ARCHITECTURE

Postgraduate programmes in Architecture

SCHOOL OF ARCHITECTURE
OXFORD BROOKES UNIVERSITY

CONTENTS

ARCHITECTURE AT OXFORD BROOKES 04

FACILITIES AND COMMUNITY 06

POSTGRADUATE PROGRAMMES IN ARCHITECTURE,

DESIGN & SUSTAINABLE DEVELOPMENT 08
■■ Applied Design in Architecture MArchD (RIBA/ARB PART 2) 10
■■ Architecture MArch/PGDip 12
■■ International Architectural Regeneration and Development
MA/PGDip/PGCert 16
■■ Sustainable Building: Performance and Design MSc/PGDip/PGCert 18

THE CENTRE FOR DEVELOPMENT AND

EMERGENCY PRACTICE (CENDEP) 20
■■ Postgraduate Programmes presented by CENDEP 21
■■ Development and Emergency Practice MA/PGDip/PGCert 22
■■ Humanitarian Action and Peacebuilding MA/PGCert Distance Learning
programme 24
■■ Shelter after Disaster PGCert 26

POSTGRADUATE RESEARCH PROGRAMME 28

RESEARCH AND KNOWLEDGE TRANSFER 30

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MArch students’ work at the Gothic exhibition.

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ARCHITECTURE AT OXFORD BROOKES

The School of Architecture

The school is exceptional in the teaching of cultural
combines poetics and materiality context; the work undertaken in Development and
to achieve excellence. Our
unique portfolio of programmes
Emergency Practice is internationally recognised.
links research, practice and
teaching, and offers students
We embed digital literacy and a low carbon agenda
and staff a self-determined in our programmes and remain informed of future
trajectory. We are distinctive
in our combination of
directions, actively participating in the local, the
transdisciplinary approaches to national and the global agenda of architecture.
the design studio, engendering
a culture of professional
innovation and experimentation.

We aim to produce an international graduate link through shared student working spaces CAREERS AND DEVELOPMENT
who has applied specialism in design, an and student involvement in crits alongside The school’s employment record in the current
understanding of transdisciplinary working invited guests. recession is exemplary, which demonstrates
practices and is confident, articulate, the alignment of the programmes with the
intellectually engaged and independent. ESTABLISHED REPUTATION needs of practice. The school Practice,
The work in the school repeatedly wins Management and Law at Parts 1, 2, and 3,
With a clear focus on our academic, research awards at national and international level. This bring leading architects, lawyers and business
and personal literacy we deliver a global recognition is testament to the quality of the people in to educate the students. The
graduate to lead in an internationalised market. people, the place, the environment and the workshops in this area enable the students to
The Part 2 programmes enable students to culture engendered. We value our students link up with their own design projects.
engage in live research projects and to work and staff highly and the result is a school
in transdisciplinary teams for both summative collectively pushing the academic agenda The validation criteria are a strong foundation
and formative assessment. in architecture. on which to build an exceptional student
experience and a strong graduate. Students
RESEARCH LIVE PROJECTS engage in applied learning into design,
The school enjoys an excellent reputation Students in the school make valuable through the lecture, seminar and workshop
for the quality of its research. We are contributions to the learning experience, such format. The criteria are revisited in different
internationally recognised for work across a as the introduction of sustainable construction contexts to enable students to explore the
wide range of fields; low carbon technologies, workshops and live projects. The design work possibilities through alternate academic and
architectural humanities, technology, illustrates the high quality expected from all in practice positions.
development practice and vernacular the School of Architecture.
architecture. The school continues to build
on this reputation through the development The school actively encourages students
of new areas of research such as research to participate in live projects and at present
by design, and through the organisation of has five projects in and around the city of
conferences and the dissemination of its Oxford; a refit, a redesign of an interior, a
research through publications, exhibitions and pavilion, a self-build, and a substantial new
knowledge transfer partnerships. build. This enables students to work with staff
and external stakeholders, and learn through
The implementation of an e-portfolio building. The school exhibits work externally
submission is indicative of the school’s throughout the year and draws on local and
forward thinking approach to assessment London practices to deliver the technology
and recognition of the changing delivery and practice in its portfolio. The school runs
mechanisms in the world of practice. The a focus group with leading architects to
design studios are taught in dedicated studios explore the needs of the profession in context The Student Hub in the Abercrombie Building
at Part 2. The Part 1 and 2 programmes to education.
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“When our students leave Oxford Brookes University they leave with something
very distinct, very individual and very highly regarded by the profession.”
Matt Gaskin, Head of Architecture

Matt Gaskin, Head of the School of Architecture, in the Abercrombie building where programmes are taught

FACILITIES TEACHING AND LEARNING In June 2012 the School of Architecture,

The School of Architecture is based in the The school signs up to a fully integrated Oxford celebrated its eighty fifth anniversary.
impressive new purpose-built Abercrombie approach to both teaching and assessment. From the one-room base of 1927 through to
building, opened in the summer of 2012. The assessment embeds at key points into the its current location overlooking Oxford, the
The design studios offer a range of project delivery of teaching. The programmes employ school has always embraced change and
scales and contexts and a plethora of design peer assisted learning and self-assessment, innovation in its portfolio of programmes. The
approaches, which encourages you to be which promotes independent learning and location of Oxford offers some of the most
distinctive in your work. critical reflection. The student engagement historically significant architecture in the world
enables the cross fertilisation of applied and access to some of the best modern
The school workshop offers woodworking and learning to be realised and explored. architecture, produced by world-renowned
laser cutting, and the print room numerous contemporary architects. This highly desirable
high quality and affordable production Research linked to teaching is applied and and rare resource sits right on the doorstep
methods, including 3D printing. practised in the school through internal and of the School of Architecture at Oxford
external exchange; conference, live project, Brookes University.
exhibition. This combination enables a rich
dialogue that explores the combined effect of
differing positions. Annual field trips embed
empirical learning into the student experience; Matt Gaskin
local, European and international. Head of the School of Architecture
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FACILITIES AND COMMUNITY

As an architecture student you’ll have access to

The School of
superb facilities and resources to prepare you for
Architecture is a vibrant,
design-focused place to
professional practice. From the state of the art 3D
learn. We bring all the printers and rendering computers with specialist
professional disciplines programmes like Rhino3D and 3D Studio MAX in
together making our digital studios, to the multipurpose space of the
for a really exciting TDE Student Centre we incorporate the newest,
academic atmosphere. freshest ideas in teaching.

We aim to help you develop your full potential The new Abercrombie building was opened between disciplines and year groups. The
not only as an architect but as an individual in the summer of 2012 and is where students Glass Tank exhibition space is on the ground
with the ability to create solutions and from our School of Architecture are taught. floor of the building, providing a prominent
thrive on the challenges of rapidly changing Students in the school will benefit from brand- position to exhibit university activity and the
environments. We use a wide range of new, purpose-built facilities and an inspiring achievements of our students. The flexible
teaching approaches from traditional lectures, working environment. space will suit creativity from sculptures and
seminars and tutorials to e-learning, studio- installations to shows and exhibitions.
based teaching in our own purpose-built The new building houses studios and learning
studio, workshop based practical work, spaces, connected by glass walkways
demonstrations and site visits, role-play spanning an expansive full-height atrium. The
simulations, problem-solving exercises, group open-plan work areas will aim to encourage
projects and more. close working, collaboration and idea sharing

The Architecture workshop in the John Payne Building

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The Print Room, Abercrombie Building

