Royal Institute of British Architects

Confirmed Report of the RIBA Visiting Board to the Mackintosh School of Architecture
Confirmed by the RIBA Education Liaison Group, on behalf of the RIBA Education Committee, 30 March 2010.

Mackintosh School of Architecture Glasgow School of Art Bachelor of Architectural Studies, Part One Bachelor of Architectural Studies (Honours), Part One Diploma in Architecture, Part Two

Date of Visiting Board: 29/30 October 2009

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1.1

Information About the Courses

Courses offered for revalidation: Part One: Bachelor of Architectural Studies, 3 years fulltime, Part One achieved at year 3 Part One: Bachelor of Architectural Studies (Honours), four year full time. Part One achieved at year 3. Part Two: Diploma in Architecture (comprising the 4th year of the Mackintosh/GSA BA (Hons) Architecture plus the single Diploma year; or two years full-time for Part One graduates of other institutions, or three years part-time As of session 2009/10 the Part One programmes will be known as Part One Bachelor of Architecture, 3 years fulltime, 4 years part time (Part One achieved at year 3 full-time, year four part-time) Bachelor of Architecture (Honours) 4 years full time, Part One achieved at year 3. 1.3

University of Glasgow Name of Head of School Professor David Porter

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2.1

Membership of the Visiting Board

The members of the RIBA Visiting Board for the visit on 29/30 October 2009 were: Bob Sheil (Chair) Mary Jane Rooney (Vice Chair) Judi Farren Bradley James Lai Stewart Dodd Jillian Jones Sharon Wright Co-professional member Chris Staniowski Student/graduate member Peter Richardson RIAS representative Stephanie Beasley-Suffolk (RIBA) was in attendance as Secretary to the Board.

1.2

Address of the Institution where the courses are delivered Mackintosh School of Architecture The Glasgow School of Art 167 Renfrew Street Glasgow G3 6RQ Tel: 0141 353 4686 Fax: 0141 353 4703 W: www.gsa.ac.uk

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3.1

Procedures & Criteria for the Visit

The Visiting Board was carried out under the RIBA Procedures for the Validation of UK Courses and Examinations in Architecture, published July 2003, effective from September 2003, Criteria for Validation published March 2002 effective from September 2003, and Description & Regulations for the recognition of courses, programmes and examinations in Professional Practice and Management, (Part 3) in the UK. For more information see www.architecture.com. 2

1.2 Name of Awarding Body K:\Validation\UK Visits\Visits 2009-10\Mackintosh\Confirmed Report - Mackintosh.doc

4.

Recommendations of the Visiting Board Confirmed by the Royal Institute of British Architects Education Liaison Group, on behalf of the RIBA Education Committee, 30 March 2010.
The Visiting Board recommends to the RIBA Education Committee Continued Validation of: Part One: Bachelor of Architectural Studies (Full time mode: Part One achieved at Year 3 Part time: Part One achieved at Year 4) Part One: Bachelor of Architectural Studies (Honours) (Four-years full-time, Part One achieved at Year 3) From the session 2009/10 to be known as: Part One Bachelor of Architecture, 3 years fulltime, 4 years part time (Part One achieved at year 3 full-time, year four part-time) Bachelor of Architecture (Honours) 4 years full time, Part One achieved at year 3. Part Two: Diploma in Architecture (comprising the 4th year of the Mackintosh/GSA BA (Hons) Architecture plus the single Diploma year; or two years full-time for Part One graduates of other institutions, or three years part-time)

Architects and the Construction Industry Council & EU Directive

5.1 The Visiting Board recommends to the Commonwealth Association of Architects that the CAA continue with their accreditation of the Part Two qualification. The Visiting Board was satisfied that the Part One courses met the Construction Industry Council Common Learning Outcomes for Degree Courses in the Built Environment The Visiting Board recommends to ARB that the Part 1 & 2 courses met all points of the EU Directive.

4.1

5.2

5.3

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6.1

Criteria for Validation

On the basis of the sample of academic portfolios examined, the Visiting Board was satisfied that all the students graduating from the courses and examinations listed in 4.1 above satisfied all the Criteria for Validation (which are held in common by the RIBA for validation and the ARB for prescription).

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7.1

Standards
On the basis of the sample of academic portfolios examined, the work from the previous year of the courses listed in 4.1 was inspected during the visit and was found to meet the required standards.

4.2

The next Visiting Board will take place in 2013.

