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How Juries Assess Universal Design in Norwegian Architectural School Competitions.
1Department of Mathematical Sciences and Technology, Norwegian University of Life Sciences, Ås, Norway.
Studies in Health Technology and Informatics
|August 19, 2016
Summary
Architectural juries often mention Universal Design (UD) in competition reports but rarely assess it consistently. This study highlights uncertainty in evaluating UD, suggesting a focus on broader concepts before technical details.
Area of Science:
- Architecture
- Inclusive Design
- Design Pedagogy
Background:
- Universal Design (UD) principles aim to create environments accessible to all users.
- Architectural competitions are crucial platforms for shaping design trends and educational practices.
- Assessing UD in academic competitions presents unique challenges and opportunities.
Purpose of the Study:
- To investigate how architectural school competition juries evaluate Universal Design.
- To identify the extent to which UD is incorporated into competition briefs and jury assessments.
- To understand the consistency and challenges in jury evaluations of UD.
Main Methods:
- A case study approach was employed.
- Analysis of 18 recent architectural school competitions in Norway.
- Examination of competition briefs and jury reports.
Main Results:
- Most competition briefs requested Universal Designed buildings.
- UD was explicitly mentioned as an assessment criterion in 8 out of 18 cases.
- Juries commented on UD in 11 cases, but consistently assessed it in only 3.
- Significant uncertainty exists regarding the assessment of UD in competition settings.
Conclusions:
- While Universal Design is frequently mentioned, its consistent assessment in architectural competitions remains inconsistent.
- Future juries should prioritize foundational aspects like orientation and overview over technical details when evaluating UD.
- Further development of clear assessment frameworks for Universal Design in academic competitions is needed.
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