Pedagogy: In order to counter institutional antipathy towards studio based learning an effective and inclusive counter argument, grounded in educational research from wider scholarly sources, could offer a common position for all schools in presenting the studio as a unique, authentic and invaluable learning environment.

Resources: An Architectural Learning Commons could share knowledge and initiatives to drive economies of time, money and effort through open and constructive collaboration through:

• the sharing of resources
• reciprocal arrangements for staff exchanges
• shared use of expertise, contacts and physical spaces
• the co-operative funding of visiting speakers from overseas

Policy: a collaborative and concerted position could strengthen a collective bargaining position for schools of architecture, in contrast to the currently divisive and target-driven competition between institutions

Ethics: a collective architectural education constitutes a Scholarship of Integration in support of valuable, relevant and good work/ schools will not necessarily lose their distinctive values and philosophies by sharing common knowledge, skills, resources
and expertise with one another/ further collaborative educational research would benefit the critical development of architectural pedagogies to address recalcitrant problems of traditional teaching methods

References

Holgate, P., Sara, R., 2014. Towards a learning commons for architecture. In Charrette 1(1) Summer 2014

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