8. 5. Recommendation of the Visiting Board to the Commonwealth Association of

8.1

Conditions of Validation
There were no conditions attached to the courses listed in 4.1. 3

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9.
9.1

Standard Requirements of Recognition

RIBA recognition of all courses/qualifications is dependent upon: i. ii. iii. external examiners being appointed for the course; any significant changes to the courses and examinations being submitted to the RIBA; any change of award title, and the effective date of the change, being reported to the RIBA so that, where appropriate, recognition may formally be transferred to the new title by the RIBA; submission to the RIBA of the names of students passing the courses/qualifications listed in 4.

10.1.2

The Board recommends that the School take a more ambitious approach to the teaching of technology in the delivery of the taught course with particular emphasis on students progressive knowledge from year to year. This is particularly relevant from years 1-3, but also in year 5. Further efforts need to be made by the School to ensure that evidence and representation of the integration of technology in design projects is retained and emphasised in portfolios in the form of drawings, models, technical reports, precedents and research.

iv.

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10.1

Recommendations and Advice

Recommendations The Visiting Board has made the following recommendations. The RIBA expects the Institution to report on action taken or planned as a result of the recommendations in the annual monitoring returns submitted by the school and in the mid term review. Failure by an Institution to act on recommendations may result in a course being conditioned by a future Visiting Board.

10.2 Advice 10.2.1 The Visiting Board offers the following advice to the Institution on desirable, but not essential improvements, which it is felt would assist course development and/or raise standards; 10.2.2 The Board advises that the school extends its long established reputation for design through drawing by critical engagement in new methodologies of representation, including digital techniques in visual media and fabrication, and their impact on theory and practice. 10.2.3 At Part Two level, the Board advises that the School encourages greater experimentation and intellectual speculation on the process and theory of design in the final year, building on the clear strengths of year four. 10.2.4 The Board advises that the School use the incoming criteria as an opportunity to implement more detailed and specific mapping documents, distinguishing where criteria are taught or assessed. The Board also advises that the School clarify and make more explicit learning outcomes in order to support student learning. 4

10.1.1 The Board recommends that the School take a more critical and speculative approach to the teaching of history and theory in the delivery of the taught course, with particular emphasis on how it relates to and informs design projects. The Board supports intentions to fill the post of Head of Architectural History and Built Environment Studies in the near future.

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10.2.5 The Board advises the School to keep under review the resourcing of the year out and Management, Practice and Law in the light of increasing cohorts.

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11.1 11.2

Summary of Previous Visiting Board Reports

The last RIBA Visiting Board to the Mackintosh School of Architecture took place on 20 and 21 October 2005. The Board recommended that Continued Validation be granted to: Part One: Bachelor of Architectural Studies (Full time mode: Part One achieved at Year 3 Part time: Part One achieved at Year 4) Part One: Bachelor of Architectural Studies (Honours) (Four-years full-time; Part One achieved at Year 3) Part Two: Diploma in Architecture (comprising the year of the Mackintosh/GSA BA (Hons) Architecture plus the single Diploma year; or two years full-time for Part One graduates of other institutions, or three years part-time) 4th

11.3

Summary of 2005 Visiting Board report: The particular strengths of the MSA included: Its international reputation both in Scotland, the UK and overseas Its physical and cultural location both within Glasgow and the Glasgow School of Art.

A well-led, committed and cohesive staff team with a good blend of full time academics, practitioners and visiting professors. The extremely well-qualified students from a diverse range of backgrounds recruited by the School to all of its courses. Student exchange programmes operated with other architecture schools overseas. Growing collaboration with other schools in the GSA, which includes the establishment of a new first year programme in architecture and design at the Central Academy of Fine Arts in Beijing. A vibrant studio culture. Excellent model workshops benefiting from a professional model-maker A strong relationship with Glasgow and urban design The strong backing that the School of Architecture enjoys from the University and the GSA The designation of the GSA as a small Specialist Institution in Scotland benefits the School of Architecture in terms of status and resource. The developing research culture with the aim for this to impact positively on teaching. The innovative approach to Professional Studies and the excellent preparation this affords students entering their first stage professional practice. The size of the School which allows teachers to have real knowledge of their students. Excellent studio facilities for students.

