Bibliografías temáticas / Association of Collegiate Schools of Architecture

Literatura académica sobre el tema "Association of Collegiate Schools of Architecture"

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Publicado: 25 de julio de 2024
Última modificación: 26 de julio de 2024

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Artículos de revistas sobre el tema "Association of Collegiate Schools of Architecture"

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Valdivieso, Alejandro. "J. OCKMAN (ed) - Architecture School. Three Centuries of Educating Architects in North America". ZARCH, n.º 6 (16 de septiembre de 2016): 242. http://dx.doi.org/10.26754/ojs_zarch/zarch.201661471.

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JOAN OCKMAN (ed) with REBECCA WILLIAMSON (research editor)Architecture School. Three Centuries of Educating Architects in North AmericaMIT Press, Cambridge, Massachusetts -London, England, 2012 / Association of Collegiate Schools of Architecture, Washington D.C., 400 págs.54,95 $. Idioma: inglés (tapa dura)
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Morley, Jane. "The Association of Collegiate Schools of Architecture Technology Conference-Washington, D.C., November 11-12, 1985". Technology and Culture 28, n.º 1 (enero de 1987): 120. http://dx.doi.org/10.2307/3105485.

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Reeb, Brenda. "Association to Advance Collegiate Schools of Business (AACSB)". Journal of Business & Finance Librarianship 11, n.º 1 (6 de diciembre de 2005): 53–59. http://dx.doi.org/10.1300/j109v11n01_07.

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Susskind, Lawrence E. "Association of Collegiate Schools of Planning Distinguished Educator Award". Journal of Planning Education and Research 25, n.º 3 (marzo de 2006): 329–30. http://dx.doi.org/10.1177/0739456x06286213.

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Wachs, Martin. "Association of Collegiate Schools of Planning Distinguished Educator Award". Journal of Planning Education and Research 26, n.º 3 (marzo de 2007): 367–68. http://dx.doi.org/10.1177/0739456x07300016.

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Bess, David E. "Meeting of the association of collegiate schools of planning". Cities 5, n.º 2 (mayo de 1988): 193–94. http://dx.doi.org/10.1016/0264-2751(88)90007-8.

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Zhao, Jun y Carlos Ferran. "Business school accreditation in the changing global marketplace". Journal of International Education in Business 9, n.º 1 (3 de mayo de 2016): 52–69. http://dx.doi.org/10.1108/jieb-02-2016-0001.

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Purpose This paper aims to examine current trends in business accreditation by describing and comparing the major international business accreditation agencies (Association to Advance Collegiate Schools of Business, European Quality Improvement System, Association of MBAs, Association of Collegiate Business Schools and Programs and International Assembly for Collegiate Business Education), and analyze their recent market expansion strategies (development and penetration using Ansoff model) as they compete for the schools seeking initial or continuing accreditation. Design/methodology/approach This is a comparative study of the business accreditation agencies and their competitive strategies, using publically available data such as lists of accredited schools published by the agencies as main data collection method. Findings Business accreditation agencies have utilized the market penetration and market development strategies to expand their market share in recent years. The key growth areas are international schools, regional teaching-oriented institutions, two-year institutions and for-profit institutions. Research limitations/implications This study is based on publically available data published by accreditation agencies. More in-depth analysis with survey method could be utilized in future study to identify more specific strategies and their impact on business schools seeking accreditation. Practical implications Accreditation is no longer a luxury but a requirement for business schools, but they have to make an informed decision on which agency to pursue to assure an appropriate fit. Social implications The public needs to understand the value and the requirements of accreditation. Multiple agencies provide different options to fit the missions of the different types of schools. Originality/value This study is valuable to business school stakeholders for understanding accreditation, the need for accreditation and the options they have available.
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Hopkins, Lewis D. "2007 Association of Collegiate Schools of Planning Distinguished Planning Educator Award". Journal of Planning Education and Research 27, n.º 3 (marzo de 2008): 367–68. http://dx.doi.org/10.1177/0739456x07313762.

