During an intensive weekly workshop it enables students to further deepen their knowledge of an issue addressed in the project studios and/ or conduct excursions to places and sites addressed in their design project.

Intensive seminar week: excursion, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualization and production techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Lead a team and assume responsibility
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Gain confidence in own role, and the persuasive and accountable manner in which it is expected to be performed.

Literature lists are issued and updated each semester

Presentation, portfolio, participation, minimum 75% mandatory presence

During your studies you are mostly preoccupied with the design phase for new buildings. However in this early phase of a project you only set the framework, in which the building has to evolve over the next decades or even centuries. What makes some buildings last, what makes others die? We need to understand what implications our design decisions have in terms of environmental impact, cost as well as usability and adaptability over the whole building life cycle. Exploring different models of our building helps us to project our design options into the future. We can then analyze the projected results and steer our design in the “right direction”.

Lecture and seminar: case studies, discourse, experiment, exercises

On successful completion of the course, you will be able to…

• recognize the tremendous environmental, economic and social impact buildings have
• access resources that help you to understand elements of your building
• represent a building as a model that allows you to simulate the impacts of your design decisions
• analyze results in a multi-criteria framework
• assess your own work, and
• critically acknowledge design choices that were made by others

… all this from a life-cycle perspective.

You will also sharpen your (online) research skills and experience the advantages and challenges of teamwork.

Professional competence

• Understand principles of building life cycles and long term impacts of construction.
• Consider maintenance, materiality, recycling and re-/ deconstruction as crucial parameters in sustainable design processes
• Show confidence in analysing case studies and the ability to infer principles and motivations
• Explain competently, discuss and critique own work through oral presentations, writing or visual communication

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a considered manner

Social competence

• Discuss and articulate ideas and information fluently
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

An updated literature list is issued each semester this module is taught

Exercises, written exam, minimum 75% mandatory presence

The master's thesis consists of an analysis that investigates the context within which a project is set, identifying its challenges, the formulation of one or more working hypotheses and research questions which form the basis for the design proposal and the written thesis. A developed hypothesis is verified (or falsified) within the context of a given or freely chosen project, developing it into a designed architectural proposal and/ or into an in-depth theoretical or historical-theoretical investigation.

design studio, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Develop an architectural idea into a sustainable proposal, carefully taking into consideration the project's historical, theoretical, cultural, economic and social context.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programme of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Deal with complex ethical and professional issues.
• Show competence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualization techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Assess own work and put it into a historical, theoretical and social context.
• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.

Successfully passed module "Thesis Preparation"

mid-term and final presentation and defence, book

This Module deals with the basic elements of digital image making and visualization. This course explores how digital technologies are used to evoke and produce particular feelings or moods of places as architectural visualizations and images. This semester provides students with the necessary tools to successfully visualise their designs, including a multitude of techniques like 3D modeling, digital photography, montage, collage and rendering among others.

Students will be able to develop relevant techniques to translate original architectural ambitions and ideas into forms of illustrated atmospheres. During the course students will take part in workshops and lectures to develop skills for digital image making and visualization in a practical way. Students will be able to use specific tools to translate their architectonical ambitions and create visualized atmospheres for the communication of ideas in the practice of Architecture .

Lecture: visualisation, exercises

This module provides students with the necessary tools to successfully visualise their designs, including a multitude of techniques.

Professional competence

• Successfully apply techniques and tools to best visually communicate architectonical atmospheres
• Show awareness of composition and perception of visual material

Methodological competence

• workshop in rhino
• workshop in rendering / digital photography
• workshop in photoshop / montage
• workshop in collage / output / workflow
• Social competence
• Discuss and articulate ideas and information fluently

Personal competence

• Being able to create a digital image to communicate Architecture.
• Construct an image that expresses an particular mood of a place.
• Being able to discuss the general aspects and qualities of visualized Architecture.

• Autogenic Structures Douglis by Evan Douglis, 2009
• Mixed Reality In Architecture, Design, And Construction herausgegeben von Xiangyu Wang,Marc Aurel Schnabel, Springer 2008
• Spatial Data Quality von Wenzhong Shi,Peter Fisher,Michael F. Goodchild, CRC Press 2003
• Digital Heritage: Applying Digital Imaging to Cultural Heritage herausgegeben von Lindsay W. MacDonald 2006

Portfolio

This module allows students to compose an exposé for their Master's thesis to be undertaken in the fourth semester. The exposé contains a research question that forms the basis for an in-depth investigation and analysis of a particular issue or problem identified within the given context of the design studio topic. A literature review and a schedule of production are further essential elements to be included.

Lecture: researching, writing

Professional competence

• Independently identify a research topic and develop it coherently into a research proposal for the Master's thesis
• With minimal guidance can manage own learning using full range of resources for the discipline

Methodological competence

• Analyse new and/ or abstract data and situations without guidance, using a range of techniques and methods appropriate to the subject
• Critically evaluate evidence to support hypotheses, reviewing its reliability, validity and significance

Personal competence

• Take responsibility for own work and are able to criticise it

Literature lists are issued and updated each semester

Paper (Disposition)

"Sustainable Construction Processes" identifies key parameters and factors to be considered to guarantee a sustainable construction process. Resources, sourcing, manufacturing, logistics, assembly and materiality are among the themes to be explored and to be put into relation to one another.