The 2005 Visiting Board made no formal recommendations. The 2005 Visiting Board offered the following advice, on desirable, but not essential 5

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improvements, which it is felt would assist course developments and/or raise standards: Whilst the School has worked hard since the last Board on strengthening the teaching of technology and students develop a clear competence in this area, the Board advises that more emphasis be placed on positive and creative aspects of technological studies so that they can infuse and inspire the design process. At Part Two level the Board would encourage the School to develop a more critical approach to tectonic and environmental issues and to ensure that technology teaching is a coherent and evidenced thread throughout the Diploma course.

changes have also been made at Part Two. The Board recognises that the student demographic has changed from local students to include greater numbers of European and overseas students. This has prompted a shift in the Schools outlook to become more internationally focussed while retaining and evolving its core relationship with Glasgow. Nevertheless, the Board considered the CSA might have gone further in identifying threats and future challenges, particularly in relation to funding in the light of the proposed recalibration of funding in Scotland. The Board shares the Director of The School of Arts concern regarding the likely impact of a reduction in funding for architecture programmes of 22%. This was identified by the Director as the single biggest challenge facing the institution presently. Funding has been secured for a new building, which will provide more studio space and better opportunity for interdisciplinarity throughout the School of Art. The Common Academic Framework has been implemented, providing a formal structure for movement and the promotion of interdisciplinary teams while preserving autonomy, providing depth of specialism while broadening options. The wealth of opportunity at all levels of the position of architecture in art and design is recognised and the School wishes to develop the formal means of exploiting this. The School is preparing for the introduction of the new criteria for P1 and P2. The Degree award has been retitled Bachelor of 6

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12.1

Details of the Conditions in Item 8.

There were no conditions attached to the courses listed in 4.1.

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13.1

Commentary
Self-Appraisal and Developments since the last visit The Critical Self-appraisal was a thoughtful and positive document on the context of the school, its programmes, and respected reputation. The Board understands that the School of Architecture is going through a period of reflection and transition. In 2008 every programme was internally revalidated. The School plans to rationalise staff and student workloads whilst remaining focussed on the design of buildings, the quality of building environments, and sustainability. New programme leaders at Part One and Part Two have been appointed. Ongoing revisions are being made gradually to the Part One programme and structural

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Architecture/Bachelor of Architecture (Honours) with effect from the 2009/2010 academic session. 13.2 Documentation and Arrangements for the Visit The documents were clear and thorough. All practical arrangements for the visit were good. The presentation of exhibition and the portfolios was exemplary.

inspire the design process. At Part Two level the Board would encourage the School to develop a more critical approach to tectonic and environmental issues and to ensure that technology teaching is a coherent and evidenced thread throughout the Diploma course. The present Board recommends that the School seize the opportunity provided by the implementation of the new criteria to address this. The Board also noted that this is a recurring theme in the External Examiners reports. 13.4 Context of the courses within the wider provision of the school and Faculty. The Glasgow School of Art comprise the Mackintosh School of Architecture, the School of Design, the School of Fine Art and the Digital Design Studio. The Schools position in the Glasgow School of Art provides a wealth of opportunity for interdisciplinary working and crosscollaboration. It comprises approximately of the student community. The Board noted the strengthening relationship with the Glasgow School of Art (GSA) following the implementation of the Common Academic Framework, which is already proving popular with students. The Board was grateful for the opportunity to see the schools template for clarification of the course structure under the Common Academic Framework. The Board would welcome further interdisciplinary opportunities at Part Two. The School of Architecture is part of the quality assurance system of the School of Art which, in turn, is subject to the quality assurance regulations and accreditation systems of the University of Glasgow. The School has a large degree of autonomy in quality assurance and enhancement. 7

13.2.1 Record of Academic Portfolios sampled during the visit The Board considered the work of the 2008/09 graduating cohorts. Part One: Y1: 3 lowest, 2 middle, 2 high from a cohort of 69 who passed Y2: 4 lowest, 3 middle, 3 high from a cohort of 88 Y3: 4 lowest, 3 middle, 3 high from a cohort of 93 Part Two Y4: 3 lowest, 2 middle, 2 high from a cohort of 61 f/t & 5 p/t. Y5: 3 lowest, 2 middle, 2 high from a cohort of 52 f/t and 4 p/t 13.3 Responses made to the previous Visiting Board report (and to reports of any revisits) and external examiner comments. The School has continued to develop the teaching of technology. However the present Board would reiterate the remarks made by the 2005 Visiting Board: Whilst the School has worked hard since the last Board on strengthening the teaching of technology and students develop a clear competence in this area, the Board advises that more emphasis be placed on positive and creative aspects of technological studies so that they can infuse and

