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지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The graduates from the field of architectural environment enter into society in the similar pattern as those from other majors in architectural engineering. Although the total demand for the research engineers in architecture has been decreased, the social demand for architectural environment professionals is steadily increasing. The new manpower recruitment, however, does not meet the demand level due to the overall slowdown in the construction industry.
It is estimated that the number of universities which divide architectural education into architecture and architectural engineering is approximately 50 % more than the number of universities which maintain the existing system. Within the broader term of architecture, architectural engineering and architecture are different but have very close relationship. Therefore, we can think about two approaches in architectural education. One approach is to educate a specific major with expertise and encourage close cooperation in practice. The other approach is to educate both majors in undergraduate course with more emphasis on a specific major in the upper grades, and continue to develop the major in practice after entering into society. It is necessary to deeply consider the pros and the cons of each education approach in relation to the architectural industry.
At present, the maximum demand for new employees in the field of architecture is estimated to be 5,000 annually, and this figure accounts for only 60 % of 8,200 university graduates. Moreover, if we assume the industry still maintains a certain portion of human resources pool of the past economic booming, the ratio can be much lower. This means that there is a big gap between demand and supply of manpower in the construction industry. Thus, mere survival becomes a desperate goal of graduates, and it has become very difficult to maintain the sustainable academic ecosystem in a virtuous circle for the development of both the construction industry and the field of academic study.
There may be potential solutions for this issue such as reduction in the number of manpower supply in the field of architecture, extension of the social demand for the architectural industry, and increase productivity in the industry. All of us in the field of architecture should endeavor to make these solutions happen.
It is estimated that the number of universities which divide architectural education into architecture and architectural engineering is approximately 50 % more than the number of universities which maintain the existing system. Within the broader term of architecture, architectural engineering and architecture are different but have very close relationship. Therefore, we can think about two approaches in architectural education. One approach is to educate a specific major with expertise and encourage close cooperation in practice. The other approach is to educate both majors in undergraduate course with more emphasis on a specific major in the upper grades, and continue to develop the major in practice after entering into society. It is necessary to deeply consider the pros and the cons of each education approach in relation to the architectural industry.
At present, the maximum demand for new employees in the field of architecture is estimated to be 5,000 annually, and this figure accounts for only 60 % of 8,200 university graduates. Moreover, if we assume the industry still maintains a certain portion of human resources pool of the past economic booming, the ratio can be much lower. This means that there is a big gap between demand and supply of manpower in the construction industry. Thus, mere survival becomes a desperate goal of graduates, and it has become very difficult to maintain the sustainable academic ecosystem in a virtuous circle for the development of both the construction industry and the field of academic study.
There may be potential solutions for this issue such as reduction in the number of manpower supply in the field of architecture, extension of the social demand for the architectural industry, and increase productivity in the industry. All of us in the field of architecture should endeavor to make these solutions happen.
목차
건축공학교육
건축환경교육
건축환경분야의 졸업 후 진로
건축교육과 인재 배출
건축 학문 생태계의 선순환구조
맺음말
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UCI(KEPA) : I410-ECN-0101-2014-500-003173904