CASE STUDIES are fully networked to digital projectors, a wide structures tests and demonstrations in steel,
Live case studies play a big part in how range of high-quality printers and plotters, and concrete and timber. The laboratory includes
we teach – we have strong links with local a laser cutter. In addition pooled rooms for use several large reaction frames, concrete
authorities, developers and the leisure industry of programmes such as AutoCAD, ArchiCAD mixing and casting facilities and cladding
– and you’ll see developments in Oxford and and Photoshop are available throughout the testing equipment.
further afield through fresh eyes as they university for student use.
become part of your learning experience. UNIVERSITY LIBRARY
Many of today’s leading professionals visit PRINT ROOM The university library has one of the best
the school to lecture. Previous visiting The school’s print room includes high-quality architecture collections in the UK. Our
professionals have included Sir Paul Smith, plotting facilities linked to the third and fourth collection contains 340,000 books and
Kevin McCloud and Charles Holland from floor studios in the Abercrombie building, 2,400 journal titles, plus a wide range
FAT Architecture. This year, internationally plus a large-scale copying machine and a of electronic sources, databases and
prominent visitors will include Stelarc, Jeremy 3D printer (rapid prototyper). In addition a catalogues. The architecture collection, which
Dixon and Roger Hawkins. wide range of cameras and photographic includes slides, videos and CD-Roms as
equipment is available on loan to students. well as a comprehensive holding of books
STUDIOS and periodicals, is run by the full-time
Two large open-plan studios equipped for WORKSHOP Architecture Librarian.
both traditional and digital working form the The school’s workshop provides dedicated
hub of the educational experience offered by spaces for student use for machining/joining
the department, open 24-hours per day. Our materials and model-making, under the
digital facilities enable students to use the supervision of the full-time workshop manager.
latest high-end software programmes including Facilities include a laser cutter plus a wide
The Abercrombie
3D Studio Max and MicroStation for modeling, range of machinery and hand tools. building has 24
together with leading CAD, web, image, and
movie editing software, all running on a bank LABORATORY
hour studio access
of 60 powerful workstations. Equipment and The school maintains a dedicated and well for students.
software are updated on a regular basis and equipped technology laboratory suitable for
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POSTGRADUATE PROGRAMMES in
Architecture, Design & Sustainable Development
We have five postgraduate programmes in the School
We offer a rich diversity
of Architecture which are undertaken by students from
of programmes at
postgraduate level. Our around the world, with diverse backgrounds, and varied
current student population disciplines. This student body coupled with the staff energy
is drawn from a variety and enthusiasm for the subject engenders a student-
of countries and cultures centred learning and teaching environment.
worldwide, providing
a vibrant learning
experience for all.

APPLIED DESIGN IN ARCHITECTURE INTERNATIONAL ARCHITECTURAL SUSTAINABLE BUILDING:

MArchD REGENERATION AND DEVELOPMENT PERFORMANCE AND DESIGN
Applied Design in Architecture (MArchD) MA/PGDip/PGCert MSc/PGDip/PGCert
at Oxford Brookes is for those who wish This unique international and multi-disciplinary A key aim of the programme is to promote
to become professionally qualified in the programme focuses on both rural vernacular an interdisciplinary and strategic approach
UK and provides ARB/RIBA Part 2. It is traditions and historic urban centres. The to design that will enable professionals
also possible, through the Research-led programme is offered at three levels: as a to integrate their skills and co-operate in
Design specialisation, to spend half of the postgraduate certificate, a postgraduate achieving genuinely excellent environmental
programme pursuing your own research and diploma and a master’s degree. performance in buildings.
design programme.

ARCHITECTURE
MArch/PGDip
The Advanced Architectural Design Module
represents the core of the learning experience.
Project-based learning is used in a studio
environment to individually and collectively
explore architectural design problems.
The MArch programme concludes with
the Dissertation Project in which individual
students work with a supervisor on projects
that have developed from the work of the
design studio or appropriate Special Route.

MORE DEGREE COURSES

IN ARCHITECTURE
See page 21 for more Architecture
programmes presented by the Centre for
Development and Emergency Practice.

Student work by Aimy Dodge - Mobile Sleeve Device.

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AN INTERVIEW WITH
BRINDA PARTH SHAH
Studied MA International Architectural Regeneration and Development 2003 to 2004

How did your scholarship Where you are working or what

enhance your experience of are you doing at the moment (in
the course? 2014)?
Without this scholarship, I would not I returned to India in 2005 and
have made it to study my master’s. designed our own Residential
Getting this kind of financial help Studio with my partner, from where
for this course was really rewarding we currently offer Architectural
and inspiring to do the best at my Practice (www.ourpeopletree.
capacity in the course. co.in) and joined the Indubhai
Parekh School of Architecture,
Since completing your course Rajok, as a lecturer for the
what career opportunities have undergraduate Architecture course.
you taken up? Currently I have students working
I started to teach as I was offered on a village study programme
the post of an Assistant Professor and exploring theories on how to
at the Indubhai Parekh School introduce ideas of Indian space
of Architecture, Rajkot. Also, matrix in design exploration. I
Before you came to Brookes my husband and I run our own am an associate professor at the
what did you study and where? architectural practice to take up real same institution.
I took an undergraduate course in life challenges of the profession and
Architecture at CEPT, Ahmedabad, my firm won an Architect of the Year Have you had any achievements
India. award from JK White Cement 2008 since you graduated from
for our residential studio at Rajkot. Brookes that your Brookes
What made you choose Brookes degree has helped you with?
as a place to study? What are the best aspects of I have been invited to a number
I was interested in vernacular studying at Brookes? of international conferences on
architecture and more importantly I Its location in Oxford. My course vernacular architecture. My degree
wanted to undertake my study with teachers and colleagues of at Brookes helped me not only in
Dr Paul Oliver. different nationalities enriched my academic pursuits but also gave
experiences. My halls of residence me insight into suitable architecture
What did you think of the course were very close to the university for my country. Having to practise
while you were here? and made life really easy. cultural constancy in design (which
I really was inspired with the I learnt from my course at Brookes)
exposure I got from the faculties What advice do you have for gave us prestigious national
about the world’s vernacular others thinking of studying here? architectural awards for our designs
architecture. The field studies and The school offers interesting executed in India.
other optional courses makes postgraduate courses and people
one learn about various important who come to study these courses In 2013 I received the A+D Cera
aspects in architecture. According come from different professional Awards Special Mention, in the
to me, this course is really important and cultural backgrounds. It is Young Enthused Architect Category,
for contemporary architecture advisable to share experiences and for the project Rajsamdhiyala
design attitude. interact with other students. House, District Rajkot, Gujarat.

KEY FACTS
Brinda gained a Hodgkinson Scholarship. For more about scholarship opportunities please visit www.architecture.brookes.ac.uk/
scholarships. For more student profiles please visit www.architecture.brookes.ac.uk/postgraduate/profiles.html
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APPLIED DESIGN IN ARCHITECTURE

MArchD (RIBA/ARB PART 2)
The programme is grounded on the belief that
This programme architects should be thinking well beyond the
is for those who constraints of market forces and the traditional
wish to become disciplinary limits of the profession, towards
professionally the forms, technology and spaces for a more
qualified in the sustainable future. This is a student-led programme,
UK and provides and you can have very different experiences within
ARB/RIBA Part 2. it depending on which choices of studios and
courses you make.
YEAR 1: RESEARCH INTO DESIGN YEAR 2: DESIGN & TECHNOLOGY
This year has a very strong emphasis The design specialisations are: This year is structured to enable you to
on acquiring in-depth knowledge of an
■■ Advanced Architectural Design synthesise a broad range of complex cultural,
architecturally important field of study and
■■ International Architectural aesthetic, research and technical factors,
utilising that knowledge in design. This is Regeneration and Development and design specialisation learning into your
achieved by taking one of the six ‘design
■■ Development and Emergency Practice major design project and portfolio.The year
specialisations’. You must choose which
■■ Sustainable Building: Performance is spent participating in one of six design
design specialisation is best for you. and Design studios. All studios have control over their
■■ Research-led Design own programme of projects and each has
The specialisations on offer are deliberately
■■ Urban Design a different view of architectural culture and
highly diverse to cater for the changing nature promotes different design methods. The
of the profession in practice. This course Each of the design specialisations design studios are taught by some of the
produces graduates for the global market and includes a design project or brightest designers and tutors in the country
as such requires a high level of commitment projects, to which you will apply your and consequentially their programmes
from staff and students. detailed learning. demand high levels of creative and intellectual
endeavour from you, as well as high levels of
productivity. Their aim is to raise your design
thinking, skills and production to the highest
possible standard.

Student work by Valeria Fabiano - The Allegorical Theatre - Concept Montage.