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13.5

Detailed Commentary on the Course leading to Part One qualification

13.5.3 Quality and coverage of the syllabus (including balance and integration between design/non-design work) - Design On the basis of the sample of portfolios provided, the Board confirmed that all graduates met all Part One criteria in the area of Design. The Board encourages the School to monitor progression towards greater level of skill, complexity and ambition from years 1 to 3. Thus the Board would encourage more ambitious threshold standards for entry to years 2 and 3, so that briefs of a greater range of complexity and challenge are sequentially phased. - Technology & Environment On the basis of the sample of portfolios provided, the Board confirmed that all graduates met all Part One criteria in the area of Technology and Environment. The Board recognises the changes that have been made to enhance the integration of design and technology and the strengthening of expertise through links with research. The Board recommends that the School continue in its endeavours in this area and recommends that the School takes a more ambitious approach with particular emphasis on students progressive knowledge from year to year. The School needs to ensure that evidence and representation of the integration of technology in design projects is retained in portfolios in the form of drawings, models, reports, precedents and research. The Board recognises how the work of the Mackintosh Environmental Architecture Research Unit (MEARU) is having a positive impact on students work. 8

13.5.1 Clarity, validity and achievement of course objectives Course descriptions and aims are clear and continue to be valid, forming the core aspiration of the school and its relationship to the city and locality. The Board would encourage the School to build upon this as the context for architecture and the role of architecture continue to evolve in a more complex way. 13.5.2 Course design and content The Part One programme is a year-based course built on a credit-rated common academic framework. The programme is gradually being reviewed in order that each year provides appropriate grounding for the later stages and that acknowledged challenging step changes (in particular between the second and third year) are improved. Part One is awarded upon successful completion of year 3. Students who have attained an appropriate standard may progress to the Honours year at year 4. Depending upon the level of attainment, students may have automatic right of entry to year 4 while others may be interviewed. Students awarded an Ordinary degree cannot gain Honours under the University of Glasgow regulations. While accepting that this is the national system operating, the Board notes that students are unhappy with this. Under the Common Academic Framework, there is a shared first year project and plans are being made to introduce shared projects in the second year.

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- Cultural Context On the basis of the sample of portfolios provided, the Board confirmed that all graduates met all Part One criteria in the area of Cultural Context. The Board recommends that the School take a more critical and speculative approach to the teaching of history and theory in the delivery of the taught course, with particular emphasis on how it relates to and informs design projects. The Board supports intentions to fill the post of Head of Architectural History and Built Environment Studies in the near future. Given the emphasis that the school has placed on research and its national success it is critical that the new appointment in history and theory is put in place and that the school reinforces the relationship between history and theory and design, and between architecture and building. The Board supports the use of the city as a laboratory for the students and encourages the school to exploit this. The tactic of working in both Glasgow, Europe and beyond is commendable and confers a distinct identity to diploma particularly in the fourth year. - Communication On the basis of the sample of portfolios provided, the Board confirmed that all graduates met all Part One criteria in the area of Communication. The MACs reputation for exploring architecture through drawing, and the significance of drawing, is renowned and respected. However, the board recognised a growing appetite to evolve the schools tradition in this area by embracing more diverse and advanced representational

media. On the basis of staff discussion design process appears to be an important part of the schools ethos, but this was not emphasised in the CSA nor was it demonstrably evident in portfolios. In this regard, the Board would encourage a wider debate within the school, and within the work, on the importance, relevance and evolution of design methodologies, techniques and theories. - Management Practice & Law On the basis of the sample of portfolios provided, the Board confirmed that all graduates met all Part One criteria in the area of Management, Practice and Law. Coverage of management, practice and law was adequate. There were some examples of innovative practice through Interact project in year 3, which enables students to work with students of engineering and surveying on group projects, the Contract Game (a bi-annual simulation of contract running which was devised by Mackintosh staff and now runs in seven schools of architecture) and Virtual Practice. - Preparation for Professional Experience, (Part 1 only) It is compulsory for Mackintosh students to have completed a year out between years 3 and 4 of the B.Arch (Honours) programme. The introduction to professional studies and preparation for year out takes place in the third year. In the third year students also take part in the Interact project in a design team with students of engineering and quantity surveying in the 'interact' project. Students considered that they were well prepared for practice. Students must be in paid, appropriate 9

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employment; the School will not accept PEDR forms from anyone who is not being paid. The professional studies strand starts at stage 3. The principle is context of the practice in which they are designing. This programme has been running for 20 years. Construction professionals are also involved. Students work in teams in order to learn about team dynamics. Students learn how to present themselves and how to get the best job. They do this through a competitive programme. The PSA mentors students during their year out but there are no formal callback days. 13.5.4 Progression within the course As discussed elsewhere the School is aware of the challenge facing students progressing from one year to the next and is working to make the programme seamless. Overall staff believe progression is improving. The Board advises that the School monitor threshold standards at progression points (for example, between second and third year) and keep under review learning outcomes and threshold standards. 13.5.5 Assessment: A variety of formative and summative assessment methods is employed. At the point of award students are examined by exhibition, portfolio and interview. Assessment methods are appropriate but the Board refers the School to remarks elsewhere concerning consistency of feedback. The Board advises the School to remain vigilant over threshold standards at the year 1 to year 2 progression point.

