Table 8 Perceived gains, problems and... | Emerald Publishing

Table 8

Perceived gains, problems and suggestions

S	Representative excerpts	Initial codes
13	“Before AD4 we were apparently doing things that were kind of up in the air. Since AD4 is about analysis and evaluating the site, it is a good project for understanding the urban fabric. The gain is understanding the ‘feeling’ of the place. On the negative side, the fixed numbers set for plans, sections and elevations should be more flexible.”	→Understanding urban fabric and sense of place →Rigid output requirements →Need for flexible representational emphasis
27	“The way the project is structured is very good. But by the end of the project there is a very clear, fixed output that is expected from us. Understanding the site reduces anxieties, but this in turn directs the student toward designing a ‘safe’ building. There are time constraints and technical details. I know I have given up on certain mass movements because of comments like “but how are you going to resolve this detail.”	→Safe and low-risk design decisions →Time and technical-detail pressure →Formal freedom within constrained content
28	“We begin with very good seminars. We go down to 1:50 detail, but up to the second jury we are still at the scenario-concept stage. Afterwards the building is usually left unfinished. We do not need a compass that directly shows north, but something like an astrolabe: the student should take the astrolabe – the instructor – match it with the stars, chart their own course, and reach daylight again.”	→Guidance as orientation, not prescription →Misalignment between concept and detail stage →Targeted tutor support at critical moments

S	Representative excerpts	Initial codes
13	“Before AD4 we were apparently doing things that were kind of up in the air. Since AD4 is about analysis and evaluating the site, it is a good project for understanding the urban fabric. The gain is understanding the ‘feeling’ of the place. On the negative side, the fixed numbers set for plans, sections and elevations should be more flexible.”	→Understanding urban fabric and sense of place →Rigid output requirements →Need for flexible representational emphasis
27	“The way the project is structured is very good. But by the end of the project there is a very clear, fixed output that is expected from us. Understanding the site reduces anxieties, but this in turn directs the student toward designing a ‘safe’ building. There are time constraints and technical details. I know I have given up on certain mass movements because of comments like “but how are you going to resolve this detail.”	→Safe and low-risk design decisions →Time and technical-detail pressure →Formal freedom within constrained content
28	“We begin with very good seminars. We go down to 1:50 detail, but up to the second jury we are still at the scenario-concept stage. Afterwards the building is usually left unfinished. We do not need a compass that directly shows north, but something like an astrolabe: the student should take the astrolabe – the instructor – match it with the stars, chart their own course, and reach daylight again.”	→Guidance as orientation, not prescription →Misalignment between concept and detail stage →Targeted tutor support at critical moments

Source(s): Author’s own work