Hou, Shan (2014) An investigation into the development of low/zero carbon design training programmes for the purpose of disseminating the knowledge and skills of low/zero carbon design to architects in practice in England and Wales. PhD thesis, Cardiff University, UK.
Abstract
The research aims to investigate the development of low/ zero carbon design training programmes for the purpose of disseminating the knowledge and skills of low/ zero carbon design to architects in practice in England and Wales. There are three stages: 1) Literature review This research starts with a review on low/ zero carbon design, architectural education, learning styles, and adult learning. The initial models of low/ zero carbon design and architects' learning preference are developed to reflect the initial understanding of the research topic. 2) Case studies Three low/ zero carbon design training programmes are chosen as case studies with the acknowledgement of the limitations. The revised models are established with the feedback from the discussions and the survey results in the case studies to reflect architects' current perspectives. 3) Questionnaire survey Based on the revised models, a nationwide questionnaire survey is conducted. Adding the survey results to the revised models, the final models are developed to inform the content and dissemination methods of low/ zero carbon design training programmes. The final model of low/ zero carbon design reflects the iterative process and the holistic approach to achieve low/ zero carbon goal, identifies that the knowledge and skills that architects require are associated with new active technologies, the updated Building Regulations and standard, and tasks in construction, hand over and close out stages, and reveals the importance to raise architects' awareness of the importance of waste management, the legislation and regulations, and cost and value. The final model of architects' learning preference points out the importance of workplace follow-up sessions, indicates that architects prefer different learning styles and share the characteristics of adult learning except wanting to be involved in the planning of the future training programmes, and supports that presentational styles influence the knowledge transfer processes for architects.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Index terms: | dissemination, questionnaire, waste management, regulation, knowledge transfer, Wales, preference, legislation, architectural education, literature review, learning style, programme, survey, investigation, holistic approach, architect, England, building regulation, case study |
| Subjects: | data analysis and analytics, business, profession, data collection methods, learning methods, project controls, political science, regulatory law, knowledge translation, curriculum design, legal systems, research dissemination and communication, waste management, decision-making and reasoning, Geography |
| Topics: | Business Strategy, Research Practice, Roles and Professions, Governance, Digital Applications, Time Control, Geographical Context, Sustainability, Legal Issues, Education |
| Descriptive scope: | 4 PCEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here