Abstract:

In the beginning of the 21st century, with the effect of the Bologna process, the rapid growth and re-designing of higher education prevented the development of well defined professional boundaries in many professional fields. This situation has resulted in a varying quality of education in different institutions and programs. However, in their respective fields all the graduates have equal rights in professional practice, unfortunately without undergoing similar levels of training. For this reason evaluating certain qualities of an education program provides invaluable information for the student, the public and the respective professionals.

Learning outcomes indicate the knowledge, skills and competences of a student after graduating a higher education program, therefore provide a transparent means for assessing the program’s content. The knowledge, skills and competences acquired by the student during the educational process is an indicator of the boundaries and limitations of his/her profession.

The design concepts, details, materials and scale dealt by an architect largely differs from an interior architect. However in the professional field the distinction between an architect and an interior architect is blurred. This research focuses on the comparison of the learning outcomes of architecture and interior architecture education. The learning outcomes indicates the converging and diverging parts in both educational processes and gives clues on the boundaries and limitations of both professions. It is expected that this study will help educators and professionals to compare and develop a better understanding of the boundaries and limitations of both professional fields.

Keywords:

Higher Education Accreditation, Interior Architecture Education, Architecture Education, Learning Outcomes.