanding of the culture in which their professional values arise and are reproduced.
Aspekter på landskapsarkitektens yrkesroll
Paget, Susan (author)
2008-01-01
2008:66 ISBN 978-91-85913-99-2 [Doctoral thesis]
Theses
Electronic Resource
English , Swedish
DDC:
710
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