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Caves, Roger W. "29th annual conference of the Association of Collegiate Schools of Planning". Land Use Policy 5, n.º 3 (julio de 1988): 351–52. http://dx.doi.org/10.1016/0264-8377(88)90043-9.

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Faria, João Ricardo y Franklin G. Mixon. "Opportunism vs. Excellence in Academia: Quality Accreditation of Collegiate Business Schools". American Business Review 25, n.º 1 (mayo de 2022): 4–24. http://dx.doi.org/10.37625/abr.25.1.4-24.

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This study extends the literature on the (in)effectiveness of quality accreditation by examining how standards adopted by an accrediting or research agency, such as the Association to Advance Collegiate Schools of Business International (AACSB), can be manipulated by academic units, such as collegiate schools of business. We present a hierarchical differential game between a collegiate business school and its accrediting agency to advance the hypothesis that strategic or opportunistic behavior occurs where heterogeneity in academic achievement exists, as represented by an uneven distribution of academic achievement resulting either from the presence of both unproductive and highly productive faculty or periods of high academic productivity followed by other periods of low academic productivity. Statistical explorations utilizing data from senior management faculty affiliated with both the highest-ranking and lowest-ranking colleges and universities in the U.S. are suggestive of the presence of incentives facing some U.S. business schools to behave strategically or opportunistically in terms of quality accreditation.
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Tesis sobre el tema "Association of Collegiate Schools of Architecture"

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Cret, Benoît. "L'émergence des accréditations : origine et efficacité d'un label". Paris, Institut d'études politiques, 2007. http://www.theses.fr/2007IEPP0028.

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Les étudiants ne peuvent « essayer » les diplômes ou les établissements pour choisir le meilleur d’entre eux. Le choix ne peut reposer sur la multiplication des expériences, sur leur répétition et leur comparaison. Les agences d’accréditation seraient là pour "aider" les consommateurs en les dotant d’équipements distinctifs, les labels, qui auraient pour fonction de lever l’incertitude sur la qualité des services échangés. Notre recherche questionne la "fonction de certification" des agences d’accréditation en les considérant non pas comme de simples courroies de transmission, mais comme des organisations dynamiques qui définissent et modifient en partie ce qu’est la "bonne mesure" de la qualité des diplômes et des établissements. Comment les agences d’accréditation AACSB, AMBA et EQUIS ont-elles pu devenir robustes aussi rapidement dans l’espace circonscrit des business schools ? Par "robuste", nous désignons la qualité du processus par lequel ces trois organisations ont réussi en huit ans (1997-2005) à stabiliser un quasi-monopole de l’accréditation. Pour ce faire, nous distinguons la question de la genèse des agences, des questions de leur persistance et de leur efficacité. Nous explorons la naissance des trois agences, puis nous étudions la mise en œuvre des trois processus d’accréditation associés à l’intérieur de six Business Schools, trois françaises, trois anglaises. Cela nous amènera à questionner la notion de confiance. Nous considérons enfin les "labels" comme des catégories de pensées collectives, ce qui implique de questionner la notion de croyance pour résoudre le problème de la genèse et de l’efficacité des agences d’accréditation
Students cannot “try” or “experiment” degree curricula in order to choose the best of them. Henceforth their choice cannot rest on experience, repetition and comparison. The accreditation agencies aim at helping them equipping them with distinctive “labels”, thus helping them make their choice. The “labels” would then help reduce the uncertainty on the quality of the services that are exchanged within the market. The subject of the PhD deals with the creation and the increasing role played by the three main accreditation agencies within Europe : AACSB (the Association to Advance Collegiate Schools of Business), EQUIS (the European Quality Improvement System) and AMBA (the Association for MBAs). The main problem may be formulated as follows : how could these agencies gain legitimacy so swiftly ? The research distinguishes two main questions : -The one that deals with the genesis of the accreditation agencies, - And the one that deals with their persistence and their efficiency. First we highlight and compare the so-called diversity of the expansion of the three agencies. Then we focus on the the impact of the three accreditation processes within three French “Grandes Écoles” and three English Business Schools. This will lead us to explore the notion of trust (within the accreditation agencies, the accreditation process and the accreditation themselves). Finally, the “labels” will be considered as a collective form of classification that will enable us to deal with the problems of genesis and efficiency
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Libros sobre el tema "Association of Collegiate Schools of Architecture"

