ARM 402-RESEARCH METHODS FOR ARCHITECTURE

COURSE DESCRIPTION:
Qualitative and operational methods in architectural design research activity, that requires the use of
analysis approach.

COURSE OUTCOMES:
a. Apply workable research methods and procedures
b. Acquire basic research skills
c. Obtain a broader framework upon which requirements and implications of specific projects are foreseen.

MODULE 1. OVERVIEW AND INTRODUCTION TO THE COURSE

1.1. Research Definition
1.2. Importance and Significance
1.3 Goals and Objectives
1.4. Formulation of a Research

MODULE 2. TYPE OF RESEARCH, OUTLINE AND FORMAT

2.1. Different Type of Research
2.2. Different type of research format
2.3. Kinds and classification of research
2.4. Outline of Research

MODULE 3. METHODOLOGIES/TOOLS AND TECHNIQUES

3.1. Methodologies, tools and techniques used in research
3.2. The different methods of data gathering

MODULE 4. PREPARATION OF THESIS PROPOSAL

4.1. The Concept Paper
4.2. The Conceptual Framework
4.3. Survey analysis and recommendations

MODULE\ 1. OVERVIEW AND INTRODUCTION

1.1 RESEARCH DEFINITION

 According to Good and Scates (1972)

- is a careful, critical, disciplined inquiry, varying in technique and method according to
the nature and conditions of the problem identified, directed toward the clarification or
resolution(or both) of the problem.

 According to Halpin (1996)

- is the process of gathering data or information to solve a particular or specific
problem in a scientific manner.

 According to Quinton (2006)

- in its broadest sense is an attempt to gain solutions to problems. More precisely, it is
the collection of data in a rigorously controlled situation for the purpose of prediction or
explanation.

 According to Webster (1984) and cited by David (2002)

- a careful, systematic study in a field of knowledge, undertaken to discover or establish
facts or principles.
 - a systematic process of collecting and analyzing data to find an answer to a question
or a solution to a problem, to validate or test an existing theory.
Other meanings …
- the systematic investigation into and study and sources in order to establish facts and reach new
conclusions.
- is as a systematic investigation, including research development, testing and evaluation, designed
to develop or contribute to generalizable knowledge. (Emory & Henry college, Definition of Human
Subjects research)

A. Systematic Investigation
A "systematic investigation" is an activity that involves a prospective plan that incorporates
data collection, either quantitative or qualitative, and data analysis to answer a question .
Examples of systematic investigations include: surveys and questionnaires. interviews and
focus groups. (Washington.edu)

B. Establish Facts
If you establish that something is true, you discover facts that show that it is definitely true .
(Collins dictionary)

C. New Conclusions
Last part of something, its end or result.

D. Generalize Knowledge
Generalization allows humans and animals to recognize the similarities in knowledge acquired
in one circumstance, allowing for transfer of knowledge onto new situations . This idea rivals
the theory of situated cognition, instead stating that one can apply past knowledge to learning
in new situations and environments.

 WHAT IS RESEARCH AND WHAT'S NOT

 WHAT ARE THE CONNECTIONS BETWEEN AND
AMONG THESE WORDS
 WHY IS THERE A RESEARCH-DESIGN DICHOTOMY
OR SHOULD NOT HAVE
 WHAT RESEARCH IS AND WHAT IS NOT

A. “The Great Discoverer Tendency"

 What is the question that you want answered?
 Misconceptions and pitfalls in research
 Syndromes and tendencies

B. "The Nobel Prize Syndrome"

THE RESEARCH QUESTION -

"How can human beings fly?"
Vs
“How can an object oppose the forces of gravity?”
C."Making the Breakthrough"
- Intent to make incremental rather than radical changes

 THE RESEARCH QUESTIO

 To know
 To understand
 To explain
 To narrate
 To relate

D."The World Savior / Messianic Syndrome"

- Intent is to contribute and not to save the world in one go

 Poverty
 ClimateChange
 Green Building
 Homelessness
 Disaster resilience
 Sustainable Development
 Heritage Conservation

E. "The Comprehensive Prescription Tendency"

Decomponentizing By Slices
 Architectural Theory
 Urban Design
 Environmental Design
 Landscape Architecture
 Interior Architecture
 Architectural Communication
 Practice and Governance
 Architectural Education

RESEARCH
 To know
 To understand
 To explain
 To narrate
 To relate

Vs.
What you want to happen,
How can EDSA be environmentally friendly?
Vs.
What are the cooling effects of plant walls in EDSA?
1.2. IMPORTANCE AND SIGNIFICANCE

ARCHITECTURAL RESEARCH is original investigation undertaken in order to generate

knowledge, insights and understanding based on competencies, methods and tools proper to the
discipline of architecture. It has its own particular knowledge base, mode, scope, tactics and
strategies.

