Integration of Sustainability into Architectural Education at Accredited Korean Universities

Sun-Young Rieh, Byung-Yun Lee, Joon-Gul Oh, Thorsten Schuetze, Santiago Porras Álvarez, Kyungsun Lee and Jiyoung Park
Additional contact information
Sun-Young Rieh: Department of Architecture, University of Seoul, 163 Seoulsiripdae-ro, Dongdaemun-gu, Seoul 130-743, Korea
Byung-Yun Lee: Department of Architecture, Chungbuk National University, 1 Chungadae-ro, Seowon-Gu, Cheongju, Chungbuk 28644, Korea
Joon-Gul Oh: Department of Architecture, Seoul National University of Science & Technology, 232 Gongneung-ro, Nowon-gu, Seoul 01811, Korea
Thorsten Schuetze: Department of Architecture, SungKyunKwan University, 2066 Seobu-ro Jangan-gu, Suwon-si, Gyeonggi-do 440-746, Korea
Santiago Porras Álvarez: Department of Architecture, Korea University, 145 Anam-ro, Seongbuk-gu, Seoul 136-713, Korea
Kyungsun Lee: School of Architecture, Hongik University, Wausan-ro, Mapo-gu, Seoul 121-791, Korea
Jiyoung Park: Department of Architecture, Inha University, 100 Inharo, Nam-gu, Incheon 402-751, Korea

Sustainability, 2017, vol. 9, issue 7, 1-26

Abstract: This paper examines the integration of sustainability principles into architectural education programs at South Korean Universities that have been accredited by the Korea Architectural Accrediting Board (KAAB). Accreditation requires the successful implementation of 30 so-called Student Performance Criteria (SPCs). Similar to recent improvements to international architectural education, different principles of sustainability have been successfully implemented by the KAAB. This paper identifies eight sustainability-related SPCs that can be utilized to teach sustainability. The analysis of 48 accredited five-year architectural education program curricula in South Korea has revealed which sustainability-related SPCs are addressed each semester. Furthermore, the average number of credits per sustainability-related SPC in different course types, such as theory courses and design studios, has been identified. Theory courses with an emphasis on sustainability education have been defined as sustainability core courses. The results reveal that a majority of existing programs primarily address environmental aspects of sustainability. Furthermore, a sequential course structure analysis elucidates three main curriculum types, with different potential for integrated sustainability education in sustainability core courses and design studios: (i) sustainability core course preceding (high potential); (ii) sustainability core courses and design studio, accompanying (high potential); and (iii) sustainability core course following (low potential).

Keywords: sustainable architecture; architectural education accreditation; integration; design studio; theory courses; curriculum & course structure; Korea Architectural Accrediting Board (KAAB) (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2017
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (7)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:9:y:2017:i:7:p:1121-:d:102830

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