13.5.6 Admissions and arrangements for direct entry at a stage other than the start of the course Admissions policies are appropriate. Students on the parttime mode must be employed in an architects office. Direct entrants to level two must satisfy the school that they have completed a course equivalent to the Mackintoshs stage 1 and attend an interview with portfolio. There is a high level of direct entry at second year. The Board recognises the critical balance between student numbers and successful delivery of outcomes. The Board recognises that the school is managing intake at Part One but that there is a large cohort presently in Year 2 which will move up the School. There are 75-80 entrants to the B.Arch programme, the majority on the full-time route. 13.6 Detailed Commentary on the Course leading to Part Two qualification

13.6.1 Clarity, validity and achievement of course objectives The Board recognises the context which drives the structure of year 4, but would encourage efforts to build upon this platform in year 5 with greater emphasis on intellectual ambition and experimentation. 13.6.2 Course design and content The Part Two programme comprises either the Honours year of the first degree (for those who have gained Part One at the Mackintosh) plus the diploma year or the twoyear diploma programme for entrants from elsewhere. Graduates of the Mackintosh and entrants from others schools now follow the same curriculum. The aim of the 10

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programme is to build on the themes of the undergraduate programme. The fourth year is a highly structured and effective year, and on the basis of the professionalism of its output, it stands out as one of the schools most successful achievements. The Board welcomed how year 4 has been revised to allow Honours students and new entrants to follow exactly the same programme. In Year 5 students embark upon the Final Design Thesis, Technical Design Study (Design in Detail), Professional Studies 5, and Research Project 5 (which was formerly known as the Special Subject). Students work can be linked to the schools research centres, with conversations developing at stage 4 about possible areas of investigation. Links with other disciplines through the Common Academic Framework may also be made. All students visit a series of cities with which the School has academic and practice connections in order to identify where a thesis might begin. Students develop the thesis on their return Historically, the fifth year operated under a less prescriptive structure than year 4, but this proved a challenge for too many students. It has now been revised to introduce more structure and direction at this level; however the board observed that many of the projects remained similar in scope and weak in comparison to the best of year 4. Thus the Board suggests that the school broaden the ambitions of year 5, whilst retaining course structure, so there is clearer distinction between its aims and that of year 4.

Students who gain a distinction in their final year gain automatic right of entry to the Master of Architecture (by conversion) programme. Students who are not awarded a distinction may apply for entry. 13.6.3 Quality and coverage of the syllabus - Design On the basis of the sample of portfolios provided, the Board confirmed that all graduates met all Part Two criteria in the area of Design. The Board welcomes the broadening of cultural references in the fifth year to include three cities. The Board believes that this ought to be exploited more for contextual, theoretical and cultural values to clarify the underlying strategy of the fifth year. The Board believes that the programme needs to prepare students for and assist them in the transition from the fourth to the fifth year. The transition from a structured to a more liberal programme needs to be managed. The Board advises the School to consider whether the research project at year 4 could better support the thesis at year 5. - Technology & Environment On the basis of the sample of portfolios provided, the Board confirmed that all graduates met all Part Two criteria in the area of Technology and Environment. Technology is an identified core course in the fifth year. The Board congratulates the School on the teaching of technology and environment in stage 4 and its integration into the work as a whole. The results of the new 11

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technology course (Design in Detail) that has been introduced in the fourth year will be apparent at future visits. In stage 5 students develop their own briefs and projects and set an agenda. Technical staff ensure that they have the support they need. Cultural Context On the basis of the sample of portfolios provided, the Board confirmed that all graduates met all Part Two criteria in the area of Cultural Context. In line with overall recommendations for the school to take a more critical and speculative approach to the teaching of history and theory, in respect of the Part 2 course, this applies to a need for more ambitious and speculative ambitions in year 5. - Communication On the basis of the sample of portfolios provided, the Board confirmed that all graduates met all Part Two criteria in the area of Communication. The Mackintoshs reputation for exploring architecture through drawing, and the significance of drawing, is renowned and respected. However, the board recognised a growing appetite to evolve the schools tradition in this area by embracing more diverse and advanced representational media. On the basis of staff discussion design process appears to be an important part of the schools ethos, but this was not emphasised in the CSA nor was it demonstrably evident in portfolios. In this regard, the Board would

