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The plan after the last assessment was to have increased number of workshops and tie the research projects in the institute to the course. The underlying lectures remained the same.In addition there were 4 obligatory classes to attend to ensure students were receiving the necessary training to some level as previous years there was a reduced attendance. There was a reduced attendance from October time.The students were also given time for self-study to take in the idea from the course and tie it to their own ideas.The workshops worked well at the begining but there was a reduced attendance as the semester proceeded.The research hall seemed to be an experience that was very positive and worked well for both those presenting and students.The obligatory lectures were well attended but administratively burdensome to implement.The assignment word count has a max. and a min. word count to give flexibility on how much they wished to have in it. Students seemed concerned about the maximum, but were told it was okay to submit based on the minimum word count.

Overall the delivery of the course went well in terms of lectures and workshops as well as the research hall. Attendance to workshops and lectures was high at the start but reliant on classes to be mandatory to be maintained as the semester progressed.The feedback from the student reference group report is quite diverse, but there does seem to be a push toward more individualized and tailored course which is not possible for a class of 80+ students.The assignment was heavily criticised as it was viewed as coming at the end, but there is a practice assignment to get students to start on what they need to deliver for the final assignment.Overall students of the course focus on ideas for master thesis and this moves away from the objective of the course that the students demonstrate knowledge on how to develop theory and methods. This should be emphasized more in the course delivery and assignment description.

Internal discussions on how to deliver the course were done within IAP, there is challenges in getting students to come to class, there is also discussion on how best to prepare students to understand the thesis as a holistic approach incorporating theory and methods. These discussions focused more on how to ensure students have the tools to do research rather than deciding on a topic for the thesis.The reference group worked well in meeting with coordinators of the course and seemed to represent their class in a very good way.The course will be taken up by a new coordinator next year.

NTNU:TIA:REST

Institutt for arkitektur og planlegging

Department of Architecture and Planning

Alle trykte og skrevne

Engelsk

Norsk

Mer om vurdering

Den avsluttende oppgaven er skrevet tekst rettet mot et fagmiljø.

Forkunnskapskrav

Faglig innhold

Emnet er obligatorisk for ph.d.-kandidater som er i ferd med å starte opp sitt ph.d.-studium ved fakultetet. Emnet introduserer ph.d.-kandidatene for ulike vitenskapsteorier og forskningsmetoder som kan være relevante for et ph.d.-studium innenfor fakultetets ph.d.-program i arkitektur og omfatter teorier og metoder innen naturvitenskapelig / teknisk, samfunnsvitenskaplig og humanistisk forskning. I tillegg drøftes teorier og metoder som er spesielt innrettet mot arkitektfaglig praksis. Bruk av kvalitative metoder er sentralt, men også kvantitative metoder vil bli presentert og knyttet til forskningsprosjektet som kandidaten arbeider med. Erfarne forskere vil bli invitert til å dele sine erfaringer med ulike teorier og metoder. Kurset omfatter også skriving av vitenskapelige tekster / artikler og litteratursøk. Emnet gir en oversikt over og kort introduksjon til ulike vitenskapsteorier og forskningsmetoder. Det blir anbefalt at kandidatene tar andre og mer spesifikke kurs i teori og metoder ved universitetet som er relevante for de spesielle problemstillingene som kandidaten arbeider med i sitt forskningsprosjekt. Gjennom kurset skal kandidatene skrive en State of the Art-artikkel / paper som knytter forskningsprosjektet deres til relevant teori og metode. Denne oppgaven skal presenteres og forsvares muntlig i klassen. Emnet vil bli undervist gjennom forelesinger og seminarer.

