Developing a body of knowledge

Our 7th sounding panel session connected participants from across Australia and the USA to explore how tertiary and workplace learning can lead to new ways of practice and how emerging forms of practice can inform design education.

Although participants trajectories toward integrative briefing practices were diverse, characteristic of many formative experiences were opportunities beyond traditional architectural training and practice. Some participants had worked in other design and creative fields, such as set design, curatorship and exhibition design, exposing them to a range of other types of people, professions and practices. Working with mentors such as Mary Featherston, Frank Duffy, Shirley Dugdale, James Calder and John Worthington featured strongly in helping people learn about briefing in practice.

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Soft-skills is the key

Raymond Young discusses the importance of soft-skills for project management and invites us to participate in research contributing to the development of a tool to assess soft-skills required for project success.

Our conception of a project is probably flawed. I came across Figure 1 in a project management textbook and thought to myself, “that’s not the way it really happens”. Figure 1 gives the impression that each stage of a project takes roughly the same length of time when in fact initiation of a project can take many years (while people think about what they actually want) and realising the benefits should be as long as possible. The problem with Figure 1 is that it is a project manager’s view of the world – the focus is on planning, development and implementation.

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