Architecture Live Projects - managing emergent ambiguities in risk management and ambiguity tolerance
This paper examines one of three key findings from a recently completed PhD enquiry entitled, Architecture Live Projects: acquiring and applying missing practice-ready skills. Through a mixed methods approach that consolidated evidence from outside as well as inside architecture
and academia, the thesis examined to what extent Live Projects enable students to gain risk management & ambiguity tolerance capabilities. This paper principally considers why these skills are important to today's graduating architecture students and how they might acquire them. By asking
respondents about their experiences of exposure to, or experience of, risk management and ambiguity tolerance, the study also identified what risk was perceived to be in architecture education and practice.
Keywords: AMBIGUITY TOLERANCE; ARCHITECTURAL EDUCATION; LIVE PROJECTS; PEDAGOGY; RISK MANAGEMENT
Document Type: Research Article
Publication date: 01 September 2015
Charrette is the open access peer reviewed journal of the asssociation of architectural educators (aae). Contributions are welcomed from practitioners and theorists engaged in innovative and significant architectural education and research.
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