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EXHIBITION RESEARCH EMBEDDED IN TEACHING encapsulate the mantra that if you research
The end of year exhibition is the culmination Research informs the very essence of the you teach and if you teach you research.
of each year’s academic programme. It is content of the MArchD programme, with staff
not only a showcase for your work, but is actively involved in producing publications Staff research includes development practice,
in itself an important opportunity for you linked to teaching, engaging in live projects, vernacular studies, representation, digital
to develop spatial and presentation skills and the production of exhibitions. This work technologies, and research by design,
in a very immediate and hands-on way. All synthesises the staff and student body in environmental studies, and cultural context.
students must play a full role in designing, collective learning of staff, which shapes A number of students are now engaged in
organising, making and maintaining the the very nature of the content of both the working with eminent scholars on research in
exhibition. To this end the exhibition is an academic and research activities. This the school and are helping to set the agenda
integral part of your design studio and design programme links in with the five research for the future.
specialisation programme. groups that run through the school which

Student work by Bryan Bradbrook - The Stair Monument.

CAREER OPPORTUNITIES
Primarily the MArchD is aimed at producing ADMISSIONS REQUIREMENTS ENGLISH LANGUAGE
architects that have the RIBA/ARB Part 2 and Admission to the programme will normally REQUIREMENTS
are then moving onto the Part 3 qualification be open to applicants who fulfill either of If your first language is not English, you will
in order to become a qualified architect. the following requirements: need IELTS 6.5 with at least 6.0 in reading
At the completion of the programme your and writing, 5.5 in listening and speaking
portfolio includes design, technology, cultural
■■ Hold a good approved undergraduate or equivalent.
context, management practice and law honours degree (first or upper second)
plus an expertise in development practice, in architecture or a discipline relevant to Find out about other acceptable English
design, sustainability, vernacular studies, or architecture. language qualifications and the UK
cultural context. In addition to the route as an
■■ Possess an appropriate professional Border Agency’s language requirements
architect, students on the programme have background and experience of designing for student visas at www.brookes.ac.uk/
gone on to work for NGOs, as researchers, architecture, or designing in a discipline international/apply/english
PhD students and academics. Architecture that has a strong relationship or
is a degree that offers diversity of career and similarities to architecture.
this programme further supplements the
opportunities to pursue your own personal
path. The school is actively promoting live
projects to enable recent graduates to learn
both conceptually and pragmatically on a
range of diverse scales.

www.brookes.ac.uk/postgraduate/courses/ada
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ARCHITECTURE
MArch/PGDip
Project–based learning is used in a studio environment to individually
At the heart of the and collectively explore architectural design problems. There is a
MArch course is a constant, conscious thread running through the projects. The theme
is an investigation of inspiration: the way it appears in the creative
unique idea about mind in un-organised, uncontrolled form and how recognition of its
teaching design, importance can underlie the teaching of architecture.
which recognises At the heart of this approach to teaching is a set of values which
intuition as the crucial redefine the function of architecture in terms of the human
relationships that underlie society, how people really live and relate
element of learning. to each other and use the physical context of their environment. The
studio is run by distinguished academics in the field; Professor David
Greene, Professor Andrew Holmes and Toby Shew.

SEMESTER 1: URBAN CULTURES in a very short time, intuitively, without disconnected procedures in an entirely logical
The first semester is an organised fabric of analytical conscious thought. Elements of way. At this stage the studio places emphasis
reviews, workshops, tutorials and deadlines the brief, such as site, the social context, the on the importance of developing your ability
with students working both individually and programme, materials and structure are then to demonstrate conceptual clarity, to locate
in groups. Within this framework students introduced to modify the initial work and your ideas in the spectrum of current and
engage in two strands of investigation: themes and individual interests are introduced past architecture and to maintain a strong link
and developed. between concept and product. The successful
■■ an in-depth research into the tectonic conclusion occurs when the final project,
possibilities of a new material/s SEMESTER 2 through conscious analysis and critique, is
■■ the analysis of a real site with the aim The second semester design studio focuses resolved both formally and psychologically,
of generating a series of questions that on the architectural implications of bringing and is seen as having been embedded in the
demand an architectural response. the two apparently dissimilar strands of the initial intuitive origin.
first semester’s investigation into surprising
To begin with, students are asked to produce conjunctions. Students are asked to approach
a large volume of work in a variety of media the possibilities created by these apparently

MArch students’ work at the Gothic

Student work by Angus Clogg - Eye Recognition Door.
exhibition.
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EXHIBITION RESEARCH EMBEDDED IN TEACHING composites, physical models and drawings

The end of year exhibition is the culmination Studio research is complemented by a series both by hand and computer. The tutors act as
of the MArch academic programme. It is an of challenging talks by visiting academics and guides to reveal areas of interest so that you
opportunity to showcase your work while practitioners at every stage of the process as develop an individual approach to the brief,
developing spatial and presentation skills in a well as a consistent programme of individual the programme and the realisation of a project.
very immediate and hands-on way. Students discussions and workshops with your tutors.
from other programmes will also display
their work and all students must play a full You will work both in groups and individually,
role in designing, organising, making and exploring a new kind of architecture. The
maintaining the exhibition. The exhibition is an methods of exploration include techniques
integral part of your design studio and design primarily associated with the movie industry,
specialisation programme. such as the making of collages, optical

The design specialisations are:

■■ Advanced Architectural Design
■■ International Architectural
Regeneration and Development
■■ Development and Emergency
Practice
■■ Sustainable Building: Performance
and Design
■■ Research-led Design
■■ Urban Design

Each of the design specialisations

includes a design project or
projects, to which you will apply your
detailed learning.

MArch students’ work at the Gothic exhibition.

CAREER OPPORTUNITIES
MArch students have found career ADMISSIONS REQUIREMENTS ENGLISH LANGUAGE
opportunities around the world in both Admission to the programme will normally REQUIREMENTS
Architecture and other related disciplines. One be open to applicants who fulfill either of If your first language is not English, you will
of our students is leading an architectural the following requirements: need IELTS 6.5 overall with at least 6.0 in
research unit in Bangalore, whilst another is reading and writing, 5.5 in listening and
working at UCL, using the skills he learned
■■ Hold a good approved undergraduate speaking or equivalent.
to design artificial hearts. Another is using honours degree (first or upper second)
his 3D and digital skills to oversee diamond in architecture or a discipline relevant to Find out about other acceptable English
cutting operations. architecture. language qualifications and the UK
■■ Possess an appropriate professional Border Agency’s language requirements
The MArch course prepares its students to be background and experience of designing for student visas at www.brookes.ac.uk/
resourceful, creative and to explore new ways architecture, or designing in a discipline international/apply/english
that architectural practice can be applied to that has a strong relationship or
industry and research. The MArch provides similarities to architecture.
an opportunity to further develop architectural
skills that are applicable to contemporary
design practice and our graduates are in
demand from major international architectural
offices across the globe.

www.brookes.ac.uk/postgraduate/courses/march
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Zahara Way walkway section by student Annabel Clark

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INTERNATIONAL ARCHITECTURAL
REGENERATION AND DEVELOPMENT
MA/PGDip/PGCert
The combined processes of globalisation,
This unique international
environmental change, the depletion of natural
and multi-disciplinary
course focuses on
resources and technological development have
both rural vernacular resulted in an increasingly dynamic and inter-
traditions and historic connected world in which concerns for the loss of
urban centres. cultural heritage and identity are ever present.

