Study of Bachelor Architecture’s Curricula from the viewpoint of Graduates

Document Type : Original Article


1 Department of Architecture, School of Architecture, College of Fine Arts, University of Tehran, Tehran, Iran.

2 Faculty of Art and Architecture, Shiraz University


Objective: The purpose of this paper is investigating the effectiveness of the two current Bachelor Architecture’s Curricula (presented by the University of Tehran and Ferdowsi University of Mashhad) based on the views of graduates. ​The main question examines the degree of satisfaction of graduates with the quantity and quality of three main areas of courses including "design", "history and theoretical foundations" and "building technology".Methods: To achieve the purpose of the research, a qualitative approach and a questionnaire and semi-structured interview methods were used. The statistical population of the study consist of 76 graduates in architecture, from 18 universities in the country, 1999 to 2014.Results: According to the results, in terms of quantity, the fields of "design" and "construction technology" have the highest (with a high score of 27.8%) and the lowest (with a high score of 24.04%) scores, respectively, and the "history and theoretical foundations" field is in the middle, having a high score of 24.75%. In terms of quality, the "design" field with a score of 32.65%, has the highest degree of desirability, and the fields of "construction technology" and "history and theoretical foundations" with scores of 18.42 and 15.95%, respectively, are the next. Therefore, the highest score of quantity and quality together, is gained by the courses in the field of "design", and the score of the other two fields is almost similar to each other.Conclusion: The results showed that there are the highest and lowest levels of satisfaction in the area of "architectural design" and "building technology", respectively. Based on the revelation of the Null curriculum as the missed subjects in the courses “Application of Computer in Architectural Design", "Cartography" and "Building Cost Estimation", their removal from the curriculum of Ferdowsi University of Mashhad is open to question. But it seems that the transfer of the "Historic Conservation" course from the main courses to the optional one in this curriculum was a right decision. ​This study reveals that regardless of which curricula is implemented, it is necessary to change the approach in architectural education and integrate the teaching of the three mentioned areas to improve the quality


