On completion of the subject students should be able to: - Identify and engage with the various types of environmental conditions that have an impact upon the role of the design professions - Demonstrate a critical understanding of the relationship between design practice, cultural values, spatial needs and industrial landscapes. The students should develop the following competencies and capabilities: • Comprehension of data to develop technical research on realized projects or under construction • Prepare and conduct interview with developers, construction companies, architects • Develop projects’ analysis • Critically analyze economic and technical data • Develop a paper connected to a case study, using different sources with an individual point of view

Students should have capabilities of reading architecture through technical data, such as shop drawings, cost estimate analysis.

During the class, the following subjects will be considered: • The Process in Architecture. Creativity vs Rationality? Or a Interwoven process between the two of them? o The Brief o Problem seeking o Programming o Team work o Client Value o Design Value • The Management of Architecture. “Management from the architect point of view” o Architecture and the practice o Being architect in the 21st century: opportunities and challenges • The Economics of Projects: Investment, Design, Construction o Understanding projects o Quality o Time control o Cost control o Design control • Case studies. Practicing architects will present real projects, investigating the relationship between the process in architecture, the management of projects and the quality of design and execution.

Students will work in group. They will be asked to identify a project to be their case study for the final paper. Many media could be used for the field study.

Main 1. Emmitt, S. 2014. Design Management for Architects. Hoboken, NJ, U.S.A. Wiley-Blackwell 2. Pena W., Parshall S.A. 2014. Problem Seeking. An Architecture Programming Primer. Hoboken, NJ, U.S.A. John Wiley & Sons Inc. Others 1. Winch, G.W. 2010. Managing Construction Project. Hoboken, NJ, U.S.A. Wiley-Blackwell 2. Forlati S., Isop A. 2002. Wonderland, Manual for emerging Architects. Springer Vienne 3. Emmitt S. 2013. Architectural Technology: Research and Practice, Hoboken, NJ, U.S.A. Wiley-Blackwell

Exam: Written test; Optional oral exam; Group project;

Examination procedure: written test; optional oral test; individual graphic design; - Written test: duration 1.5h, without aids or teaching materials (a calculator is granted). 5 or 6 open questions or exercises, max score 30/30. - Oral test: replaces the written test in case of a limited number of participants. Same as written test (5-6 questions / exercises). - Exercises (group work): max score 27/30. For students who want to integrate the grade, there is an optional exam (questions / exercises). - For theory questions, the accuracy and completeness of the answers will be assessed, compared with the definitions presented in the classroom and reported in the didactic material / textbook. - For the exercises, the method used for the course (procedure) and the accuracy of the final numerical result will be evaluated. - For the exercises, the clarity and precision in the presentation of the sections of the document will be evaluated: the content of the technical-project proposal (description of the project scope, WBS, OBS, GANTT, Risk analysis) and the economic-financial proposal (statement of costs and revenues, performance curves, billing plan).

In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.