Specific Objective: in order to raise the employability of ADU graduates, to clarify the new skills and competences required in accordance with public authorities, professional and economic bodies in a sustainable approach.
By the mid 1950s, there was a single-minded way to understand the core of ADU profession and disciplines involved. Most agreed that the core of the architects’ profession lied on the almost 2.000-year old Vitruvius trilogy: firmness, commodity and delight. Without having such a long conceptual tradition, other design fields presented a rather precise base of professional activities, defined along the Industrial Revolution and the mid 20th Century. Under these traditional perspectives, Architecture has to do with the production of space and objects in space, and the same can be said about Urban, Interior or Landscape Design, on a different scale, of course. Within this framework, Industrial and Graphic design deal mostly with the production of useful Objects, Appliances and Images.
As a consequence of the radical global changes arisen since the 1980s, together with the development of new intellectual approximations on ADU matters, a new global, interwoven vision seems to be moving the core of these professions. This apparently is happening due to the extreme diversity and complexity of several interwoven social, cultural and economic demands imposed by globalization, as well as because of the impact of new technologies and growing proximity and over-imposition of related fields.
The following four pairs of concepts and trends are boosting the development of New Professional Areas/Fields for ADU graduates:
1. DESIGN PROMOTION – SMART DESIGN
ADU graduates should help people understand how space will help them to live better, or how good, meaningful design will ensure or reinforce cultural identity or fulfill cultural or psychological needs. In order to change the current condition of massive ignorance about the importance of most ADU production, they (ADU graduates) should first understand that rising people’s spatial awareness or object comprehension is as important as learning how to apply new 3D techniques, being up-dated about materials or getting acquainted with newer morphological tendencies. In other words, the ability to disseminate and promote the understanding of the space or the object itself is a competence it should be mastered by ADU Graduates.
2. PROBLEM SOLVING – COLLABORATIVE DESIGN
Technology complexity are becoming increasingly beyond the solving capacity of a single individual, and therefore, ADU graduates are forced more and more to work in collaborative processes within the framework of multidisciplinary teams, in which even design is made up of individuals of different expertise.
3. TRANSDISCIPLINARITY- COMPLEXITY
Collaborative processes, instead of cooperative ones, demand experienced teams and leaders, be for analysis, planning and/or design. ADU Schools have to train Graduates on dealing properly with such processes from early stages of their education.
4. LIVING IN THE PAST – FUTURE
How we can understand current social process and tendencies and how we can infer or deduct from the data collected which could be the effect or impact of the solutions we are designing now, in the context of the future, a future that will definitely different from our present. In other words, if the building modifies the place, the place modifies the building, and context time changes, how a given design can modify the future.