A comprehensive methodology for assessing the quality of landscape architecture study programmes in European higher education institutions

Abstract

In the light of recent environmental and socio-economic challenges that face the modern urban regions, the implication of current needs for education quality has been discussed. Now a fur ther step for practical actions of re-shaping higher education in Europe takes place. The quality of teaching of landscape architects has a direct impact on the quality of the professional services and their contribution to design, planning and management of urban open spaces, heritage sites and objects, parks and gardens and (green) infrastructure. A wide variety of landscape architecture (LA) study programmes across Europe provide education that differ in scope, content and quality. Two European landscape associations – the European Council of Landscape Architecture Schools [4] and the International Federation of Landscape Architects (IFLA) Europe developed guidelines for landscape architect’s education that covers environmental, engineering and artistic competences and soft skills [4] (IFLA 2008). For IFLA the requirements are a tool for the professional recognition of the programmes. The ECLAS Guidance report (2010) focuses on the core, subject-specific and generic competences that students should acquire in the education process. This framework with requirements, recommendations and guidelines for LA studies aims to increase the quality of the current landscape architecture studies; beyond that, it is used to develop a common tool for assessing the quality of landscape architecture education at several universities in Europe. The results of the assessment reveal the strengths and the gaps of the analysed study programmes and teaching subjects. The outcomes of this inquiry give a clear picture for the schools which study modules and courses should be improved and how to meet the common requirements. At the same time, the method is used to keep and further develop the strong sides of the study programme at each university. Looking at the bigger picture of LA education in Europe, the map of subject-specific competences in landscape architecture training is further developed, by adding cutting-edge competences that are proposed by the participating universities and professional associations.