The role of professionals involved in the development. The core modules are
rehabilitation, regeneration and sustainable supported by a range of optional modules COURSE MODULES
development of the inherited built enabling students to tailor their study to an Core modules for the PG Diploma and
environments around the world is to respond area of regeneration that interests them most. MA include:
to this ever-changing context in a critical,
dynamic and creative way. More innovative SEMESTER 2
■■ Architecture, Culture and Tradition
approaches and new ways of thinking have Following a study visit to an international
■■ Applications in Regeneration
now become essential to secure a viable location, in the second semester students put
■■ Regeneration and Development
future for historic urban environments, the theoretical knowledge and skills gained in Project
traditional settlements and the world’s the first semester into practice through a design
■■ Globalisation, Environment and
vernacular architecture. The essence of a or applied project. The field study destination Development
successful place is often the practitioner’s forms the basis of a project and may be an
ability to propose interventions that are as historic urban centre or a rural vernacular In addition, two options selected from:
much innovative as they are historically, settlement. The project involves a regeneration
socially and culturally sensitive. strategy/masterplan for the chosen location,
■■ Vernacular Architecture Sustainability
followed by a more detailed project for the and Development
Our internationally renowned researchers and regeneration and reuse of the built environment.
■■ Development and Urbanisation
lecturers include Dr Aylin Orbasli, Dr Marcel
■■ Regeneration and Neighbourhoods
Vellinga and Dr Paul Oliver. DISSERTATION
■■ Tourism Interpretation
A dissertation or a major design project,
■■ Urban Design Theory
SEMESTER 1 supported by a project report, is a compulsory
■■ Urban Design Development Seminars
The focus of the first semester is a group of element of the MA programme. This
■■ Independent Study
theoretical modules that introduce students component provides the opportunity to develop
■■ Master Classes
to the fields of vernacular architecture, and apply research and design skills in a
■■ Sustainable Tourism Planning
regeneration practice, globalisation and specific area of regeneration or development.

Student work by Foo See Jia - Sectional Elevation.

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COURSE AIMS
The aim of the course is to provide students
with the knowledge, skills and tools that
will enable them to recognise the potential,
and contribute creatively to the re-use,
regeneration and development of the inherited
built environment, including vernacular
architecture, in countries around the world.

The MA in International Architectural Student work by Helena Tunbridge - Section of decorative domes.
Regeneration and Development is based
on the ethos that the regeneration and
development of the inherited built environment CAREERS AND PROFESSIONAL organisations to working on projects for
with its inherent social and cultural fabric, DEVELOPMENT major donor bodies like UNESCO. Particularly
is an essential component of sustainable Careers in architectural regeneration overseas students, who have joined the
development. Building on an understanding can include a wide range of prospects programme from public sector assignments,
in the fields of anthropology of architecture, including private-sector consultancy have found that the degree has helped
urban conservation, rural development assignments, public-sector decision making them both specialise and progress in their
and cultural sustainability, the programme positions or working for not-for-profit departments on their return. Other graduates
promotes an interdisciplinary approach that organisations delivering or assisting the have used the programme as a stepping
combines critical thinking and analysis with regeneration process. stone for PhD study, at Brookes or elsewhere.
creative design. The programme draws on Several former graduates are now teaching
two established areas of expertise at Oxford Graduates of this programme have gone on regeneration and conservation at degree and
Brookes University: international vernacular to work in a wide range of positions in the postgraduate levels.
architecture studies and architecture regeneration field internationally. Much of
in regeneration. the success of a career in regeneration is COURSE STRUCTURE
combining the knowledge and skills learnt in The programme is organised on a module-
RESEARCH EMBEDDED IN TEACHING the programme with professional skills gained credit basis, with each 20M credit module
The programme is embedded in the Place, in previous study and practice. Graduates with representing approximately 150 hours of
Culture and Identity research group in the architecture backgrounds often go on to work student input, including approximately 36
School of Architecture. This group brings in practices specialising in regeneration or hours of staff contact.
together staff from a number of disciplinary rehabilitation. Younger graduates have found
backgrounds to research the multitude of that regeneration expertise has given them The programme will be offered at three levels:
ways in which places embody local cultural an edge and therefore more responsibility
identities. Space and architecture are in practices they are working at. Those with ■■ Postgraduate certificate (PG Cert)
shaped by the culture and the identities of more experience have found opportunities to ■■ Postgraduate diploma (PG Dip)
communities as much as those communities diversify and gain positions in consultancy or ■■ Master’s degree (MA).

are shaped by their perception and use of multi-disciplinary practices. In addition, Diploma in Architecture students at
space and architecture. Focusing on different Oxford Brookes University may take the course
types of places in various parts of the world There are also a wide range of jobs in the as a Special Route. On completion of the Dip
(including urban, rural, contemporary, historic, non-governmental sectors, ranging from Arch, they can choose to progress to an MA.
vernacular and post-conflict zones), members managing small non-governmental (charitable)
of the group aim to gain a better theoretical
understanding of both the nature of the
process of place-making and the way it ADMISSION REQUIREMENTS ENGLISH LANGUAGE
relates to aspects of culture, identity, memory, Candidates are required to fulfil one of REQUIREMENTS
tradition, vernacular architecture, urban the following: If your first language is not English, you will
conservation and architectural practice. The need IELTS 6.5 with at least 6.0 in reading
group has a large number of PhD students
■■ Hold a good honours degree (2.1 or and writing, 5.5 in listening and speaking
associated with it, who take an active part above) in a related discipline. or equivalent.
in its research activities. The programme
■■ Hold a recognised postgraduate diploma
also acts as a preparation stage for the PhD or professional qualification in a relevant Find out about other acceptable English
programme. The research expertise of both subject. language qualifications and the UK
staff and PhD students in the Place, Culture
■■ Are mature candidates, not satisfying Border Agency’s language requirements
and Identity group feed directly into the any of the above conditions, who can for student visas at www.brookes.ac.uk/
IARD programme through lectures, seminars, demonstrate considerable practical international/apply/english
master classes and design studio tutorials experience in a related field.
and reviews.

www.brookes.ac.uk/postgraduate/courses/iard
18 PG ARCHITECTURE

SUSTAINABLE BUILDING:
PERFORMANCE AND DESIGN
MSc/PGDip/PGCert
Over half the carbon dioxide emissions in the developed
The MSc/PGDip degree
in Sustainable Building: world are produced by buildings. As global concern
Performance and Design increases about climate change, so does the importance
provides students with the of low-carbon, resource-efficient building. In order to
knowledge, skills and tools
to be able to design, plan, minimise the enormous impact of buildings on the
construct, evaluate and advise environment and positively promote alternative solutions,
on, the creation of low carbon, rapid changes are already taking place in the UK not only
sustainable buildings as well
as evaluate the environmental through legislation and tax incentives but also through the
impacts of their decisions. guidelines of the professions and through individual action
to meet these pressing demands.

SEMESTER 1 AND SEMESTER 2 Passive Strategies module. The Sustainable of their choosing for the 50 credit Dissertation
The programme comprises of seven taught Built Environment module introduces the module and have the opportunity to become
modules that provide students with the broader issues associated with sustainably expects in that field.
fundamental knowledge, skills and tools including spatially and in relation to social
to evaluate the performance of buildings issues and provides the contextual framework EXHIBITION
and designs in terms of their energy and for the Design in Context synoptic module The end of year exhibition is an opportunity
resource use, and develop built environment where students can apply the knowledge they to demonstrate sustainable design through
solutions that are environmentally and socially have gained to date. student work and the exhibition design itself. It
sustainable. Building evaluation skills are is the culmination of the year’s academic work
developed in the Post Occupancy Building DISSERTATION – SEMESTER and is attended by construction and other
Evaluation module and concurrently the 2 AND SUMMER TERM professionals from the whole of the south
foundations to understand efficient building The Research Methods module provides region and is therefore an effective showcase
performance are set in the Building Physics you with the skills to undertake rigorous and for student work. All students must play a
module. Low carbon design is further innovative research and the Dissertation full role in designing, organising, making and
investigated in the Advanced Low Carbon module then provides the opportunity maintaining the exhibition.
Building Technologies modules and through to further develop and apply these skills.
computer simulation in the Modelling and Students deepen their knowledge of a subject

The compulsory modules for both

the MSc and PGDip are:
■■ Building Physics
■■ Advanced Low Carbon Building
Technology
■■ Modelling and Passive Strategies
■■ Post Occupancy Building Evaluation
■■ Sustainable Design in Context
■■ The Sustainable Built Environment

The compulsory modules for the

MSc are:
■■ Research Methods and Design
■■ MSc Dissertation, to which you will
apply your detailed learning

Student work by Zhen Liew - Farming Residence.

