Well-Being in Architectural Education: Theory-building, Reflexive Methodology, and the ‘Hidden Curriculum’

Naomi Stead; Maryam Gusheh; Julia Rodwell

doi:10.1080/10464883.2022.2017699

Well-Being in Architectural Education: Theory-building, Reflexive Methodology, and the ‘Hidden Curriculum’

Naomi Stead, Maryam Gusheh, Julia Rodwell

Department of Architecture

Research output: Contribution to journal › Article › Research › peer-review

7 Citations (Scopus)

Original language	English
Pages (from-to)	85-97
Number of pages	13
Journal	Journal of Architectural Education
Volume	76
Issue number	1
DOIs	https://doi.org/10.1080/10464883.2022.2017699
Publication status	Published - 2022

Keywords

architecture
curriculum
pedagogy
practice
professional issues

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10.1080/10464883.2022.2017699

Cite this

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AU - Gusheh, Maryam

AU - Rodwell, Julia

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KW - curriculum

KW - pedagogy

KW - practice

KW - professional issues

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M3 - Article

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JO - Journal of Architectural Education

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Well-Being in Architectural Education: Theory-building, Reflexive Methodology, and the ‘Hidden Curriculum’

Keywords

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Architectural Work Cultures: professional identity, education and wellbeing

Cite this

Well-Being in Architectural Education: Theory-building, Reflexive Methodology, and the ‘Hidden Curriculum’

Keywords

Access to Document

Other files and links

Projects

Architectural Work Cultures: professional identity, education and wellbeing

Cite this