Interaction, coaching

Develop skills and competences to reach an advanced B2 level (cf. CEFR descriptors, Council of Europe)

Reading:

• follow complex argumentation in specialised texts

Speaking:

• interact fluently and spontaneously with other speakers
• take an active part in discussion, expressing views precisely.
• present clear, detailed descriptions on a wide range of subjects

Writing:

• write texts showing a clear line of argumentation

Accuracy:

• possess high degree of grammatical control

Interaction, coaching

Develop skills and competences to reach the B2 threshold level (cf. CEFR descriptors, Council of Europe)

Reading:

• follow argumentation in texts
• understand texts concerned with contemporary problems

Speaking:

• interact fluently with other speakers
• express different views in discussions.
• present clear descriptions on a wide range of subjects.

Writing:

• write texts showing a clear line of argumentation

Accuracy:

• possess high degree of grammatical control

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

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

As an alternative to the Semester abroad, students can select to pursue a research project at the University of Liechtenstein. In this module, students develop and conduct an intensive research project providing them with insights into academic research methodologies. The scope and topic need to be agreed with the Academic Director prior to an application.

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

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
• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Make formal presentations about specialist topics to informed audiences.
• Show competence in analysing case studies and the ability to infer principles and motivations.

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
• 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.

Personal competence

• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.
• Take responsibility for own work and are able to criticise it

Agreement with Academic Director

Mid-term and final presentations, book

This module offers an overview of the interplay and dependencies of settlement, resource use, resilience, sufficiency, climate change and architecture, urban design and the formation of man-made landscapes. Additionally, it demonstrates the potential of an integrated approach to design sustainable, regenerative environments. Investigating and assessing recently designed and realized projects (considering topics as habitation, commercial, mixed-use, infrastructure, mobility, renewable energy production and supply, agriculture, forestry, biodiversity, carbon sequestration, water resource management, etc.), students will understand to what extent their future practice as architects and urban designers can contribute to more sustainable and regenerative environments.

Lecture and seminar: case studies, discourse, writing

Professional competence

• Grasp essential parameters shaping sustainable, regenerative environments and translate this knowledge into own work
• 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
• Develop a holistic approach on urban planning and design

Identify basic principles of various spatially significant fields

• Evaluate regenerative potentials of urban design projects
• Distinguish the limits and potentials of own role in urban development
• Apply regenerative design strategies on urban territories

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a considered manner
• Apply regenerative design strategies in complex organisational and community settings
• Create formal presentations to informed audiences

Social competence

• Discuss and articulate ideas and information fluently
• Demonstrate the ability to work with other students for assignments, exercises, experiments, ¿presentations etc
• Explain competently, discuss and critique own work through oral presentations, writing or visual communication

Personal competence

• Assess own work and put it into a historical, theoretical, cultural and social context

A detailed list of the required readings will be provided as pdf files at least one week prior to the first session. Basic books:
Calthorpe, P. (2011). Urbanism in the age of climate change. Washington (DC): Island Press.
Condon, P. M. (2010). Seven rules for sustainable communities : design strategies for the post-carbon world. Washington (DC): Island Press.
Girardet, H. (2010). Regenerative cities. Hamburg: World Future Council.
Girardet, H. (2014). Creating regenerative cities. Abingdon, Oxon: Routledge.
Hodson, M.; Marvin, S. (2010) World cities and climate change: Producing urban ecological security. Maidenhead: Open University Press, 2010.
Holling, C. S. (1986). The Resilience of Terrestrial Ecosystems: Local Surprise and Global Change. In: Clark, W. C.; Munn, R. E. (1986). Sustainable Development of the Biosphere. Cambridge University Press, p. 292-320.
Lyle, J. T. (1994). Regenerative design for sustainable development. New York: John Wiley.

Portfolio, exercises, minimum 75% mandatory presence

This module investigates and identifies the various forms and methods used to successfully mediate architecture and urban design, with particular attention paid to communication processes during the design phase of a project. Communication strategies aimed for variety of stakeholders are being discussed and the role of architectural mediation in the successful implementation of a project defined. Through the presentations of architecture mediation projects, a set of best/bad practice case-studies will be studied and analysed.

Lecture and seminar: case studies, discourse, writing

Each of the four sessions will have an input lecture
an invitation of one guest speaker is planned (architecture mediator Boris Szélpal or Michael Emmengger)
exercices
question-anwser discussions

Professional competence

• Evaluate and choose appropriate modes of mediation according to message, facilities and recipient (experts and non-experts)
• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• To understand architectural design as a negotiation process

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a considered manner
• To work within the extended definition of the discipline of architecture

Social competence

• Discuss and articulate ideas and information fluently
• Demonstrate the ability to work with other students for assignments, exercises, experiments,presentations etc.
• Being familiar with a variety of the field's concepts, practices, and procedures

Personal competence

• Seek and make use of feedback.
• Use appropriate methods to communicate to a range of audiences with different levels of knowledge and expertise.

Arrhenius, T. (2014) Exhibiting Architecture: place and displacement. Lars Müller Publishers, Zürich.
Brandenburg, J. (2012). Participation in architectural design processes. Master Thesis, University of Liechtenstein
Blundell, J. et. al. (2005). Architecture and participation. Spon Press. London
Chaplin, S. (2009). Curating architecture and the city. Routledge, New York
Latour, B. (2007). Reassembling the social : an introduction to actor network-theory. Oxford University Press, Oxford.
Lorenz, T., Staub, P. (2011). Mediating Architecture. London: AA Publications
Rattenbury, K. (2002). This is not architecture. Routledge, London.
Simonsen, J. (2011): Design research : synergies from interdisciplinary perspectives. Routledge, London.

Portfolio, exercises, 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

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