encourage a wider debate within the school, and within the work, on the importance, relevance and evolution of design methodologies, techniques and theories. Greater emphasis needs to be placed to renew and reinterpret the tradition of exceptional drawing for which the Mackintosh is so highly regarded. - Management Practice & Law On the basis of the sample of portfolios provided, the Board confirmed that all graduates met all Part Two criteria in the area of Management, Practice and Law. This aspect of the programme is solid and is covered in dedicated modules in stages 4 and 5. 13.6.4 Progression within the course Progression rates are normal. 13.6.5 Assessment: Feedback has recently been modified to help students understand their marks and why they have been awarded. Statements in the programme handbooks describe the various levels and what students are expected to demonstrate. The Visiting Board and the External examiners were concerned about the level of second marking of the dissertation. The Board learned that a sample is second marked and the School will make more apparent which work has been chosen as part of the sample. The Board noted the varying practice in feedback for the Research Project and suggests that the School may wish to critically review this.

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Compensation is not allowed in any programme under University of Glasgow regulations. The Board understood that this was being discussed but was assured that special measures could be implemented in order to comply with professional body requirements. 13.6.6 Admissions and arrangements for direct entry at a stage other than the start of the course Target numbers for Part Two are 22 new entrants and 30 continuing B.Arch (Hons) students, plus some overseas and part-time students. In practice, 50% of admissions came from other schools, which creates a healthier mix Direct applicants to stage 5 may be considered with a degree equivalent to the Bachelor of Architectural Studies (Honours) of Glasgow University and will be expected to attend interview with portfolio. 13.7 Detailed Commentary on the Course leading to Part Three Qualification The Part Three course director is also PSA for the entire School of Architecture. The School offers a programme preparing candidates for the Part Three examination offered by APEAS. Two staff members are on the APEAS board including the Part Three course director, who is also involved in Part Three examination papers. The School offers a three-day update course for the Part Three exams which is a recap of all students have learned in years 3, 4 and 5. This also accommodates students who have gained Part One and Two elsewhere. The Course Director delivers the programme with contributions from three or four external staff. 13.8

Candidates report that they were pleased with the relevance of the Part Three preparation programme. The Course Director/PSA formerly acted as practice liaison when fewer students were enrolled, but this is no longer possible. PEDR sheets are signed off but the school will only become actively involved with practices if there are serious problems. Additional resources would be welcomed to assist with PEDR returns for 200 students. It is anticipated that the Part Three programme will be reviewed in anticipation of the implementation of the revised criteria. External examining arrangements The role of the external examiner has recently been clarified and is explicitly one of moderation. The Board considered that all arrangements were appropriate. The Board encourages the School to ensure that External Examiners are given adequate time to consider all aspects of students work appropriately. The Externals were confident that the School continued to develop and benefited from a collaborative staff body. They expressed great support for the school and the quality of the student intake. It was noted during the discussion that the School was aware of all the issues raised and was either taking of discussing steps to address them.

A common thread in the external examiners reports is that the projects are too safe. The relationship of the school to the city is fundamental but could be expanded upon. The interdisciplinary nature is good The suitability of each year as preparation for the next has been discussed with the head of school as K:\Validation\UK Visits\Visits 2009-10\Mackintosh\Confirmed Report - Mackintosh.doc 13

It is an excellent place to study architecture. Students enjoyed creative aspect of the programme and the opportunity to work alongside painters and designers in a small community. K:\Validation\UK Visits\Visits 2009-10\Mackintosh\Confirmed Report - Mackintosh.doc 14

part of the schools ongoing review. The School needs to be more critical about what it does and how it does it The fourth year was very impressive and could be considered a high point of the School. Integration of technology in the third and fifth year could be strengthened. Sequencing could be improved in both Part One (i.e. before the third year) and also earlier in the fifth year in order better to inform design. The restructuring of the fifth year is a positive step. There is an idealised iconic Mackintosh thesis. The big second project can be formulaic. There is a slight lack of ambition and intellectual enquiry. The Externals would have expected more comparative critical analysis of the cities chosen in the fifth year. Externals have noted the lack of evidence of precedent and the vacancy in history and theory and believe that the school is not using the potential of history and theory as productive tools in the studio. The Externals would welcome a more coherent relationship between the design studio and intellectual research the school could and should be undertaking. The forging of links with the Urban Lab and MEARU is a positive step and contributes to the discourse. There however is a slight rupture between what the School is trying to do and what they have at their disposal in terms of staff.

