Abstract:

The six years long architecture education consists of two-part educational itinerary and prepares architecture students for graduation. The end processes of architecture education within the Technical University of Cluj-Napoca (TUCN) transforms graduates into young architects. The latter transformation is conditioned by two steps: diploma and dissertation, a project and a written research paper that prove properly acquired skills to enter in the professional realm.
Both the diploma project and the dissertation examination consist of a process that graduates must follow. This process is guided by teachers designated with the role of secretary of the evaluation committee. The examination process changed including digital dimension and technological enhancement and the procedures of examination, both the diploma and the dissertation examination being regulated and having similar processes of evaluation.
The paper analyses the role of the commission secretary in mediating between the graduate and the evaluation committee from qualitative and quantitative points of view. The purpose of the study is to better understand the graduate perception in the final phase of education and the correlation between the level of engagement and the understanding of the stakes involved in this educational stage. The question is how the interaction between the graduates and the committee through the secretaries can enhance the end process of the graduates obtaining the architecture diploma. We are aiming at finding answers to the question what are the required skills in going through the final examination process?

Keywords:

Architecture diploma, final evaluation, secretariat, graduation examination, student support and motivation, tutoring and mentoring.