This dissertation investigates the relationship between architectural education and practice. The nature of the relationship between these two phases in architecture is continuously debated and discussed. The debate generally revolves around the responsibilities of educational institutions to produce architects that can easily adapt in the work environment and the industry’s responsibility to assist graduates in the transition process. The debate is discussed and analysed in depth and a programme is developed to assist in facilitating this capricious relationship. A more collaborative relationship between architectural theory and practice can benefit both the quality of architectural education and the architectural industry. The architectural building type that will be investigated is an inhabited bridge. The structure will act as a unifying space between architectural education and practice, Main Campus and South Campus, as well as the different departments in the Built Environment at the University of Pretoria. The facility will act as a platform for the students to interact with members of the different departments in the Built Environment, the built environment industry and the public. The architectural exploration aims to create an environment where the relationship between theory and practice can successfully sustain itself. This is achieved through the development of three types of relationships: social, intellectual and practical. These relationships are developed in order to inform and support one another in the attempt to create a more stable and interdependent relationship between architectural theory and practice. An additional relationship that is addressed is the University’s interface and relationship with its local community and society at large.
Dissertation (MArch(Prof))--University of Pretoria, 2012.