 PG ARCHITECTURE 19

COURSE STRUCTURE RESEARCH EMBEDDED IN TEACHING used in the programme are designed to help
The programme is organised on a modular The programme is very closely linked with the students become accomplished researchers.
credit system, 120 for the postgraduate OISD Low Carbon Building research group
diploma (9 months full-time/ 20 months part- within the School of Architecture. This group is CAREERS AND PROFESSIONAL
time) and 180 for the master’s degree led by Professor Rajat Gupta, Director of the DEVELOPMENT
(12 months full-time/ 24 months part-time). Oxford Institute for Sustainable Development Graduates of this programme will have the
(OISD). understanding to strategically influence
Modules combine a ratio of taught to self-led feasibility and design processes within the
study. For example, a module of 20 credits The programme is taught by academics, built environment. They will be familiar with
approximates to 200 hours of student effort, associated with the OISD and other a range of models, tools and methods with
up to 36 hours of which will normally be internationally renowned organisations, who which to quantify, predict, evaluate and
devoted to lectures, seminars, individual are actively involved in research in the field manage building performance with the ability
tutorials or other staff contact. The remainder of sustainable development and able to to use these and switch to others based on an
of the time is devoted to student-led study contribute up to date knowledge and timely understanding from first principles.
and assessment. research thinking.
Students from this programme have gone
Analysis, synthesis and application of The course is updated yearly to include topical on to work in a wide range of occupations
material introduced in the lectures are research thinking, and staff-led lectures such as; architectural and engineering design
achieved through: provide the framework and knowledge practices, sustainable design consultancies,
base on which students can build their research and teaching, development work,
■■ professional and staff-led workshops own expertise. Students are encouraged to and owning and running electrical utilities and
■■ group and one-to-one tutorials investigate current research questions in their carbon trading.
■■ student-led seminars independent work and are to probe deeper
■■ case studies by further reading and study and develop their
■■ practical work. skills as researchers. The teaching methods

The synoptic design project and dissertation ADMISSIONS REQUIREMENTS ENGLISH LANGUAGE
towards the end of the programme give the Candidates are required to fulfil one of REQUIREMENTS
opportunity for application and expansion the following: If your first language is not English, you
of the material generally presented in the will need IELTS 6.5 with at least 6.5 in
programme through independent research.
■■ Hold an approved undergraduate all categories.
honours degree (or equivalent) at first
The programme also includes site visits which or upper second class in a relevant Find out about other acceptable English
provide students with the opportunity to discipline, eg architecture, engineering or language qualifications and the UK
directly experience the application of some of physics and other subjects related to the Border Agency’s language requirements
the most important issues of sustainability and built and natural environments. for student visas at www.brookes.ac.uk/
energy efficiency.
■■ Possess an appropriate professional international/apply/english
background and experience in
architecture, building or building servicing
design.

Student work by Maricruz Solera Jimenez - Elevation Living Envelopes.

www.brookes.ac.uk/postgraduate/courses/sbpd
20 PG ARCHITECTURE

THE CENTRE FOR DEVELOPMENT AND

EMERGENCY PRACTICE (CENDEP)
Founded in 1985, the Centre for Development and
CENDEP brings Emergency Practice (CENDEP) is a multidisciplinary centre
together people that engages with real issues facing vulnerable and poorer
from all disciplines people around the world. CENDEP is led by Professor
and backgrounds to Cathrine Brun, who has worked for 20 years on forced
tackle knotty issues migration as a result of conflict and disasters. Her work
relating to poverty, often emphasises on how people who experience crises
conflict and disaster. deal with adversity – especially how they strategise and
manoeuvre in the course of encounters with institutions
and regimes.

CENDEP’s focus is on people-oriented

approaches to reducing chronic poverty,
measures that reduce the increasing risk of
disaster, efforts to resolve conflict and the
protection of vulnerable people through the
fulfilment of human rights.

To these ends CENDEP undertakes

research, consultancy and leads training and
education programmes.

CENDEP hosts the award-winning master’s

degree in Development and Emergency
Practice (DEP), which has been running
for over 25 years. The DEP is known
and respected for its practice base and
strong culture of student and practitioner
collaboration. CENDEP has joined
together with UNITAR to co-run our new
Humanitarian Action and Peacebuilding
MA. This programme draws on the unique
knowledge and expertise of both Oxford
Brookes and UNITAR to provide an online
course for practitioners working in the fields of
humanitarian and peacebuilding. In addition, Students doing community assessments in Gujarat, India
CENDEP also hosts the PG Cert in Shelter
after Disaster, the first such programme of
its kind.
Current research areas include:
■■ Developing metrics within shelter after disaster
■■ Improving senior leadership within the humanitarian sector

■■ The effectiveness of torture prevention

■■ Small change – enacting community-driven change

in low income neighbourhoods in the UK

■■ Resilience, space and conflict

■■ Symbolic violence and reparation

www.oisd.brookes.ac.uk/architecture/cendep
 PG ARCHITECTURE 21

POSTGRADUATE PROGRAMMES
Presented by the Centre for Development and
Emergency Practice (CENDEP)
While many of our students have extensive experience
Our programmes working within aid agencies and are looking to make sense
are multi-disciplinary: of their experience, others may be wanting to become
each year students engaged in issues of poverty, development, conflict and
come from all kinds disaster. Others still may have found themselves caught
of backgrounds up in emergencies and are now looking to refocus
their careers.
and walks of life.

DEVELOPMENT AND SHELTER AFTER DISASTER HUMANITARIAN ACTION

EMERGENCY PRACTICE PGCert AND PEACEBUILDING
MA/PGDip/PGCert While shelter after disaster has been a MA/PGCert
The programme is offered at three levels: recognised field of work for at least thirty A work-based online programme for
as postgraduate certificate (PG Cert), years, the systems and approaches for humanitarian practitioners investigating the
postgraduate diploma (PG Dip) and a master’s successful shelter delivery are far from clear. interactions between humanitarian action
degree (MA). Normally candidates enrol for With a bewildering range of actors and and peacebuilding.
the master’s degree, but it is possible to enrol contested debate over the best approaches,
directly on the PG Cert or PG Dip, either on achieving equitable, sustainable and effective MORE DEGREE COURSES
recommendation from the admissions tutor, or shelter after disaster can be complex and too IN ARCHITECTURE
as a stopping point en route to the MA. often goes wrong. To these ends CENDEP’s
approach to shelter after disaster is to learn See page 8 for more Architecture programmes
from practice about what works best. in architectural design, sustainability and
vernacular architecture.

Visiting Professor Nabeel Hamdi and Visiting Fellow Hugo Slim at the School of Architecture exhibition, 2012
22 PG ARCHITECTURE

DEVELOPMENT & EMERGENCY PRACTICE

MA/PGDIP/PGCERT
With its core emphasis on practice, the programme
The award-winning
offers students the opportunity to develop
master’s degree in
Development and
knowledge, skills and attitudes in the rapidly
Emergency Practice changing field of development and emergencies.
(DEP) provides a The programme attracts students from all
unique academic backgrounds, from experienced practitioners to
setting for the study of those new to development. Well over 800 students
poverty, international have attended the programme since 1991 from
development, Africa, Asia, Latin America, Europe and the USA
conflict and with many going on to join development and
disaster management.
emergency organisations throughout the world.
SEMESTER 1 contexts. They deepen their knowledge of programme also focuses on the practitioner’s
Students are introduced to conceptual linkages between development and and approach, with particular reference to:
approaches to understand linkages between emergencies in the global contexts of climate
poverty, development and emergencies. They change, humanitarian action, building of ■■ the setting in which they work (poverty,
develop sensitivities to diverse situations shelters, and peace-building efforts. They conflict, power, vulnerability, capability, risk,
of conflict, the importance of international develop research skills and undertake a urbanisation, environmental change and the
and legal instruments appropriate to these significant piece of research study in their history and dynamics of particular places,
situations. Students also develop an interest area. their people and their society)
appreciation of applied professional standards, ■■ the set of approaches they adopt
partnership and ethical issues implied in COURSE AIMS (community mobilisation, aid, advocacy,
emergency scenarios. Teaching and learning strategies are grounded governance, risk reduction, livelihoods,
in theory, case studies and field-based humanitarian protection, accompaniment
SEMESTER 2 experience. The programme concentrates on and empowerment)
Students apply the theoretical insights gained the development of intellectual knowledge ■■ themselves (the personal motivations
from the first semester to diverse emergency and the cultivation of academic skills that drive and shape their own vocation,
scenarios and develop participatory project including synthesis, analysis, interpretation, their particular personality, temperament,
planning and management strategies in these understanding and judgement. The strengths, abilities and weaknesses).