Amini, M., Ganji, M., Yazdkhasti, A. (2012) Quality assessment of engineering curricula based on the views of students (case study: Kashan University), Iranian Journal of Engeeniering Education, 14(55), 61-87.
Curriculum in Educational Planning, Bi-quarterly Journal of Higher Education Curriculum Studies, 3(7), 110-136.
Fathi Varjargah, K., Momeni Mehmouyi, H. (2009) Study of affecting factors on participation of the members of the department in designing curriculum, Journal of Iranian Higher Education1(1), 139-165.
Gharibpour A., Toutounchi Moghaddam, M. (2017) Cultural Criteria in the Evaluation of Undergraduate Educational Programs of Architecture in Iran, Journal of Iranian Architecture Studies, 5(10), 141-160.
Gharibpour, A., Toutounchi Moghaddam, M. (2016) Comparative Revising the Curriculum of Basic Design Studios in Undergraduate Studies of Architecture, Honar-ha-ye-Ziba Memari-va-Shahrsazi, 20(4), 59-72.
Ghoraba, M., Dehbashi, A., Rahimi, H. (2018) Educational Gap: The Break between the Intended and Learned Curriculum in Iran's Higher Education System, Bi-quarterly Journal of Higher Education Curriculum Studies, 9(17), 93-114.
Hajitabar Firuzjani, M., Maleki, H., Ahmadi, Gh. (2016) Design and validation of a conceptual model for narrowing the Gap between intended, implemented, and attained curricula in the public education system of Iran, Journal of Theory & Practice in Curriculum, 7(4), 5-30.
Hall, C. E. (2014) Toward a Model of Curriculum Analysis and Evaluation - Beka: A case study from Australia, Nurse Educ Today, 34(3), 343-348.
Hojat, I. (2002) A letter of the time; A new look at the methods of teaching architecture in Iran, Honar-ha-ye-Ziba Memari-va-Shahrsazi, 12, 50-58.
Hojat, I. (2003) Architecture education and the worthlessness of values, Honar-ha-ye-Ziba Memari-va-Shahrsazi, 14, 63-70.
Hoseini, B., Ziaei, M. (2009) Manual of the Rural Architecture Education for Faculties of Architecture, Iranian Journal of Engeening Education, 11(41), 93-111.
Islami S G., Ghodsi M. (2013) An Islamic Approach to Designing a Structured Model in Education of Architecture, Kimiya-ye Honar: The Quarterly Periodical of The Advanced Research Institute of the Arts, 7(2), 79-96.
Karami, M., Fattahi, H. (2013) Changing Higher Education Curriculum, Case Study: Graduate
Luen, W. K. (2008) Curriculum Gaps in Business Education: a Case Study of Stakeholders’ Perceptions, Thesis submitted for the degree of Doctor of Education at the University of Leicester.
Maleki, H. (2002) Introduction of Curriculum, Tehran: Organization for Researching and Composing University textbooks in the Humanities, SAMT.
McEwen, M. & Bechtel, G. A. (2000) Characteristics of Nursing Doctoral Programs in the United States, J Prof Nurs, 16(5), 282-292.
Mehdizadeh Saradj, F., Farsi Mohammadi, A. (2013) Adjusting the curriculum for teaching the basics of architectural design on the basis of future requirements of students in architectural design studios, Honar-ha-ye-Ziba Memari-va-Shahrsazi, 17(4), 1-12.
Mohammadi, M., Azizpour, F. (2013) Evaluation of the consistency of environmental intended curriculum of civil engineering, architectural, and agricultural engineering against environmental sustainable development standards, Iranian Journal of Engineering Education, 15(59), 75-94.
Moosavi S., Saghafi M., Mozaffar F., Izadi S. (2018) Using Vernacular Architecture in Design of Practices for Architectural Design Basics, 7 (14), 61-74.
Mosalanejad, L., Parandavar, N., Rezaie, E. (2014) Students' Experience about the Hidden Curriculum: A Qualitative Study, The Journal of Rafsanjan University of Medical Sciences (JRUMS), 13(2), 111-124.
Motiei, B., Mehdizadeh, F., Bayzidi, Gh. (2019) The role of concurrent training in basic design courses on enhancing emotional intelligence, creativity and motivation of architecture students (Case study: Second preliminary architectural design), Journal of Teaching Reaserch 7(3), 139-117.
Nadimi, H. (1996) Architecture Education, Yesterday and Today, Quarterly Journal of Research and Planning in Higher Education, 13 & 14, 13-46.
Nourabadi, S., Ahmadi, P., Dabiri Esfahani, A., Farasatkhah, M. (2014) The necessity and possibility of changing Higher Education Approved Curriculum in Iran to integrated curriculum (A case study on educational management domain, undergraduate course). Journal of Instruction and Evaluation, 25(7), 101-122.
Revised Curriculum for Bachelor of Architecture (2014) Revised on March, 9, 2014, University of Tehran, Ministry of Science, Research and Technology, Higher Council for Educational Planning.
Revised Curriculum for Bachelor of Architecture (2016) Revised on August 31, 2016, Ferdowsi University of Mashhad, Ministry of Science, Research and Technology, Higher Council for Educational Planning.
Robati. F. S., Mohammad Bagheri, M., Hasani, F. (2014) Analysis of the hidden curriculum in the doctoral research course, Steudies in Development of Medical Education, 12(1), 64-75.
Rostami Najaf Abadi, M., Dehaghani Aghahosseini, M. B. (2016) Developing the Improving Strategies of the teaching quality for the course of constraction and constraction material workshop and constraction materials, Maremat & Me’mari-e Iran, 6(11), 101-115.
Rostami Najaf Abadi, M., Jahanbakhsh, A. (2013) Strategies to improve the role of technical courses in the professional potential of architecture graduates, Scientific Journal of Motaleat-e Tatbighi-e Honar, 6, 99-112.
Saad, G. (2001) Strategic Performance Evaluation: Descriptive and Prescriptive Analysis, Journal of Industrial Management & Data System, 101, 390-399.
Saghafi M., Mozaffar F., Moosavi S. M., (2016) Investigating the Impact of DCIS Teaching Method (Direct Collaboration of Instructor and Student) on the Learning Process of Architectural Design Basics (Module I), Maremat & Me’mari-e Iran, 5(10), 79-90.
Sedaghati, A., Hojat, I. (2019) Investigating contiguous master's and non-countiguous master’s degree Courses of Architecture and comparing their adaptability with Architecture Education Factors, Technology of Education Journal, 13(4), 833-850.
Soleimani, S., Molanaei, S. (2017) An Approach to Effectively Teaching Structures to Architecture Students (with Emphasis on Content), Armanshahr Architecture & Urban Development, 10(19), 23-33.
Strauss A., Corbin, J. (1998) Basics of Qualitative Research Techniques and Procedures for Developing Grounded Theory, London: Sage Publications.
Taghi, Z. (1996) A look at contemporary architecture education, Soffeh, 3 & 4, 61-69.
Taghizade, K. (2016) Difficulties and Complexities in Teaching of Structural Concepts in Architectural Process: a Case Study over Architectural Schools in Iran, Honar-ha-ye-Ziba Memari-va-Shahrsazi, 20(4), 87-98.
Twigg, C. A. (2001) Quality Assurance for Whom?, New York: Center for Academic Transformation.
Vassigh, Sh. (2005) A Comprehensive Approach to Teaching Structures Using Multimedia, AIA Report on University Research, Florida: Florida State University, 48-66.
Zargar, A. (1996) The place of history course in architecture education, Soffeh, 5(3-4), 30-36.