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NTNU – THE FACULTY OF ARCHITECTURE AND FINE ART
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the experiences back to NTNU and possibly
investigating the developed knowledge in relation to the
local conditions and context of Norway and Trondheim.
Could this contribute to developing the profession
in Norway?
• The ‘Knowledge, skills and values’ model was
introduced during the evaluation process and was used
as an evaluation method. We recommend that the
School works with that model both on a specific and a
generic level. Is it possible to work out what the
‘minimum’ in terms of knowledge, skills and
values would be?
7.b. Structure of the programs
STRENGTHS
The overall structure of the education provision seems direct
and well tested, with a clear separation of Bachelor’s and
Master’s levels (in accord with Bologna protocols). There is
a variety of teachers and many areas of competence. The
Bachelor´s level (first three years) seems well planned, with
all basics covered. The Masters` semester provides freedom
of choice, and gives the more mature students an individual
responsibility.
OBSERVATIONS and EVALUATION
General
Structure can never compensate for people, but needs to be
focused on if one wants to develop a less person-dependent
model for the institution. However, picking and keeping
the best people will always be one of the most important
aspects of a good structure.
Although the 5-year program is clearly divided into its two
main parts, the relationship between Bachelor’s and Mas-
ter’s levels seems overlooked. There is a missing link in this
aspect of the education. There is a question as to whether
there should be a form of degree for those few who are una-
ble to finish, or seem unfitted for an architectural career.
It might be problematic that there is no clear tracking of
students´ transformation throughout their study. In this way,
the students may see their fellows as well as themselves,
repeating their mistakes or successes with no obvious de-
velopment. The tracking could take the form of a a teachers´
meeting between courses, or after the first three years. Or
it might be undertaken through a student portfolio as part of
each student´s admission to a Masters course.
The School´s tradition of cross-disciplinary group work is
a great strength, as is the group work within the courses.
However, it seems that this can be misused, so that one may
avoid personal responsibility throughout the course of study.
This may cause a problem in a job application process, but
also mean that students miss out on an important individual
experience of making choices. It would be easy enough to
ensure that certain courses (including those at Bachelor’s
level) required individual projects.
Intake/applications of students:
At present, all students have excellent formal qualifica-
tions from high school. These are students used to working
hard and succeeding, with strong intellectual abilities. This
provides a good platform, but most study environments will
benefit from a certain mix of
qualifications for the future
. In
this respect, there should be a consideration of whether a
mix of intake qualifications should be used. The goal must
be to recruit the best students possible. This might mean
the brightest minds, but also those least afraid of breaking
rules, and the most daring form-makers etc. What are the
most important personal qualities of the future architect?
-and of teachers:
No architecture schools are better than the teachers in
them. The dependency on the academic staff might make
the School vulnerable, but the academics are also carrying
the qualities of the system. Is it discussed how to attract,
develop and keep the best teachers within the system? This
means, for instance, making individual development plans,
including advice on research and how to use it in education.
The professors in the building design studios have less
time to practise as professional architects – for the Masters
design studios professional architects should be considered,
or models where the two could be combined.
Bachelor level
We observed a strong first three years, where many aspects
are covered and thoroughly tested, and with a trained staff.
The Bachelor award aspires to cover all basic elements of
architecture, from the simplest element to the city.
The first year is, to many, a threshold experience, and per-
haps the most important year in terms of values. We would