Higher Education in Flanders

Bachelor of interiorarchitcture

http://www.architectuur.sintlucas.wenk.be
 

The contemplated academicism is to provide a grounded (architecture, planning) education, i.e. academically well-founded professionalism. The profile is aimed at broadening the basic (architecture and planning) disciplines, without however damaging the appropriate orientation of the professional architect‘s profile (in several forms). In a master degree‘s profile, maximum concentration and specificity must be achieved (but not specialization). The master degree is, on the one hand aimed at a content and domain specific deepening of the bachelor degree stage, and on the other hand at obtaining an entry to the career field, or to promotion (advanced masters, doctorate,..). The core qualifications for the master degree are: - a continued intellectual development and broadening of the competence provided by the bachelor degree; - an investigative attitude (directed towards solutions); - a specific disciplinary knowledge (architecture, planning); - possessing skills across the profession (as well as ability to recognize the boundaries of the individual scholarly discipline). The master degree education must guarantee the achievement of scholarly depth. The offered spearhead disciplines focus on the current state of research and development within the field of competence. The obtainable technical qualification is tapered to the high-quality problem-solving of complex tasks. Master degree students are expected to position themselves in the status of academic debate: their curriculum (track) must therefore be internally coherent. The master‘s examination is the supporter of this track. This examination covers a wide range of possibilities within each master‘s degree, from strongly research oriented and less design directed to less research oriented and more design directed. Today‘s complex society demands that architects have a grasp of the different layers of importance that are part of our modern society, read, analyse and interpret in a particular orientation, both town and landscape, interior and environment. Furthermore they need to research, in a specifically designed way, the technical and practical results of human activity and with this, to assess the changes in society. The knowledge that the designer has accumulated during their education must have sufficient depth to enable them, in cooperation with specialized advisors, to make intelligent choices. This must all culminate in the study of architectonic design; this is a syncretistic activity that can bring together completely diverse even contradictory and historically evolving factors, to a concept. All aspects of the origination process: concept (ion) concerning initiative, programming and location, drafting and design, execution, maintenance and management, redesign and recovery, up to the demolition and/or replacement, belong to the design domain. Fundamentally architecture gives form to aims and values and the formal solution of needs and problems. But architecture is also and principally a social art form. Compared to the previous curriculum, the profile of the reformed BA/MA study has moved towards a more theoretic-scientific and research driven approach.

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