Student field trip to Vizuntha Mavadi village, Nagapattinam, India

 PG ARCHITECTURE 23

FIELD TRIPS
The course offers several field trip
options each year. Previous field trips
have been to South Africa, India,
Thailand, Cambodia, Peru, Armenia,
Bosnia, Northern Ireland, Jamaica
and Palestine. These usually take
place in late January just before the
beginning of the second semester.

Note that field trips are at an

additional cost to the programme fee,
to reflect the fact that some students
prefer not to take up this option.

COURSE STRUCTURE
The course is offered at three levels: Core modules include: ADMISSIONS REQUIREMENTS
postgraduate certificate (PG cert), a
■■ Theory of Practice: Approaches and The programme is open to all
postgraduate diploma (PGDip) and a master’s Understandings candidates who fulfil at least one of the
degree (MA). Students can choose from the
■■ Practice of Theory: Tools and following conditions:
menu of modules offered by the DEP course Methods
in accordance with the credits they need to
■■ Hold a good honours degree in a
complete to attain the Cert/Dip or degree. Optional modules include: relevant discipline.
■■ Conflict, Violence and ■■ Hold a relevant recognised diploma or
RESEARCH EMBEDDED IN TEACHING Humanitarianism professional qualification.
The teaching and learning methods on this
■■ Human Rights and Governance ■■ Have substantial and proven field
programme reflect the wide variety of topics
■■ Independent Study experience.
and techniques associated with sustainability,
■■ Partnerships for Development: a
low-carbon and resource efficient design. Critical Assessment ENGLISH LANGUAGE
Staff-led lectures provide the framework,
■■ Disasters, Risk, Vulnerability and REQUIREMENTS
background and knowledge base, and Climate Change If your first language is not English, you
students are encouraged to probe deeper into
■■ Shelter After Disaster will need IELTS 6.5 with at least 6.0 in
the topics by further reading and review.
■■ Working with Conflict: Practical Skills reading and writing, 5.5 in listening and
and Strategies speaking or equivalent.
CAREERS AND PROFESSIONAL
■■ The Refugee Experience: Forced
DEVELOPMENT Migration, Protection and Find out about other acceptable English
Increasingly a master’s degree is seen as an Humanitarianism language qualifications and the UK
entry level qualification for many development
■■ Globalisation: Environment and Border Agency’s language requirements
and emergency related posts. Development for student visas at:

Graduates of this programme have gone on to MA stage compulsory module: www.brookes.ac.uk/international/

work with governments, aid agencies, donors
■■ Research Methods apply/english
and non-governmental organisations all over
■■ MA Dissertation
the world.

www.brookes.ac.uk/postgraduate/courses/dep
24 PG ARCHITECTURE

HUMANITARIAN ACTION AND PEACEBUILDING

MA/PGCert Distance Learning programme
The programme is designed
for practitioners working in
the fields of humanitarian
action and peacebuilding,
though is open also
to personnel working
in related fields
seeking to develop a more
holistic understanding of
critical issues related to
humanitarian action
and peacebuilding.

HUMANITARIAN ACTION IS PROGRAMME DETAILS ■■ Designed and delivered jointly by Oxford

NECESSARY FOR GLOBAL ISSUES Main topics covered by the Brookes and the United
Complex man-made crises. Conflicts, Master in Humanitarian Action ■■ Nations Institute for Training and Research
violence and unrests have become and Peacebuilding include: (UNITAR) offering you access to resources
a global concern for the international ■■ Contexts of humanitarian action and and support from both institutions online
community. Designing interventions in peacebuilding; and in the field through UN missions;
these extremely volatile environments ■■ Theories and practices related to the ■■ Founded on action-research, and on
requires specific knowledge and different dimensions of humanitarian action populations and employers’ direct needs
skills, to minimize negative impacts and peacebuilding – with a specific focus on in humanitarian and peacebuilding
and maximize opportunities for protection actions; programming.
positive and sustainable changes. ■■ Methods and tools (for mapping,

assessment, management, etc.)needed

SOLID PARTNERSHIPS by practitioners working in the fields of CONTACT INFORMATION
BUILT ON EXPERIENCE humanitarian action and peacebuilding to Please contact mahap@brookes.ac.uk
Built on the expertise of UNITAR address current and emerging challenges. if you are interested in applying or would
and Oxford Brookes, the Masters in like further information.
Humanitarian Action and Peacebuilding KEY FEATURES
explores the interactions between ■■ Innovative, multi-disciplinary and multi-
these two fields, by linking theory cultural design;
with practice and applied knowledge. ■■ Highly interactive approach and student- ADMISSIONS REQUIREMENTS
The programme envisages online centered approach with a specific focus on The programme is open to all
lectures, webinars, discussions with exchange of experiences; candidates who fulfil at least one of the
key practitioners and the sharing of ■■ Access to a unique community of following conditions:
experiences, critical reflections, within professionals and researchers and
the framework of an action research- an unparalleled support from a team ■■ Hold an approved honours degree
based approach. The aim of the of academic experts and top-ranked (or equivalent) at 2:1 or above in
programme is to enhance reflective practitioners as well as field experts for a relevant discipline and some
practices, learning from their workplace, specific topics; experience in the field of humanitarian
combining the art of conflict sensitive ■■ Flexible and user-friendly online learning action, peacebuilding or related fields.
approaches to humanitarian and environment allowing you to learn from your ■■ Hold a relevant recognised diploma or
peacebuilding programming with the workplace; professional qualification.
appreciation of the wider context in ■■ Investigating cutting-edge issues in the field ■■ Hold no prior diploma but have
which these interventions unfold. of humanitarian action and peacebuilding, substantial and proven field
proposing innovative tools and reflecting on experiences in humanitarian action,
current field practices; peacebuilding and related fields.

www.brookes.ac.uk/courses/postgraduate/humanitarian-action-and-peacebuilding
 PG ARCHITECTURE 25

AN INTERVIEW WITH
JEAN-PAUL NTEZIMANA
PG Certificate, Humanitarian Action and Conflict, 2011-2012

a big role in my ability to take this

course. Today, life is so expensive in
Rwanda but I need knowledge and
skills to continue my professional
development and the quality of
my work. So my scholarship has
allowed me to win the two: life
and knowledge.

What are the best aspects of

studying at Brookes?
Learning by doing, effective
communication from the
leaders, and effective assistance
from lecturers.

What advice do you have for

others thinking of studying here?
Before you came to Brookes These are two terms which To be decisive, to communicate
what did you study and where? frequently go together and I with leaders at Brookes and ask for
I am a bachelor’s degree holder in wanted to learn more about information about how they may
journalism. I have studied at the their compatibility. study full or part-time.
National University in Rwanda.
What do you think of the course What are your plans for when
What made you choose Brookes while studying here? you’ve completed your course,
as a place to study? I think the course is more than I for work or further study?
In fact, I have been interested by expected. It provides knowledge in For my organisation, this is capacity
this course because I work in the a practice-based way. building. After this course, I will
field of conflict transformation. have a much deeper understanding
I wanted to go deeper and How did your scholarship of the field in which we work. I
understand more about what enhance your experience of have been trained before but this
conflict is, to know more than the course? course opens the range of the
what I knew before I took this As a mid-level employee, I would topics, and adds humanitarian
course. It was also very important not have been able to take this issues. I am sure the course will
for me to understand conflict and course if I had not received a partial help me to be more professional in
humanitarian action. scholarship. This support played conflict transformation.