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Association of Collegiate Schools of Architecture. Southwest Region. Conference. Pedagogy & practice: 1988 Conference of the Southwest Region, Association of Collegiate Schools of Architecture. Arlington: School of Architecture and Environmental Design, University of Texas, 1988.

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Association of Collegiate Schools of Architecture. Meeting. Architecture and urbanism: Proceedings of the 75th annual meeting of the Association of Collegiate Schools of Architecture. Washington, D.C: Association of Collegiate Schools of Architecture, 1988.

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Meeting, Association of Collegiate Schools of Architecture. Architecture, back to life: Proceeding of the 79th Annual Meeting of the Association of Collegiate Schools of Architecture. [Washington, D.C.]: ACSA Press, 1991.

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Association of Collegiate Schools of Architecture. Meeting. The spirit of home: Proceedings of the 74th annual meeting of the Association of Collegiate Schools of Architecture, 1986. Editado por Quinn Patrick y Benson Robert Alan. Washington: ACSA, 1986.

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Association of Collegiate Schools of Architecture. Meeting. The architecture of the in-between: Proceedings of the 78th annual meeting of the Association of Collegiate Schools of Architecture. Washington, D.C: Association of Collegiate Schools of Architecture, 1990.

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Association of Collegiate Schools of Architecture. Meeting. Debate & dialogue: Architectural design & pedagogy : proceedings of the 77th annual meeting of the Association of Collegiate Schools of Architecture, Chicago, 1989. Editado por McGinty Tim y Zwirn Robert. Washington, DC: The Association, 1989.

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Association of Collegiate Schools of Architecture, ed. Architecture in schools: A compendium of student work from ACSA member schools in celebration of the 75th anniversary of the Association of Collegiate Schools of Architecture, 1912-1987. Washington, DC: ACSA Press, 1989.

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Association of Collegiate Schools of Architecture., ed. Architecture in schools: A compendium of student work from ACSA member schools in celebration of the 75th anniversary of the Association of Collegiate Schools of Architecture, 1912-1987. Washington, DC: ACSA Press, 1989.

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Association of Collegiate Schools of Architecture. Northeast Region. Meeting. Architecture, technology, culture: Association of Collegiate Schools of Architecture, Northeast Region annual meeting, School of Architecture, New Jersey Institute of Technology, Newark, NJ, 23-25 Oct. 1986. [Washington, D.C.]: ACSA, 1986.

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Association of Collegiate Schools of Architecture. Meeting. Architecture, back to life: City, theory, practice, world : proceedings of the 79th annual meeting of the Association of Collegiate Schools of Architecture. [Washington, D.C.]: The Association, 1991.

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Capítulos de libros sobre el tema "Association of Collegiate Schools of Architecture"

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Reimers, Fernando M. y Francisco Marmolejo. "Leading Learning During a Time of Crisis. Higher Education Responses to the Global Pandemic of 2020". En Knowledge Studies in Higher Education, 1–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_1.