The External examiners were positive about interdisciplinary projects and design studios. Technology should be coalesced in the studio. Students should do less by rote and use some simple software to look at design, or use this as a design tool to see how buildings will perform. The Board noted the comments of the external examiners with regard to the lack of second marking, in particular with reference to written work.

13.9

Arrangements for Monitoring Professional Experience The School believes it provides good support for students. Students felt well prepared for the year out but considered that support during the year itself could be improved. The Board noted the significant contribution of the PSA in this area and his involvement with APEAS. The Board believes that the School may wish to review resourcing in this area and consider the possibility of support for the professional studies adviser. The School may also wish to consider the potential value of a callback day.

13.10 Students; The Board was impressed with the students critical selfappraisal notes which provided an insightful SWAT analysis of the School. It was evident that students care deeply about the School. Students are proud of the School and wish it to continue to evolve and improve. The following reflects the main points of the discussion:

The influence of teachers and others architects The facilities were attractive. Having individual space in studio was appreciated. However, some difficulty in accessing more specialist equipment was reported. The level of freedom afforded to students, although there was also discussion regarding apparent lack of diversity in briefs. There were some comments that the fourth year was too prescriptive and briefs could be limiting; however others disagreed and considered it could be exciting and creative. The strong student culture. The Friday afternoon lecture programme. Staff do listen to students and their concerns, but the effectiveness of communication could vary from year to year. The workload was heavy but this apparently was appreciated by those present. There was some perception of working hard to get boxes ticked. Tutorial support is always available if needed and group tutorials were plentiful. There was a perception of diminishing time with tutors and insufficient 1:1 tutorials Having discussed this with the staff, the Board suggests that the value of group tutorials might be more effectively communicated to students. Students felt well prepared for their year out by the PSA. Year out support could be improved; more detailed feedback on PEDR sheets comments would be welcome. There are no recall days and no formal network for students to keep in touch.

The Interact programme gives students interesting insights. Feedback could be inconsistent, some tutors offering more detailed feedback than others. Students noted the increase in student numbers and voiced some concerns about potential effect on the quality of education. The timing of lectures could be readjusted to feed more appropriately into the students work. The building of ones own brief in the fifth year is challenging. Others considered the fifth year too prescriptive since it had been modified and that it lacked its previous freedom. The Board noted varying experience with the integration of technology and the timing of lectures to feed into students work. The students displayed an appetite for challenge and exposure to new theoretical agendas. One commented that the fourth year had been broken down into small units and it would help if the research projects and design were linked more closely. Lectures on parametrics would be welcome

About 25% of students are overseas/EU entrants. 13.11 Staff; The Board commends the sense of unity among the staff body. The staff meeting was very well attended. It was particularly useful for the board in discussing topics which had arisen during the visit such as the ethos of the school, its future direction, its engagement with the city, the integration of technology with design, the development of research, and issues raised in the student 15

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meeting such as the nature of tutorials and communications between students and staff, the nature of feedback and the prescriptive nature of some of the programmes. Staff display pride in their institution, the openness of dialogue and culture of opportunity. The relatively flat structure enables staff to use personal initiative to implement change. Part-time staff feel connected to the school and involved in the management process. The enthusiasm of the students is also appreciated. For the last five years all new staff have been obliged to take the Postgraduate teaching certificate and is it agreed that this has been beneficial. The School is looking to develop a staffing structure which allows careers to develop. The Board believes that the School needs to recognise the contribution made by hourly staff and be aware of this in future staffing model reviews. The Board believes that the School should harness the collegiate culture and direct it and exploit opportunities offered by MEARU and the Urban Lab. The Board gained the impression from Mackintosh staff and students that that SSR was too high, although figures on page 55 of the documentation indicate a ratio of 1:16.9 for session 2008/9. The appointment of a head of architectural history and environmental studies is still to be made.

13.12

Research; The research culture has developed significantly over the last few years and is now considered a strength of the School of Art and the School of Architecture. The Glasgow Urban Laboratory, a partnership between the School and Glasgow City Council was founded in 2007. A professor of urbanism was appointed. The Citys Urban Design Advisor is an honorary professor. Architecture submitted a return to RAE2008 with Art and Design. 80% of staff submitted. It did well in ratings terms in RAE 2008 but this did not translate into a great deal of income. A new research strategy for the School of Art is currently being implemented, which seeks to consolidate the research infrastructure, support research development in the school of architecture, the expansion of MEARU and funds for research development. A Knowledge Transfer Partnership in Architecture has been established. The research strategy involves building clusters around pockets of excellence. The chief areas of research are MEARU, the Glasgow Urban Laboratory, Architectural History, Design Research and Digital Design, Architectural Practice and Pedagogy. The clusters relate to the specialist pathways in the M.Arch programme but links exist throughout all years of all programmes. The staff have established a staff research symposium which informs other staff and thence teaching. Staff are able to direct students to experts in any field. The expansion of MEARU and the Urban Lab are central to the research strategy. Among other goals are the appointment of the new head of Architecture and Built Enviroment Studies, the appointment of a Professor of Sustainability, which will involve both teaching and research and the 16