Kursmateriell

Litteratur vil bli presentert ved kursstart

Læringsutbytte

Ved avslutning av kurset skal kandidaten:Kunnskap: Ha god kjennskap til vitenskapsteorier og forskningsmetoder som er relevante for sitt fagområde og kjennskap til vitenskapsteori og -metoder på et mer generelt grunnlag.Ferdigheter: Kunne formulere gode, forskningsretta problemstillinger, planlegge og gjennomføre forskning, og kunne planlegge og produsere et utkast til en vitenskapelig artikkel/paper.Generell kompetanse: Kunne utøve sin forskning med faglig integritet og i tråd med etablerte etiske retningslinjer.

Læringsformer og aktiviteter

Forelesninger, fagfellevurdering, seminarer og obligatorisk øving

Introduksjon til forskningsmetodikk og vitenskapsteorier for PhD kandidater

Bygningsforvaltning

Arkitektur- og designhistorie

Arkitektur og økonomi

Arkitekturteori og -metode

Arkitektur - doktorgrad (ph.d.)

Stipendiatprogram for kunstnerisk utviklingsarbeid

Design - doktorgrad (ph.d.)

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The course aims to introduce students to theory of methods that they will use in their PhD. It is presented through lectures, student peer-review of each others work, self-learning with presentations and discussion. There is one final assignment which is developed throughout the course via abstract submission and initial first drafts. Students are offered feedback on the early submission of their assignment via the main course tutor and peer review. The course tends to be quite discursive as the class is small and students have individual needs and students are encouraged to tie their own ideas for their PhD to what is presented in the course. In addition, students are encouraged to use their supervisors in developing the assignment for the course. The course assignment is directed as an initial literature review as this is something that all students should be doing. As most students are doing PhD by publication - we try to direct this assignment at conference level. The students who are writing monograph have the option to submit a draft chapter .

The course went very well as students were interested and asked good questions. They were always prepared and seemed to work well as a class. The course coordinator was a bit unorganised at times due to confusion of rooms - it was assumed that the PhD meeting room could be used as was the case in previous years, but this room became controversial due to the noise disturbing other students who were in the adjacent space and could hear the class. This created confusion as the course coordinator had to find rooms in the middle of the course semester. Previous years also had support from a scientific assistant but there was no support this year due to lack of administrative resources. For this reason, all coordination, communication and organisation fell on the course coordination who was unable to do everything to the same quality as had been done in previous years. The reference group report indicates that student's wish for an individual tailored course for their individual PhD needs - this is not within the responsibility of the course as this is the responsibility of the supervisor. I think this needs to be clearly stated to both supervisors and PhD candidates so there is better support for PhD during this course.I understand that the assignment is challenging, but it here that it is possible to tailor feedback to their individual needs and it has the goal to help them develop early ideas that they have. If they need further feedback - this is where the supervisors need to be contacted or the course will need further resources which it currently does not have.The comments on the methods presentation set too low is challenging to address for a course of this type as all students are not equal in their experience of methods - i have stated that students can bring in their own experiences if they wish in order to tailor the presentation more toward their needs. We also introduced new presentations on scenario thinking and visual perception which is not typical for a introduction course, however other more known methods such as interviews, surveys and case study need to be continued in my view as students need to review how they think about these more established methods and a lot of students use these methods in their PhD.

The students did not mention in their assessment the architectural research method book that they used as core text, which seems to have been received well based on how they used it in their presentations so this book should be continued. The comment by the reference group that they had not received core text was confusing given that they were presenting on the core text before each lecture.The idea of a more intense course cannot be done for another two years but is dependent on coordinators time and schedule so it is not so straight forward to implement.The course is based at the general level and it is not possible to provide individual attention as this is the role of the supervisor so there should be more expectations set on this in the first lectures of the course.The written assignment description should be changed to indicate the flexibility students have to write a chapter for monograph or publication, but this has always been orally communicated to students.

