Explaining the Effective Out-of-University Factors of Architectural Education on Contemporary Iranian Architects from the Perspective of University Professors

Problem statement: 

Critics of today’s Iranian architecture believe that Iranian architecture, which is many centuries old, now lacks its values and identity and is considered the product of modern architecture schools and modern architecture education, and the abnormalities in it are related to the quality of architectural education and profession. Investigating the status of architectural design workshops has been one of the most important challenges for researchers in the country in recent decades; but what is clear is that architecture is influenced by various factors, the existence of which obscures the role of the architect and his teachings as the creator of the work.

The purpose of this article is to identify the influential components in education on today’s architecture from the perspective of architecture professors. In fact, this article seeks to clarify, reveal, and explain the components and factors desired by professors of architecture.

This research is based on the paradigm of social interpretivism from a cognitive perspective and is of a qualitative type. The strategy of choice in this research is that of the underlying theory. The analyses were performed using the systematic coding method of Strauss and Corbin using “MAXQDA 12” software.

The results show that a set of conditions, including causal, intervening, and contextual conditions, affect the core category, but intervening conditions and contexts that are extroverted play a major role. Extracurricular factors include pre-university education, media culture, and organizations and institutions related to construction.