Special Issue "Landscape Architecture Education and Professional Practice and Its Future Challenges in Landscape Design, Planning, Conservation and Management"

A special issue of Land (ISSN 2073-445X).

Deadline for manuscript submissions: 31 July 2020.

Special Issue Editors

Dr. Bruno Marques
Website
Guest Editor
1. Victoria University of Wellington, School of Architecture, PO Box 600, Wellington 6140, New Zealand
2. The International Federation of Landscape Architects (IFLA)
Interests: Integration of Indigenous methods in participatory design and place-making in landscape rehabilitation and ecosystem services
Special Issues and Collections in MDPI journals
Senior Lecturer Andreja Tutundžić
Website
Guest Editor
1. University of Belgrade, Faculty of Forestry, Serbia
2. The International Federation of Landscape Architects (IFLA)
Interests: landscape architecture; landscape characterization; green infrastructure; ecosystem services
Lecturer Emilia Weckman
Website
Guest Editor
1. Aalto University, Department of Architecture, Finland
2. The International Federation of Landscape Architects (IFLA)
Interests: sustainability in landscape construction processes (action research)
Adjunct Lecturer Marina Cervera Alonso de Medina
Website
Guest Editor
1. Universitat Politècnica de Catalunya, Barcelona Tech. Department of Urbanism and Regional Planning, Spain
2. The International Federation of Landscape Architects (IFLA)
Interests: integration of place-making and management of the commons in urban landscapes

Special Issue Information

Dear Colleagues,

The fundamental goal of scholarship in the field of landscape architecture is to enhance the practice of designing, planning, conserving and managing the land. Due to the inherently multifunctional nature of landscapes, both biophysical and cultural, many scholars and practitioners have addressed the importance of multi-, trans- and interdisciplinary approaches to landscape architecture education, research and practice. Such approaches have resulted in new skills, competences, methods, and processes to be articulated, and have led to professional organisations being more involved in accrediting and regulating educational programmes, advancing continuous professional development and training and introducing ethical and moral codes for professional practice. 

Despite major efforts in teaching and research activities that nurture the future of design professions, considerable challenges still confront efforts to reconcile the academic and professional facets. Demands of professional organisations in terms of landscape architectural standards, curriculum development and recognition procedures as well as the changing focus of design pedagogy faced by higher education providers are putting at risk the long-term outcomes of landscape architecture and planning and its fundamental role in promoting social and environmental justice.

This Special Issue invites papers that discuss and present perspectives from both academia and professional practice in landscape architecture which address the synergies between academic programmes and professional organisations. We aim for this Special Issue to critically look at existing system barriers and opportunities afforded by educational standards and assessment of landscape architecture programmes and to explore strategies required to promote a better collaboration between education institutions and professional bodies in terms of landscape design, planning, conservation and management.

Senior Lecturer Bruno Marques
Senior Lecturer Andreja Tutundžić
Lecturer Emilia Weckman
Adjunct Lecturer Marina Cervera Alonso de Medina
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Land is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • landscape architecture
  • landscape planning
  • conservation and management
  • education
  • design pedagogy
  • curriculum development
  • continuing education and training
  • accreditation standards
  • professional organisations
  • professional and ethical standards

Published Papers (2 papers)

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Open AccessArticle
Spatial Orientation Skill for Landscape Architecture Education and Professional Practice
Land 2020, 9(5), 161; https://doi.org/10.3390/land9050161 - 20 May 2020
Abstract
Professional landscape architecture organizations have requested training from educational institutions based on new skills and methodologies in the curriculum development of students. Landscape architects need to visualize and evaluate the spatial relationships between the different components of the landscape using two-dimensional (2D) or [...] Read more.
Professional landscape architecture organizations have requested training from educational institutions based on new skills and methodologies in the curriculum development of students. Landscape architects need to visualize and evaluate the spatial relationships between the different components of the landscape using two-dimensional (2D) or three-dimensional (3D) maps and geospatial information, for which spatial orientation skills are necessary. The data from six workshops conducted throughout the 2010–2020 period, in which 560 second-year engineering students participated using different strategies and technical tools for spatial orientation skills’ development, were collected in a unique study. Factors such as the technology used, the gaming environment, the type of task, the 2D/3D environment, and the virtual environment were considered. The Perspective-Taking Spatial Orientation Test was the measurement tool used. The results show that mapping tasks are more efficient than route-based tasks. Strategies using 2D and a 2D/3D combination are more effective than those with only 3D. First-person perspective gaming environments are also a valid alternative. The technologies applied in this study are easy to use and free, and a measurement tool is provided. This facilitates an interdisciplinary approach between landscape architecture education and professional practice since these workshops could also be easily carried out by professional bodies for landscape planning and management. Full article
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Open AccessTechnical Note
Assessing U.S. Landscape Architecture Faculty Research Contribution
Land 2020, 9(3), 64; https://doi.org/10.3390/land9030064 - 25 Feb 2020
Abstract
Landscape architecture programs in the United States are assessed based on the quality of the professional education received by their students. Research is becoming an increasingly important part of the profession as evidence-based landscape architecture grows, and it is critical that university faculty [...] Read more.
Landscape architecture programs in the United States are assessed based on the quality of the professional education received by their students. Research is becoming an increasingly important part of the profession as evidence-based landscape architecture grows, and it is critical that university faculty provide information that can be used in professional practice to resolve important environmental and social issues. In many universities, individual landscape architecture faculty are encouraged to conduct research and their performance is evaluated based largely on the quantity and quality of their scholarly output. This paper used publicly-available information to conduct a citation analysis for individual faculty and professionally accredited landscape architecture programs across the US. There was a wide range in the contribution level with some programs and some individuals who were very productive, while many others contributed very little. This might point to an attempt by programs to maintain a balance between scholarly contributions and the education of professional landscape architects. As research becomes an increasing important part of the profession, the productive programs and individuals identified in this study might provide models for others to emulate. Full article
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