Forelesninger, seminarer og obligatorisk øving

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This is the first year that Carmel Lindkvist took over as coordinator of the course. There was some confusion on the start of the course, but due to her schedule the course did not start until December as a general meet and formal lectures starting in January, where the class would meet once or twice a month for an entire day. The course aims to be a mix of lectures by course coordinators, guest lectures and discussion among the class. The lectures focus on theory of science of research and qualitative and quantitative research methods. The lectures aim to introduce students to different research issues and topics that they can go deeper into in own time or if necessary seek further courses. The rational behind this is that the students come from different backgrounds ranging from engineering, architecture, planning and social science - and the course exposes them to different ways of thinking about research which may not be traditional from their core discipline background. The course has been further developed via a common literature review, hybrid teaching and use of Teams for dialogue between lectures. These developments are key for ensuring all students have a responsibility in delivering the course as well as two opportunities of review assignment by coordinators and peers before final submission. The final submission of assignment is presentation and a written piece of work.

The students met the course objectives quite well and indeed the final assignment reflected a vast improvement from initial inputs. The students were quite active in discussions and linking the lectures back to their own work. The first initial submission of an abstract was an opportunity for the students to learn more about each other's work but also get an idea of expectations of the assignment. The peer review process of the assignment illustrated that students were developing techniques to deliver and receive constructive feedback. The final assignment illustrated that they were able to take the lectures for the course and the learnings from the different discussion and apply it in the feedback.The students were very positive for the different lectures, but were sometimes unsure of the applicability to own area. This has always been the challenge of this course as the students are diverse - but we try to emphasize that the course offers opportunity to examine different ways of thinking of research that may not be typical for their discipline. We try to ensure that they have the opportunities to discuss the different topics linking to their own research approach. Students have mentioned that they wished for more detail on some lectures, but we tried to push back in stating the course is a introduction and they should work with the study program leader to develop workshops on what they need more of. However, we can develop the lecture on literature review to occur two times in the semester to ensure they have time to learn and reflect on this lecture as literature review is pertinent for the students in the first part of their PhD. Additionally we can take a review of the literature that we have on the course.

The reference group reflects a diverse number of views with some students being satisfied and others being less so which is the challenge of this course.I think as course coordinator, it is possible to emphasize the value of understanding diverse disciplines view of how research is done and emphasize the use of PhD candidate's supervisor for developing the content of their topic. The role of the course is to introduce students to research tools and learning to structure and formulate a assignment - it is not within the scope of the course to develop content as this would overload the course.The course literature will be reviewed with dialogue with supervisors of the students and there will be an additional lecture on literature review.

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The course took part in two semesters, starting October 2020 and finished May 2021. Course coordinators:  Prof Tore Brandstveit Haugen and Prof Carmel Lindkvist, both from the Department of Architecture and Planning.  Eight candidates from the AD faculty followed the compulsory course for students in the PHAAR program.  The learning goals for the PhD Research Methods were to obtain a practical introduction to research methods and application in order to respond to research questions. The course provided the PhD candidates with a “crash course” in academic writing, and knowledge over a broad range of methods on how to develop a PhD thesis. The candidates should also think critically about their own research and prepare candidates to write papers and journal articles.  During three main stages the students had to develop a full version of a scientific article or paper related to their PhD study. First focusing on the topic, the problem statement and research questions. Then developing a state of art including a comprehensive literature review, but this might depend on the paper / article the candidate decided to develop. It should be at conference level submission, and we recommended to structure the article containing these major elements: o           abstract o           introduction / background o           problem statement and research questions o           theoretical framework and methods usedo           results or expected results o           analysis / discussion o           summing up, conclusion  Length of the article / paper: 3000 – 6000 words (as for a conference submission) and the candidates should identify which conference/journal they were targeting.  Main output: State-of-the-art Article of PhD topic presented 18th May 2021

Learning outcome The course (see the enclosed semester plan) was mainly based on lectures, workshops, discussions and feedback from both professors and fellow students to the assignments in the course. The students also had to be active in reading, reviewing and presenting the recommended literature on scientific theories and methods. The students were highly motivated and engaged during the different sessions we had during the course. Some of the candidates in the group had long experiences from both practice and academia. All had very interesting projects and reflections on the topics and the research they had started to develop, and all together this gave a basis for very good learning outcome from the sessions and the course in total.

