Architectural Technology:
evolution and education
Paul Laycock MCIAT, Vice-President Education & Professor Steve Scaysbrook MCIAT.
Architectural Technology is a creative,
innovative design discipline rooted in
science and engineering which is applied
to the design of buildings to achieve
optimum functionality, efficient and
effective construction and robust, durable
and sustainable design solutions that
perform over time.
It considers health, safety, welfare and
ethical issues, quality of life and social wellbeing to ensure that the diverse needs and
requirements of everyone are recognised
and that all users are able to have the same
experience of a building, place or space
regardless of their disability, age, gender,
or faith.
Architectural Technology was first
recognised as a distinct discipline when
a survey (The Architect and his Office)
was published in 1962 by the Royal
Institute of British Architects (RIBA). After
a consultative period, it was unanimously
agreed that Architectural Technicians
should be represented by its own institute,
separate and distinct from the architects,
and in 1965 the Society of Architectural
and Associated Technicians (SAAT) was
founded.
Members of SAAT in its original guise
were key members of the construction
team and worked in a supporting role
to the architect. They were educated
to Higher National Certificate/Diploma
level, attending college on a part or
full-time basis, undertaking a mix of
solid construction theory and a little
design knowledge. Many came from craft
backgrounds, having learnt a trade within
the industry.
Over time, and in keeping with changes
in the sector, the role of the Architectural
Technician started to solidify, and in 1986,
SAAT become the British Institute of
Architectural Technicians (BIAT).
Over the next decade the discipline
evolved further, and a higher level
profession within Architectural Technology
began to emerge, which complemented
the skills of the architect. The Architectural
Technologist was born and in 1994 the
Institute became the British Institute of
Architectural Technologists to reflect this
academic and professional progression.
The evolution of the discipline led to
increased recognition, profile and skills,
aided in no small part by the development
of Architectural Technology Honours
degree programmes which sat alongside
other undergraduate degrees in the built
environment.
In recognition of the distinct nature of
the discipline, the Quality Assurance
Agency (QAA), a former government
body for the development of standards
in Higher Education, took advice from
the construction sector and developed a
separate Subject Benchmark Statement
(SBS) for Architectural Technology, the first
iteration being published in 2000. This
document defines what can be expected
of a graduate in the subject by the end
of their studies. The latest SBS, published
in 2014, includes standards for Masters
degrees in Architectural Technology,
demonstrating the further progression and
evolution of the discipline.
The development of this document
was instrumental in demonstrating the
distinction of the discipline and helped
the Institute attain Royal Charter status in
2005, becoming the Chartered Institute
of Architectural Technologists (CIAT), and
the professional, regulated descriptor of
Chartered Architectural Technologist was
established.
As the professional body responsible for
the awarding of Chartered status, CIAT
also Accredits degree programmes in
22
Architectural Technology. The degrees
became the modern route to entering
the profession and Accreditation from
the Institute has raised the quality of
both delivery and content, honing it
specifically to the needs of the modern and
diverse role of a Chartered Architectural
Technologist. There are now over 30
Accredited Honours degrees across the UK
and overseas.
The degree begins with a solid
grounding in construction and the art of
communication, in the form of drawing in
both two and three dimensions, through
traditional and electronic media. Although
modern design means Computer Aided
Design (CAD) and the use of Building
Information Modelling (BIM) software,
it is important to realise that sketching
and instant site drawing are crucial
skills to have for design, detailing, idea
development, and of the placement and
juxtaposition of materials. This in turn
offers the student a medium to visualise
materials and how they are used, the way
they are fitted together and their position
and importance in the overall project.
The students continue their journey
through the technologies, regulatory
requirements, legal frameworks and
procedural practices involved in the
practice of Architectural Technology.
Woven through are the agendas of
ethics, client and stakeholder care,
professionalism, inclusive design
and creation of sustainable and
environmentally conscious environments
for the future.
For those engaged in full-time study, a year
in a work placement (or sandwich year) is
strongly encouraged which will allow real
world practice of what has been studied
so far and almost invariably sees the return
of a much stronger final year student and
future employee.