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appointment of a Fulbright Distinguished Chair to the Urban Lab. The School remains committed to tackling major issues in Glasgow and Scotland as a whole. The Board applauds the School in its research success. The Board welcomes the news that the School is striving to develop the relationship between research and teaching. The school is trying to create opportunities for income generation. Consultancy and commercial research contracts are developing. The developments in the REF towards peer review and applied research should stand them in good stead. 13.13 Equal Opportunities: The Glasgow School of Art has appropriate equal opportunities policies. Resourcing and facilities; The Board shares the School of Architecture and School of Arts concerns regarding the potential threat to resourcing posed by the proposed 22% reduction in funding for architecture in SFCs current consultation. The Board understands that the RIBA and RIAS (Royal Incorporation of Architects in Scotland), in their response to the consultation, will strongly advise that this is potentially detrimental to the future of architectural education in the whole of Scotland. The Board notes the opportunities presented by the new building, not only in terms of increased space and improved facilities, but also its possibilities as a learning tool. The Board advises the School to ensure that all transition arrangements are appropriate and notes that the School of Art is mindful of the inevitable disruption. Noting students comments regarding access to School of -

Art resources, the Board would encourage the School to facilitate access to all appropriate resources across the Faculty, providing quality of access in order to support academic activity and assist employability. Studios Studio space is sufficient to allow each student a workspace and a locker. The first, second and third year share the same studio. All studios are wireless. CAD and review spaces can be used by anyone unless booked for teaching. Studio opening times are generous, being 8am to 11pm on weekdays and 9am to 5pm at weekends. Students working towards final project reviews, hand-in deadlines, at various points throughout the session, can request extended access to 11pm at weekends. The Board was pleased to note that the redevelopment will reinforce the School of Arts commitment to studio space by expanding provision.
Library The art, design and architecture collection comprises 70000 volumes, of which 24000 are directly related to architecture, building construction and urban design. The Library currently subscribes to 90 architectural periodicals. Student also have access to a large resource of e-journals and e-books through the growing collection of electronic materials. Students have access to online bibliographic databases such as the Avery Index to Architectural Periodicals etc.

13.14

The Library also has a collection of 26000 architectural slides and 2000 DVD and videos. The collection of electronic materials and online resources is growing. 17

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The Library houses several suites of open access computers; both Mac and PC. The architecture dissertation collection dates back 30 years and provides a rich source of information about Glasgow. There is a dedicated Academic Liaison Librarian for architecture in regular contact with architecture staff and provides specialist guidance and support in the use of resources. Dialogue between the school and library is good, and the library plays a significant role in research and student research projects, with students being trained in the use of the Archives. The Library has formal connections to other higher education libraries. The Library will not move into the new building. Although the physical space has expanded over the years, resources have not kept pace with the growth in student numbers. The Librarian reported a 10% cut in funding which is of concern. 14.
Workshops Each school has dedicated workshops, which they are keen to preserve. This ensures that each workshop is geared to the needs of the School. There is discussion within the School of Art about shared workshops in the new building.

same building. Other facilities include darkrooms, modelscope facilities and a heliodon. Access to other Glasgow School of Art facilities can be negotiated as appropriate. IT Studios are equipped with PCs supported by scanners, printers and large format plotters, including black and white and colour plotters. The range of software available is appropriate. The virtual learning environment covers every stage and programme. There is one laser cutter in product design department; students reported that it is hard to gain access to this. The School hopes to acquire its own laser cutter, funds permitting. There is an A0 scanner in the textiles department. Students reported that there was a 3D printer that was little used but did not offer any reasons for this. Documentation The School provided all documentation as required under the procedures for validation.

The School of Architecture may possibly acquire a laser cutter this year. In the meantime, there is a cross-school laser cutter in the Product Design Engineering department. Students reported some difficulty in gaining access to this. Access to the main workshop is at set times for health and safety reasons and is manned by two technicians. A light and photography lab is housed in the K:\Validation\UK Visits\Visits 2009-10\Mackintosh\Confirmed Report - Mackintosh.doc 18