Browsing by Author "Acar, E"

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item: Conference-Full-text
Factors affecting sustainable design in architecture: perceptions from Turkey
(Ceylon Institute of Builders, 2017-09) Yalçın, N; Acar, E; Sandanayake, YG; Ramachandra, T; Gunatilake, S
A significant portion of the scholarly contributions to the sustainable architecture debate falls into the 'ecotechnic' stream of thought with its considerable emphasis on efficiency and high-technology as the solutions of environmental problems. This perspective, however, can be criticised for ignoring the interaction of a large set of contextual factors that surround the ongoing debate. As part of a research study which aims to develop a prediction model for the pro-environmental behaviours of architects as practicing professionals, a questionnaire survey was designed and delivered to the members of Istanbul Chamber of Architects. The measurement instrument had an open question: What are the factors that influence (hinder or facilitate) the development of sustainable solutions in architecture? Around 120 architects responded and these responses were qualitatively analyzed to identify the factors that influence their sustainability-related decisions. The findings suggest that while the client-related, economic and legal factors are especially critical to achieve targets, the adoption and implementation of sustainable solutions in the building industry require a thorough understanding of the interactions of individual, organization, inter-organization, and countrylevel factors. Decision makers who are responsible for designing sustainability policies and steering mechanisms in the building industry can be the main beneficiaries from a better understanding of such interactions.
item: Conference-Full-text
Integrating disaster management perspective into architectural design education at undergraduate level - a case example from Turkey
(Ceylon Institute of Builders, 2016-07) Acar, E; Yalçinkaya, F; Sandanayake, YG; Karunasena, GI; Ramachandra, T
The paper highlights key points and problem areas associated with integrating management perspective into the architectural design education. Architects with appropriate training can easily broaden their traditional roles to enhance the capacity of the society to respond to disasters through efficient, sustainable, socially and culturally responsible designs. However, the number of undergraduate and post-graduate programs which integrate disaster management perspective into their curriculum as a long-term proactive strategy to build resilience is very low. Based on experience from a series of Construction Project Studios’ with different themes and scenarios at Istanbul Technical University, Department of Architecture, the paper compares the typical design process with a disaster-focused process to highlight the differences. There are a couple of key issues in the educational context to integrate disaster management perspective into the architectural education: a shift towards a more collective problem solving space in the design studio along with an intellectual familiarity with the problems of contemporary society; an understanding of the heterogeneity of the needs and characteristics of different vulnerable groups; an adequate background knowledge to filter and adapt common design principles and norms, so that they are relevant to disaster and project scenarios; and a familiarity with technical solutions patterns such as open prefabrication and adaptive re-use. The findings may show directions for future educational research, where little empirical evidence exists.
item: Conference-Full-text
INTEGRATING DISASTERMANAGEMENT PERSPECTIVE INTO ARCHITECTURAL DESIGN EDUCATION AT UNDERGRADUATE LEVEL - A CASE EXAMPLE FROM TURKEY
(2016-09-07) Acar, E; Yalçinkaya, F
The paper highlights key points and problem areas associated with integrating management perspective into the architectural design education. Architects with appropriate training can easily broaden their traditional roles to enhance the capacity of the society to respond to disasters through efficient, sustainable, socially and culturally responsible designs. However, the number of undergraduate and post-graduate programs which integrate disaster management perspective into their curriculum as a long-term proactive strategy to build resilience is very low. Based on experience from a series of Construction Project Studios’ with different themes and scenarios at Istanbul Technical University, Department of Architecture, the paper compares the typical design process with a disaster-focused process to highlight the differences. There are a couple of key issues in the educational context to integrate disaster management perspective into the architectural education: a shift towards a more collective problem solving space in the design studio along with an intellectual familiarity with the problems of contemporary society; an understanding of the heterogeneity of the needs and characteristics of different vulnerable groups; an adequate background knowledge to filter and adapt common design principles and norms, so that they are relevant to disaster and project scenarios; and a familiarity with technical solutions patterns such as open prefabrication and adaptive re-use. The findings may show directions for future educational research, where little empirical evidence exists.