Jean-Paul gained a CENDEP Scholarship, funds for which were raised through the Brookes Alumni Fund. For more about scholarship
opportunities please visit www.architecture.brookes.ac.uk/scholarships.
For more student profiles please visit www.architecture.brookes.ac.uk/postgraduate/profiles.html
26 PG ARCHITECTURE

SHELTER AFTER DISASTER

PGCert
The quantity and severity of natural disasters are increasing as our planet struggles
Immediately after with climate change, population growth and conflict. The need for effective ‘shelter
after disaster’ – the provision of houses and homes for those affected – has never
a natural disaster been greater. This programme is designed to develop reflective practitioners who
will have an understanding of the practical and strategic issues of development
a critical need is and emergency practice as well as an appreciation of the social and political
for safe shelter. context. Students will be equipped with the knowledge and skills they need to be
effective shelter practitioners.
The PG certificate will cover programming skills, an understanding of the complex
and multi-faceted nature of housing solutions, technical knowhow, the importance
of strategic decisions and an appreciation that people, their livelihood and well-
being are central to a successful response.

In the first days and weeks of the relief phase,

shelter often takes the form of tents and COURSE MODULES
makeshift shacks built from whatever materials
■■ Shelter After Disaster (20 Credits)
are available. As relief begins to shift to core module
recovery, critical decisions are made that set
■■ Practice of Theory: Tools and
the nature and scope of longer term shelter: Methods (20 Credits)
location, quality, cost, role of government
■■ Disasters, Risk, Vulnerability and
authorities and aid agencies, and, most Climate Change (20 Credits)
important of all, people themselves.
■■ Working with Conflict: Practical Skills
and Strategies (10 Credits)
While ‘shelter after disaster’ has been a
recognised field of work for at least thirty years,
the systems and approaches for successful
shelter delivery are far from clear. With a
bewildering range of actors and contested
debate over the best approaches, achieving
equitable, sustainable and effective shelter
after disaster can be complex, and too often
goes wrong. The Shelter after Disaster PGcert runs in
Semester 2 of the academic year, for 12 Squatter camp near ITO Crossing,
CENDEP’s approach is to learn from practice weeks between January and May. New Delhi, India
about what works best. For CENDEP this
means adhering to developmental good
practice, wherein affected communities must ADMISSIONS REQUIREMENTS ENGLISH LANGUAGE
be engaged in decision making at every The programme is open to all REQUIREMENTS
stage. To achieve this, building professionals candidates who fulfil at least one of the
need to work as facilitators of processes following conditions: If your first language is not English, you will
that engage people, rather than as isolated need IELTS 6.5 with at least 6.0 in reading
experts. For many, this requires learning
■■ Hold a good honours degree in a and writing, 5.5 in listening and speaking
new approaches to their work which may relevant discipline. or equivalent.
challenge traditional training or education.
■■ Hold a relevant recognised diploma or
Finally, decisions concerning shelter set the professional qualification. Find out about other acceptable English
basis for the longer term recovery of both
■■ Have substantial and proven field language qualifications and the UK
household and community. As shelter is the experience. Border Agency’s language requirements
first step to recovery, a safe durable home is a for student visas at www.brookes.ac.uk/
step towards reducing long term vulnerability. international/apply/english
Getting it right is critical.
 PG ARCHITECTURE 27

RESEARCH EMBEDDED IN TEACHING STUDENT EXPERIENCE TEACHING AND LEARNING

CENDEP has an active research interest in In addition to modules, many optional events Teaching, led by Charles Parrack and Bill Flinn,
Shelter after Disaster. Our visiting professor, are organised, including PhD research is largely class-based. Learning is driven by
Ian Davis, is a key founder of the shelter seminars within the department, student- a mixture of lecturing, one-to-one and group
research field with his ground breaking book led seminar series and occasional lectures. tutorials, whole group discussion, workshop
Shelter After Disaster (from which the course In addition to the formal teaching content, format, small group work, personal reading,
gets its name), and CENDEP continues to the quality of the student experience is an individual written assignments and project
present conferences, seminars and published essential aspect of the programme. This design. Wherever possible the programme
papers on topics related to shelter. These happens year on year with the extraordinary invites visiting practitioners from humanitarian
activities ensure the student experience is mix of students who attend. agencies to contribute by leading sessions
fresh and current. and commenting on student work.
Student usually keep in touch after the
CAREERS AND PROFESSIONAL course has ended via alumni links, where job The programme entails hands-on workshops
DEVELOPMENT opportunities are often shared. The PG Cert in with live problems. The emphasis is on action
The shelter programme is closely linked with Shelter after Disaster is offered as a ‘stand- methods and reflection on one’s own role as
practice. Experienced practitioners present alone’ award. However the modules available a practitioner and humanitarian. The objective
seminars and lectures on the course, and to the PG Cert students are also available is to enable students to build both knowledge
deliver valuable learning, often straight to students attending the master’s degree in and skills more suited to the urgency and
from the field. As a student on the course Development and Emergency Practice (DEP). complexity of people’s changing demands and
you will get good insight into the nature of environmental conditions. The assessment
organisations working in the shelter area. The To these ends, the PG Cert students will pattern reflects the programme’s learning
course has developed links with internship benefit from interaction with a cohort of 35 outcomes and is intended to demonstrate that
positions in the shelter sector and students are to 45 students from over 20 countries with a graduates possess the skills and knowledge
encouraged to apply for these opportunities. wide diversity of backgrounds in development required in practice. Knowledge can be
and emergency practice. tested through the completion of a piece of
coursework such as oral presentations, report
writing, teamwork, problem solving, data
analysis and research.

Temporary shelter, Anjar, Gujarat

www.brookes.ac.uk/postgraduate/courses/sad
28 PG ARCHITECTURE

POSTGRADUATE RESEARCH PROGRAMME

Both staff and students in the school are active in undertaking

The School of research and consultancy work in a variety of specialist fields,
Architecture including low carbon technologies, architectural humanities,
technology, development practice and vernacular architecture. This
Research degrees results in a dynamic and thriving research environment that adds
programme is one of to the richness of the experience of our research degree students
the largest in the UK. and offers opportunities for collaborative research, exchanges and
study overseas.

THE STUDENT COHORT CONFERENCE AND SEMINARS

WHAT RESEARCH CAN The size of the research degree student cohort Each year the school runs a research student
WE SUPERVISE? creates opportunities that would not otherwise conference. This provides the opportunity
We welcome research proposals exist. The school programme itself is large for students to present their work in a formal
related to any of the subjects covered but for many aspects of the programme it setting and to learn from the work and
by the research groups in the school. links with the wider faculty (which includes experiences of other students. Students
These include: the Departments of Planning, Real Estate and are encouraged to take part in the research
Construction and the Joint Centre for Urban activities of the school and faculty, for example,
■■ Low Carbon Building Design). There are usually over 20 research by attending the weekly ‘Breakfast Seminars’
■■ Architectural Technology students in the school at any one time. This in which members of staff and visiting scholars
■■ Design, Theory and Practice creates a lively, vibrant environment for present their research.
■■ Place, Culture and Identity research degree study.
■■ Development and Emergency Practice

SUPERVISION TRAINING COURSE FACILITIES

All students are allocated at least two The school offers a faculty-wide taught Each full-time student will have their own
supervisors (usually three). Students are research training course that comprises office space for the period of their study. This
encouraged to meet regularly with their several different research methods modules. includes desk, storage space, a PC, an email
supervisors (eg every three weeks) and to Particularly for part-time students, it also account and access to internet, printers,
meet all together as a team at least once offers a more flexible, open research methods scanners and telephones. The school has
a semester. course run by Dr Nicholas Walliman, the advanced IT facilities and high-quality studio
author of Social Research Methods (Sage, space and workshops for use by research
During semester time, research students 2006) and Research Methods: The basics students. Part-time students are given shared
and supervisors meet weekly over lunch and (Sage, 2011). usage of desk space
take turns in presenting their research ideas,
methods, problems and findings. In addition, A STRUCTURED CALENDAR
some of the research groups in the school Students are encouraged to start in APPLICATION
organise monthly research seminars. September to create a cohort of new students At an early stage in the application
who are progressing through the programme process we encourage those interested
RESEARCH GROUPS AND alongside each other. In addition, we use a in studying here to communicate with
INTERDISCIPLINARY LINKS structured calendar to guide students through the relevant supervisors/group leaders
Each research degree student belongs to the programme – it can be difficult to adjust so that a proposal can be worked
one of the research groups in the school and to a non-taught degree and students may feel up together.
there are opportunities to be involved in the full lost and unmotivated without this guidance.
range of its activities, from strategy away-days
to submitting research grant proposals and
undertaking hourly paid consultancy work. More details can be found on the research page of our website
www.architecture.brookes.ac.uk/research
 PG ARCHITECTURE 29