 Buildings are said to be made for people.

 Buildings do not properly serve the functions for which they are designed.
 All important decisions are based on factors that have little to do with either the way people
use buildings or the way buildings affect people. Those decisions are made by clients,
builders, architects, and others who in most instances do not occupy the buildings which are
ultimately constructed.
 This lack of user participation has been cited as a major reason for dissatisfaction. Yet same
users can serve as valuable sources of information in the design and evaluation phases of the
building cycle.

BUILDER USERS
 The Building occupants - term "user" we refer to occupants of buildings.
 Occupants should be seen in terms of their major activities performed in a building.
 Example: Hospitals - occupants are patients, nurses, doctors etc.
 Each occupant groups perform important functions within the building, and these must be
considered by the architect.

DIFFERENCES AMONG OCCUPANTS

 Readily visible distinctions are apparent (gender, age etc.) many subtle psychological, cultural,
and social factors exist which may be extremely important for the designer to consider but
which cannot be readily identified. (Home for the Aged, Hospice...walkability)

PERSONAL AND CULTURAL DIFFERENCES

 Age, Gender, Health, Education, Economic Status, Social Status, Nature of Employment,
Ethnic Heritage, Previous Experience, Expectations, Motivations, Attitudes.

HIERARCHY OF NEEDS
 One of the most comprehensive and widely used schemes for defining user needs was
developed by A. Maslow.
 Human needs an ever-changing process, because of satisfaction of needs.

ARCHITECTS AND SOCIAL SCIENTISTS

 The architect is usually a team leader (or member) coordinating the activities of many experts
working toward a group solution of a design problem.
 The goal of the architect is to complete a building which is functional, yet permits the
expression of creativity and individuality.
 The basic procedure employed in design is the manipulation of spaces, forms, material, and
objects all having three-dimensional (tangible) characteristics.
 The goal of the social scientist is a better understanding of human processes or relationships.
Study findings take form of documents, frequently dealing with the solution of one problem and
the identification of others.

IMPORTANCE OF RESEARCH IN ARCHITECTURE

Why is research important for Architects?

 Applied architectural research does not simply involve discovering and documenting material
and technologies.
 As designers of the built environment, architects have the responsibility of creating comfortable
living conditions for the users of their design and enhance their experience within.
 To accomplish these objectives, research becomes an integral part of the design process so
that they thoroughly understand their users and design for their comfort, quality of life and
satisfaction.
 On every individual project level, such studies help in understanding the requirements better.

Broadly, research in architectural practice can be technical, functional or anthropological.

1. Technical Research enables the designers to update themselves with building materials
and technologies that fit in the context most appropriately.

2. Functional Research involves evaluations that help in coming up with the best-possible
design solutions in terms of layouts, facades and choice of design elements.

3. Anthropological Research mainly deals with occupant requirements and Post Occupancy
Evaluation (POE), both of which contribute towards respecting the users' socio-cultural
preferences as well as comfort.

1.3. GOALS AND OBJECTIVES

MAIN PURPOSE
The main purpose of research is to serve man (Good 1972)

 One of the most important aspects of a thesis, dissertation or research paper is the correct
formulation of the aims and objectives.
 This is because your aims and objectives will establish the scope, depth and direction that
your research will ultimately take.
 An effective set of aims and objectives will give your research focus and your reader clarity,
with your aims indicating what is to be achieved, and your objectives indicating how it will be
achieved.

MAIN GOALS OF RESEARCH

(Amante, Atienza and Mendoza, 2008)

1. The main goal of research is the 'good life'.

2. To satisfy man's craving for understanding.
3. To improve his judgment.
4. To add to his power.
5. The reduce the burden of work.
6. To relieve suffering.
7. To increase satisfactions in multitudinous ways

 A research aim is usually formulated as a broad statement of the main goal of the research
and can range in length from a single sentence to a short paragraph.
 Although the exact format may vary according to preference, they should all describe why your
research is needed (i.e. the context), what it sets out to accomplish (the actual aim) and,
briefly, how it intends to accomplish it (overview of your objectives).

 Why is this research required?

 What is this research about?
 How are you going to do it?

SPECIFIC PURPOSES AND GOALS

(Amante, Atienza and Mendoza 2008)

1. To discover new facts about known phenomenon.

2. To find answers to problems which are only partially solved by existing methods and
information.
3. To discover previously unrecognized substances and elements.
4. To improve existing techniques and develop new instruments.
5. Discover pathways of action of known substances or elements.
6. To order related, valid generalizations into systematized science.
7. To satisfy the researcher's curiosity.
8. To provide basis for decision-making in business, industry, education, government and in
other undertakings.
9. To find answers to queries by means of scientific methods.
10. To acquire a better and deeper understanding about a phenomenon.
11. To expand or verify existing knowledge.
12. To improve educational practices for raising the quality of school products.
13. To improve man with more of the basic needs → more and better food, clothing, shelter, etc.
14. To promote health and prolong life.
15. To make work, travel, and communication faster, easier and more comfortable.