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AbstractThe rapid disruptions caused by the Covid-19 pandemic in multiple sectors and areas of daily life provide a unique opportunity to study the university’s capacity to respond to changes in the external environment, to be a learning organization, in service of addressing significant social challenges. In this book we study universities’ responses to one such challenge: the disruption to educational opportunities caused by the interruption of schooling brought about by the pandemic.In response to the Covid-19 pandemic, universities innovated on several fronts. Unsurprisingly, some of those innovations focused on internal actions implemented to mitigate the impact of the pandemic by transitioning to online teaching delivery or extension of semester break, etc. (Crawford J et al. J Appl Learning Teaching 3.1:1–20, 2020; Leon-Garcia F, Cherbowski-Lask A, Leadership responses to COVID 19: a global survey of college and university leadership. International Association of Universities – Santander Universities. IAUP. https://www.iaup.org/wp-content/uploads/2020/11/IAUP-Santander_Survey_to_COVID-19_Report2020.pdf, 2020). Beyond the solutions to mitigate the pandemic’s impact on their communities of students, faculty, or staff, universities also innovated to mitigate such impact on the larger community. While the contributions of universities to alleviate the pandemic’s impact have been most visible in public health (Daniels, R. J. 2020. Universities’ Vital Role in the Pandemic Response. Hopkins Bloomberg Public Health Magazine. https://magazine.jhsph.edu/2020/universities-vital-role-pandemic-response), they have extended to other areas of relief and support as well. Almost half of universities participating in a global survey conducted by the International Association of Universities indicated that due to the pandemic, their community engagement had increased (Marinoni G et al. The impact of Covid-19 on higher education around the world. IAU global survey report. International Association of Universities, Paris. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf, 2020).This book is a study of one such response of universities to the pandemic which has not yet received sufficient attention: their support of schools at the pre-collegiate level through a variety of innovative approaches to mitigate the impact of the pandemic on opportunity to learn.In this chapter, we argue that studying such innovations provides insight into the responsiveness of universities to complex societal needs and into their capacity to operate as learning organizations open to their external environment. We introduce the study, explain its value in understanding the role and nature of higher education’s outreach, social impact, and capacity to deal with complex challenges, and summarize the chapters of the book and the results of a survey which was administered to over one-hundred universities to study the nature of their collaborations with schools during the first 9 months of the pandemic, between March and December of 2020.
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Musgrave, Elizabeth y Antony Moulis. "Seeing Drawing: Representing Architecture On-line". En Association of Architecture Schools in Australasia. University of Technology, Sydney, 2007. http://dx.doi.org/10.5130/aab.ab.

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Smith, Cathy. "(A)Rchitecture at the Hardware Store". En Association of Architecture Schools in Australasia. University of Technology, Sydney, 2007. http://dx.doi.org/10.5130/aab.a.

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Andresen, Brit. "The Expressive Capacity of the Timber Frame". En Association of Architecture Schools in Australasia. University of Technology, Sydney, 2007. http://dx.doi.org/10.5130/aab.aa.

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Pickersgill, Sean y Greg More. "Inside Solaris: The Presence of Game Technology in Architectural Design". En Association of Architecture Schools in Australasia. University of Technology, Sydney, 2007. http://dx.doi.org/10.5130/aab.ac.

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Shotton, Elizabeth. "Internal Consistencies: Regarding Weights and Measures". En Association of Architecture Schools in Australasia. University of Technology, Sydney, 2007. http://dx.doi.org/10.5130/aab.ad.

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Chapman, Michael y Michael Ostwald. "Prosthesis, Technology and Trauma in the Machinist Fetishes of Oma’s Villa at Bordeaux". En Association of Architecture Schools in Australasia. University of Technology, Sydney, 2007. http://dx.doi.org/10.5130/aab.ae.

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Bell, Eugenie Keefer. "Transforming Metal into Skin". En Association of Architecture Schools in Australasia. University of Technology, Sydney, 2007. http://dx.doi.org/10.5130/aab.af.

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Hogben, Paul. "Advertising to Architects: Creating Desire and Establishing Credibility in the Case of Aluminium". En Association of Architecture Schools in Australasia. University of Technology, Sydney, 2007. http://dx.doi.org/10.5130/aab.ag.