Lecture and seminar: case studies, discourse, writing

Professional competence

• Differentiate between individual parameters of sustainable construction processes
• Understand their interdependence and sequencing
• Show confidence in analysing case studies and the ability to infer principles and motivations
• Explain competently, discuss and critique own work through oral presentations, writing or visual communication

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a considered manner
• Apply given tools/ methods accurately and carefully to a well-defined problem

Social competence

• Discuss and articulate ideas and information fluently
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Portfolio, exercises, minimum 75% mandatory

The module “Emerging Technologies in Architecture” introduces state-of-the-art technologies emerging from research or industries, from within and outside architecture, to be applied in architecture in the near future. It assesses aims at building awareness and critical appraisal of these technologies and identifies how they might transform architectural practice and thus the role of the architect.

Lecture: case studies, discourse, writing

Architects and students today have to be acutely aware of the radical shifts in technology and its impact on the practice of architectural design. By the time students become architects most of the technological paradigms they believed in at the beginning of their studies will be outdated.

Professional competence

• Identify the potential of emerging technologies
• Critically assess their impact on architectural design, manufacturing and construction
• Show confidence in analyzing case studies and the ability to infer principles and motivations
• Explain competently, discuss and critique own design production and its theoretical contexts

Methodological competence

• Differentiation between digital modelling/ prototyping technology and technological feasibility of architectural designs

Social competence

• Discuss how state-of-the-art technologies and emerging technologies take influence on the practice of architectural design
• Discuss how technology informs the idea of architectural practice
• Demonstrate the ability to work with peer students in the context of interactive lectures and design sessions

Personal competence

• Assess own work absorbs/ responds to technological developments

and put it into a historical, theoretical and philosophical context

Braham, William W. and Hale, Jonathan (ed.) 2007. Rethinking technology: a reader in architectural theory. London: Routledge.

Ginsberg, Alexandra Daisy et.al. 2014. Synthetic Aesthetics. Investigating Synthetic Biology’s Designs on Nature. Cambridge, Mass; London: MIT Press.

Heatherwick; Thomas and Rowe, Maisie. 2013. Thomas Heatherwick - Making. London: Thames & Hudson.

Hensel, Michael; Menges, Achim. and Weinstock, Michael. 2010. Emergent Technologies and Design: Towards a Biological Paradigm for Architecture. London: Routledge.

Howes, Phil and Laughlin, Zoe. 2012. Material Matters: New Materials in Design. London: Black Dog Publishing.

Salter, Chris. 2010. Entangled: technology and the transformation of performance. Cambridge, Mass.: MIT Press.

Paper

The design studio engages students with architecture as a responsible practice on a variety of scales applying a multitude of design- and research methods, preparing them for the demands of the broad field of architecture and planning. Architectural and urban design is practiced in the context of projects of varying complexity, ranging from constructive building details and structures, to devising groups of structures and entire settlements and habitats. Design projects are represented in drawings, models, images, and by using all other available media. Teamwork is conducted with particular attention to the internal organization and workings of the teams.

design studio, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Develop an architectural idea into a sustainable proposal, carefully taking into consideration the project's historical, theoretical, environmental (ecological), cultural, economic and social context.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed and general/ community audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Deal with complex ethical and professional issues.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualisation techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Assess own work and put it into a historical, theoretical and social context.
• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.

Literature lists are issued and updated each semester

mid-term and final reviews, participation; minimum 75% mandatory presence

The third semester is reserved for continuing the master's degree programme at one of our partner universities across the globe. The courses selected in the learning agreement must be the equivalent of 28 ECTS (minimum). In case of less than 28 ECTS are achieved up to 24 ECTS can be compensated by successfully completing additional "Elective Courses" from the Master's degree programme in architecture at the University of Liechtenstein (up to 12 ECTS) and by passing an additional "Design Studio 3" (12 ECTS).

Professional competence

• Integrate the contents of the courses into personal design and planning work.
• Communicate complex ideas and concepts comprehensibly in visual, oral and written forms.
• Develop a broad knowledge of the tasks and current issues of design realities in architecture and planning.
• Acquire a basic professional vocabulary and an awareness of evolving meanings of these terms over different historical periods and in different cultural contexts.
• Present and evaluate arguments, information and ideas concerning the related disciplines.

Methodological competence

• Demonstrate methodical competencies ranging from structured observation, critical evaluation, literature review, financial assessment to the set of methods in inquiry by design among others (depending on courses selected)

Social competence

• Communicate appropriately, coherently and professionally within a different cultural context

Personal competence

• Integrate into and successfully adapt to foreign cultures and customs

The design studio engages students with architecture as a responsible practice on a variety of scales applying a multitude of design- and research methods, preparing them for the demands of the broad field of architecture and planning. Architectural and urban design is practiced in the context of projects of varying complexity, ranging from constructive building details and structures, to devising groups of structures and entire settlements and habitats. Design projects are represented in drawings, models, images, and by using all other available media. Teamwork is conducted with particular attention to the internal organization and workings of the teams.

design studio, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Develop an architectural idea into a sustainable proposal, carefully taking into consideration the project's historical, theoretical, cultural, environmental (ecological) economic and social context.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed and general/community audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Deal with complex ethical and professional issues.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualisation techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Assess own work and put it into a historical, theoretical and social context.
• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.

Literature lists are issued and updated each semester

mid-term and final reviews, participation, minimum 75% mandatory presence