Refer to Blooms Taxonomy on Verbs to use.

RESEARCH OBJECTIVES

Each of your research objectives should be SMART:

 Specific
is there any ambiguity in the action you are going to undertake, or is it focused and well-
defined?
 Measurable
how will you measure progress and determine when you have achieved the action?
 Achievable
do you have the support, resources and facilities required to carry out the action?
 Relevant
is the action essential to the achievement of your research aim?
 Timebound
can you realistically complete the action in the available time alongside your other research
tasks?

1.4. FORMULATION OF RESEARCH

Steps in the formulation of a research problem

Step 1: Identify a broad field or subject area of interest to you
Step 2: Dissect the broad area into subareas
Step 3: Select what is of most interest to you
Step 4: Raise research questions
Step 5: Formulate objectives
Step 6: Assess your objectives
Step 7: Double-check
CHARACTERISTICS OF GOOD RESEARCH
(Amante, Atienza and Mendoza 2008)

1. Systematic, Controlled, Empirical Analytical

2. Objective, unbiased and logical
3. Employs quantitative or statistical methods
4. Employs hypothesis
5. Original work
6. Done by (or under the supervision of) an expert
7. Accurate investigation, observation and description
8. Patient and unhurried activity
9. Requires an effort-making capacity
10. Requires courage

RESEARCH DESIGN CONCEPTS IN ARCHITECTURE

 The Performance Approach

 The performance concept is an

organized procedure or framework
within which it is possible to state the
desired attributes of a material
component or system in order to
fulfil the requirements of the
intended user without regard to the
specific means to be employed in
achieving the results.

 The user is considered the starting

point of the design. The key to
successful design is user
satisfaction with the end product.
Let us define the different Research Design Concept ...

1. Individual / Human
 At the very heart of our built environment are the occupants of our buildings, whether they be
homes or offices, or schools or other building types.
 According to the US Environmental Protection Agency (EPA), Americans spend 87% of their
time inside buildings, making the built environment they inhabit critical.

 There are three research themes at this scale. While these themes overlap, we believe they
constitute different applications and therefore are worth separate delineation.

1. Human Behaviour:
The understanding of how a building design can improve human performance, including
the metrics, measures, and methods necessary in order to evaluate the impact of buildings
on the human experience.

2. Health and Well-being:

The ways a building influences the occupants' health. This includes the occupants' safety,
as well as their physical and mental health status.

3. Neuroscience:
The understanding of how the human brain reacts to stimulus and its impact on behaviour
and cognitive function.

2. Building Type, Performance, Delivery

 Buildings are significant contributors to GDP, yet the buildings' design, systems, materials,
products, and physical construction also have tremendous impact on the environment and
our natural resources. Buildings are the heart of many communities, and these structures act
as incubators for new technologies and innovations.

 There are four research themes, they often overlap but have research that is distinct enough to
be noted independently.

1. Building Performance:
Buildings consume large amount of resources and have tremendous impact. This study
area covers the science of buildings, including efficiency, high performance outcomes,
resilience, and impact on the environment.

2. Technology:
 Understanding use, adoption, advantages, etc., to using new technology to create and
operate a building as well as technologies used in design, practice, and construction. We
also encourage an understanding of larger technology trends (e,i, internet of things,
robotics, big data, 5D printing, autonomous vehicles), which might impact the work of
architects.

3. Materials:
Improving building function and form, new materials, materials impact, and transparency,
sustainability, etc.

4. Project Delivery and Processes:

Examination of the way a project is delivered, includes formal project delivery systems as
well as construction methodologies, risk allocation, relationships between clients and
partners, building codes and permitting, etc.

3. Economy, Equity, Environment

 The architectural profession and the buildings they design are also part of the fabric, of life,
whether in a rural community, small town, or urban landscape. The architect then is part of
the solution to problems that are larger than any individual building. The Research Agenda
recognizes the importance of the architects' role and interventions that the architect can
make to be part of the solution to larger social and societal issues.

 There are a number of social issues the architectural profession, through design, can
influence, but we focus on four areas that we believe architects are uniquely positioned to
lead.

1. Urbanism:
Influence of the built environment in shaping human potential in the context of rapidly
accelerating urbanism.

2. Resilience and Adaptation:

Study of resilience, adaptation, reuse, urban and community planning, and other design
interventions that can mitigate the effects of disasters.

3. Climate Change:
Design interventions that reduce the impact of the built environment on climate change,
including mitigation, decarbonisation, preservation, materials innovation, etc.

4. Community:
Understanding use of design, community engagement, and culture to improve equity and
quality of life for all.