Education trends and competency requirements for architectural profession in Thailand
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Abstract
This article aims to present trends of competency requirements in architecture. The mixed methods research model consists of (1) documentary research, and (2) quantitative research through a survey from three groups, whicha are lecturers, graduates and professionals, on the importance of factors affecting teaching and producing graduates including 45 keywords, classified in three areas 15 keywords each: (1) knowledge of architecture, (2) professional skills and ethics, and (3) attitudes or attributes of architects. It was then comparatively analysed using the Relative Importance Index – RII. The results of the research show the trend in the production of architectural manpower has a close relationship with the number of curricula offered. The production trend ranges from higher to lower beginning with architecture, interior architecture and decorative arts, landscape architecture, and urban architecture. The results from the survey showed the similarity of all the sampling groups, where the most valued competency is focused on the aspect of attitude or attributes followed by skills and professional ethics then knowledge in architecture, respectively. Different samples groups still have different opinions. For example, the lecturer rated most competencies at a higher value of importance than other groups except for the competencies on cost estimation, construction management, and building information modelling, which the lecturer was not rated as high as the other two groups. It can be reflected from RII that the change in perception of the factor of importance among the sampling groups of undergraduate-level graduates and professionals may occur due to their more work experience in professional practice. Those who start working in the first ten years focus on the issue of flexibility, adaptability to changes, stress and emotion management, and life-long learning compared to the one who worked over ten years. The application of the research for teaching and learning in architecture can be used as a conceptual framework for curriculum development, course, and description development, which will be an alternative to producing personnel with diverse competencies and skills in line with the situation of future professional practice.
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