1,721,188 research outputs found
Doctorates and the Berlin declaration
No full textK. Doevendans, S. Hanrot 2003. Doctorates and the Berlin Declaration.USO-Built Report Series 2:11-17. The Berlin declaration of September 2003 hasplaced education for a doctorate even more strongly in the Bologna Process. This is also the case in domains, such as architecture, where the different countries of Europe are at variance as to the presence and content of such a degree. The meaning of this development for joint supervision and joint degrees within USO-Built summarizes the content of this chapter
Networks in education for research
No full textThe developed practice within USOBuilt Graduate School is compared with the characteristics of research programs, research schools, research networks and PhD or doctorate schools. Problem issues are defined and formulated. How to formulate content and to develop a management concept of a successful school that is attractive for external funding is the aim of this chapter
Networks in education for research
No full textThe developed practice within USOBuilt Graduate School is compared with the characteristics of research programs, research schools, research networks and PhD or doctorate schools. Problem issues are defined and formulated. How to formulate content and to develop a management concept of a successful school that is attractive for external funding is the aim of this chapter
Doctorates and the Berlin declaration
Full text linkK. Doevendans, S. Hanrot 2003. Doctorates and the Berlin Declaration.\u3cbr/\u3eUSO-Built Report Series 2:11-17. The Berlin declaration of September 2003 has\u3cbr/\u3eplaced education for a doctorate even more strongly in the Bologna Process. This is also the case in domains, such as architecture, where the different countries of Europe are at variance as to the presence and content of such a degree. The meaning of this development for joint supervision and joint degrees within USO-Built summarizes the content of this chapter
The META-USO connection
No full textC.H. Doevendans, J. Verbeke, J. Petric, N. de Meijere 2003. The METAUSO connection. USO-Built Report Series 2:35-40. The META university, stablished in 2000, facilitates international collaboration at the Master-level. Since September 2003 the Doctor Phase has been added to the Bologna process. Universities now offer (at least) 3 levels of education: Bachelor, Master and Doctor. Joint degrees and joint education of the advanced levels (Master & Doctor) is one of the measures to increase quality and employability of young professionals and researchers. In this set-up the META-university is the place to develop and plan courses, while USO-Built is in essence a research school. Questions to be answered include: (i) How may these 2 initiatives strengthen each other?, and (ii) How should the collaboration be organized
USO-Built Graduate School
No full textUSO-Built is a distributed Graduate Research School under the CLUSTER (www.cluster.org) umbrella with its own aim, high-quality research and educational programs. It focuses on teaching research at the PhD and MPhil-level, concerns the technological domains of science aiming at balanced and implicit sustainability (= integral sustainability perceived as a normal quality of design) for the Built Environment in its fullest sense, indoor and
outdoor, and is directly USer-Oriented (USO). The environment is viewed as a technological and designed environment with major influence on quality of life. From the
design point of view the space of everyday, the environment of most people’s lives, is
the focus of USO-Built. From an organisational point of view the School is a structured
network with bottom-up research processes and top-down steering to harmonize cultural and intersectoral diversities. The School has been established in May 2001, and is coordinated by the Technische Universiteit Eindhoven. Although the SWOT analysis shows a promising future, much work is still to be done to obtain a sustainable joint research school
The four dimensions of understanding
No full textResearch of built environments is both broad and fragmented, and lacks a common goal. Implicit knowledge is highly developed, leaving explicit knowledge behind. By recognizing
the function and need of all research traditions to understand built environments: natural and technical sciences, social sciences and humanities, we could describe this understanding in 4 dimensions: intentional, structural, functional and instrumental. Using this model could strengthen explicit knowledge development
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