Teaching and learning activities During the start of the course, we spent time on communicating the plans for the course and the expected learning outcome for the students. We also were keen to link the content of the course to the different research projects the doctoral students had started to work with, and we had an “open door” for discussion and feedback from the candidates during all the course sessions. With a group of eight doctoral students we had a close communication during the course, and we did not see the need to have a specific reference group in addition to the questions and feedback we got during the time of the course. By “the open door” for discussion and feedback, we could also adjust parts of the program to check if the learning outcomes of the course and could build on the different previous courses and learning the students had as background.  The learning environment consisted of physical gatherings with lectures and workshops in the first part of the course, then shifting to a hybrid learning platform in the second part due to more Covid restrictions, and in the last sessions a fully digital platform using Teams and Blackboard. It worked ok in the sessions we had to do fully digital, but it was important that we had the possibility to meet almost all students in person during the first sessions. The hybrid solution also worked ok technical. For some of the PhD students the overall situation with campus closed during most of this period due to Covid, it was not at all a good situation.

Form of assessment The learning activities with the strong focus on developing a state-of-the-art paper / article for the topic gave a “red tread” through the course where the students developed the article during three stages before submitting and presenting the article for the sensor, supervisors and fellow students.   The grading of the course (pass or fail) was done on basis of the submitted article, the presentations and development of the article during the course. The assessment linked very well with the planned learning outcome.  All candidates : Pass

Emnet er obligatorisk for ph.d. - kandidater som er i ferd med å starte opp sitt ph.d. - studium ved fakultetet. Emnet introduserer ph.d. - kandidatene for ulike vitenskapsteorier og forskningsmetoder som kan være relevante for et ph.d. - studium innenfor fakultetets ph.d. - program i arkitektur og omfatter teorier og metoder innen naturvitenskapelig / teknisk, samfunnsvitenskaplig og humanistisk forskning. I tillegg drøftes teorier og metoder som er spesielt innrettet mot arkitektfaglig praksis. Bruk av kvalitative metoder er sentralt, men også kvantitative metoder vil bli presentert og knyttet til forskningsprosjektet som kandidaten arbeider med. Erfarne forskere vil bli invitert til å dele sine erfaringer med ulike teorier og metoder. Kurset omfatter også skriving av vitenskapelige tekster / artikler og litteratursøk.

Emnet gir en oversikt over og kort introduksjon til ulike vitenskapsteorier og forskningsmetoder. Det blir anbefalt at kandidatene tar andre og mer spesifikke kurs i teori og metoder ved universitetet som er relevante for de spesielle problemstillingene som kandidaten arbeider med i sitt forskningsprosjekt. 

Gjennom kurset skal kandidatene skrive en State of the Art-artikkel/paper som knytter forskningsprosjektet deres til relevant teori og metode. Denne oppgaven skal presenteres og forsvares muntlig i klassen. Emnet vil bli undervist gjennom forelesinger og seminarer.   

Ved avslutning av kurset skal kandidaten:

Kunnskap: - ha god kjennskap til vitenskapsteorier og forskningsmetoder som er relevante for sitt fagområde og kjennskap til vitenskapsteori og -metoder på et mer generelt grunnlag. 
Ferdigheter: - kunne formulere gode, forskningsretta problemstillinger, planlegge og gjennomføre forskning, og kunne planlegge og produsere et utkast til en vitenskapelig artikkel/paper.
Generell komeptanse: - kunne utøve sin forskning med faglig integritet og i tråd med etablerte etiske retningslinjer

Industriell design - doktorgrad (ph.d.)

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Introduksjon til forskningsmetodikk og vitenskapsteorier for PhD kandidater - AAR8320