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Loo, Stephen. "(Biological) Life: The Pedagogy of an Architectural Concept". En Association of Architecture Schools in Australasia. University of Technology, Sydney, 2007. http://dx.doi.org/10.5130/aab.ah.

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Actas de conferencias sobre el tema "Association of Collegiate Schools of Architecture"

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Smulevich, Gerard. "The Digital Bauhaus". En 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.63.

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This paper describes the use of electronic space in a fourth year undergraduate architectural design studio. It attempts to address the importance of developing a design process that is redefined by the use of computing, integrating concept and perception. This goal is set in the studio exercise, an international student design competition to design an addition to the school of architecture at the original Bauhaus/Weimar. The studio involved re-evaluating the Bauhaus principles of integrating the artist and the craftsman, but in contemporary or post-industrial terms. In 1989 the Wall came down. Seamless access of western telecommunications and media became greatly responsible for the crumbling of the rigid machine-age soviet technocracy; and with it, the former east German city of Weimar, home to the first Bauhaus, was once again a living part of architectural history. When the Association of Collegiate Schools of Architecture announced an international student competition to design a new addition to the school of architecture at the original Bauhaus/Weimar, we immediately decided that this should be an Electronic Bauhaus.
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Zheng, Yong-An y Ao Sun. "The Analysis for Quality Accreditation of Business School: Taking Association to Advance Collegiate Schools of Business for an Example". En 2009 International Conference on E-Business and Information System Security (EBISS). IEEE, 2009. http://dx.doi.org/10.1109/ebiss.2009.5138104.

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Mesa, Felipe y Miguel Mesa. "Clouds of Wood: A Columbian Design-Build Experience". En Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335064.

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The idea of complexity in the teaching and practice of architectural design is linked to formal processes or their programmatic features, leaving aside relevant aspects of the complete cycle of an emergent building: the relationships with the communities involved, management of financial and material resources, technical designs, environmental qualities, construction, and performance. In this way, too much relevance is given to the production of architectural representations and the student’s individual work, in detriment to the real impact that the student's activities may have on our society. In the Clouds of Wood Design-Build Studio (Medellín, Colombia, 2013–17), complexity was understood as the passage of a team of two professors and thirty students through the stages of design and construction of small-format buildings, made in association with rural communities near Medellín and a local company specializing in building with immunized wood. Constructions with a light program, low cost, and high impact on the communities’ daily lives were agreed on between all parties. Excessive production of drawings, models, and simulations was avoided, and collaboration between students, teachers, community leaders, representatives of municipal governments, and construction instructors was encouraged. In each semester of this course (ten studios in five years), the students worked in an articulated way in five groups with defined roles and responsibilities (fund-raising, drawing, wooden models, budget, construction). They only drew plans after knowing in depth the materials and construction technologies to be implemented; they only designed after visiting the communities involved; and they only built after understanding the budgets and the various constraints in play. If in a traditional design studio the students spend at least 80 percent of their time in activities of representation, often disconnected from everyday reality, in this course, they spent half of their time in meetings with experts and leaders, generating not only a balance in favor of the project but also a limited number of precise drawings. The course ran in four one-month modules: the first one to define in a group the overall aspects of the design (program, size, location, qualities) and evaluate five variants; the second, to develop the chosen design proposal; the third, to plan the construction phase; and the last, to build and inaugurate the building with the community. The result was the creation of a family of permeable buildings that are resistant and adapted to the tropical climate; have minimal geometric, structural, and tectonic variations; and made use of the constructive advantages of immunized wood. In addition, the consolidation of a group of students committed to the particular problems of communities, who can propose necessary, relevant, and unexpected buildings, raised the question about what is significant or even radical, today, in the education of architectural design: (a) the exploration of worlds (not yet seen) through images and models, or (b) the incorporation of design into the (already existing) complex and restrictive dynamics through a built architecture project?
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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]". En InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
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