AN INTERVIEW WITH
SOFIA ALEIXO
Studying a PhD in Architecture

Oxford Brookes University’s

School of Architecture is a
very good place to conduct
PhD architectural conservation
research. My scholarship from
the Portuguese Foundation for
Science and Technology has
provided me with the opportunity
to be a full time student and live
in Oxford.
As a non-native person, I consider these two
factors to be essential to a successful doctorate,
because they give the opportunity to attend all the
research training provided by Brookes and also to
teach here.
The best bits about studying at Brookes have
been the supervisors’ availability and interest in
my research, the research training offered by the
Graduate Office and by the faculty, the school
facilities and the international atmosphere among
students and staff. And, of course, enjoying
living in a cultural city, which is also very easily
connected to London. Brookes offers you some
of the best conditions to conduct architectural
conservation research. Just take them!
After I have completed my course I would like to
go back to teach, in any place in the world, and
continue to research the topic of architectural
conservation, both in practice and in academia.

Above: work by Sofia Aleixo; conservation impact on the cultural

significance of the Liceu Passos Manuel in Lisbon
30 PG ARCHITECTURE

RESEARCH AND KNOWLEDGE TRANSFER

Architecture Research Group

ABOUT THE GROUP
The School of Architecture research degrees programme The school enjoys a high reputation for
its research (RAE 2008) and has links
is one of the largest in the UK. Staff and students in the with some 90 universities in over 30
school are active in undertaking research and consultancy countries worldwide. By maintaining
work in a variety of specialist fields. Current research areas close links with architectural practice
we ensure that our expertise remains
include low carbon technologies, architectural humanities, grounded in current realities. There are
technology, development practice and vernacular currently around 20 full-time/ part-time
UK, EU and International students
architecture. Our research degree students engage in registered on the programme. Students
opportunities for collaborative research, exchanges and are able to work towards one of four
study overseas. This richness of experiences contributes to research degree routes offered: MPhil;
MPhil transferring to PhD; PhD Direct;
maintaining a dynamic and thriving research environment. and PhD by Published Work.

OISD: ARCHITECTURAL urban energy modelling using geographical from different disciplinary perspectives,
ENGINEERING GROUP information systems (GIS), low carbon including architecture, anthropology, urban
Director: Professor Ray Ogden communities and design of low-energy conservation, political science and history.
OISD: Architectural Engineering is an buildings in diverse climates. Focusing on different types of places in
interdisciplinary group working in the fields of various parts of the world (including urban,
construction technology, structures, building CENTRE FOR DEVELOPMENT rural, contemporary, historic, vernacular
physics and sustainability. The group is AND EMERGENCY PRACTICE and post-conflict ones), they aim to gain a
involved in both pure and ‘close to ‘industry’ Director: Professor Cathrine Brun better theoretical understanding of both the
research with a wide portfolio of UK, European Founded in 1985, the Centre for Development nature of the process of place-making and
and International activities. It has a broad and Emergency Practice (CENDEP) has the way it dialectically relates to aspects of
technical skill base that includes architecture, an international reputation for pioneering culture, identity, aesthetics, memory, tradition,
building physics, structural and mechanical education and training for humanitarian aid representation and architectural practice.
engineering and construction economics. workers. Combining innovative practice-
based study with a multi-disciplinary DESIGN, THEORY AND
Current research students are working on academic approach, it educates humanitarian PRACTICE GROUP
a range of projects in the areas of building practitioners for work in the context of war, Director: Dr Igea Troiani
sustainability and energy reduction, structural political violence and disaster. The Design, Theory and Practice group was
engineering (particularly of light structures established in 2011 to explore the relationship
and building envelopes) and improved flood CENDEP’s current offerings comprise PhDs, a between the theory and practice of design-
resilience of buildings. master’s degree and postgraduate certificates. based research in architecture. The group
undertakes design research produced inside
OISD: LOW CARBON BUILDING GROUP OISD: PLACE, CULTURE and outside the discipline of architecture
Director: Professor Rajat Gupta AND IDENTITY GROUP in order to facilitate the advancement of
The LCB has an international profile in the Director: Dr Marcel Vellinga architectural research as a creative practice.
field of carbon counting, building performance The Place, Culture and Identity group brings
monitoring, post-occupancy evaluation, together researchers from a number of Members of the group are mostly trained
low-carbon retrofitting and climate change disciplinary backgrounds to research the architects, architectural educators (with
adaptation of buildings and neighbourhoods. multitude of ways in which places embody studio and History and Theory expertise) and
The group also holds world-leading expertise local cultural identities. Space and architecture academics with established and emerging
in the study of thermal comfort, in particular are shaped by the culture and the identities of scholarly and practice reputations. Their
the adaptive approach based on field communities as much as those communities research builds upon progressive postgraduate
surveys. Publications from the group in are shaped by their perception and use of and undergraduate teaching in research-led
low-carbon buildings and sustainable design space and architecture. Members of the design in the School of Architecture.
are recognised international references. Place, Culture and Identity group investigate
Other related areas of expertise include: this dynamic dialectical relationship
 PG ARCHITECTURE 31

RESEARCH EXPERTISE
■■ Carbon counting and carbon
mapping
■■ Advanced low carbon
refurbishment
■■ Evaluating low carbon
communities
■■ Humanitarian action and conflict
■■ Shelter after disaster
■■ Urban conservation and
regeneration
■■ Anthropology of architecture
■■ International architectural
regeneration and development
■■ Modern methods of construction
and prefabrication
■■ Sustainable building design
■■ Construction and life cycle costing
■■ Steel, concrete, timber, masonry
and glass construction
■■ Construction design guidance and
regulation
■■ Building physics including: thermal,
acoustic, structural and air-
tightness testing and analysis
■■ Building envelope systems
■■ Product and systems development
■■ CAD and computer modelling

FIND OUT MORE

Allison Stevens
Research Administrator

Email: a.stevens@brookes.ac.uk

Low Carbon Group: Thermal Imaging showing heat loss from housing

www.architecture.brookes.ac.uk/research
 CONTACT INFORMATION
Postgraduate Applications
For advice about postgraduate applications for the various different
programmes, please see the contact list below:

Applied Design in Architecture MArchD Development and Emergency Practice

+44 (0) 1865 483221 MA/PGDip/PGCert
+44 (0) 1865 483810
Architecture MArch/PGDip
+44 (0) 1865 483230 Humanitarian Action and Conflict PGCert
+44 (0) 1865 483810
International Architectural Regeneration
and Development MA/PGDip/PGCert Shelter after Disaster PGCert
+44 (0) 1865 483230 +44 (0) 1865 483810

Sustainable Building: Research Programmes

+44 (0) 1865 482845 / 483430 / 483279
Performance and Design MSc/PGDip/PGCert
+44 (0) 1865 483230

Email us:
architecture-enquiry@brookes.ac.uk
For information about the school visit:
www.architecture.brookes.ac.uk
For information about applying as an international student please visit:
www.brookes.ac.uk/international
School of Architecture
Abercrombie Building
Oxford Brookes University
Headington Campus
Headington
Oxford OX3 0BP
UK

www.facebook.com/oxfordbrookes

@OBUarchitecture

www.youtube.com/BrookesTDEMarketing

Oxford Brookes promotes equality of opportunity for all who study, work and visit here.
For more details please visit www.brookes.ac.uk/services/hr/eod or phone +44 (0) 1865 485929.

To obtain a large-print copy of this publication or to enquire

about other formats please contact +44 (0) 1865 484848
or email query@brookes.ac.uk
Front cover images

Main image: Decorative dome prototype by student Helena Tunbridge

Top right: Abercrombie Building interior
Bottom left: Architecture design studios
Bottom right: MArch students’ work at the Gothic exhibition.

4961 HN 04/17