OP-ED

“Does an architecture degree prepare students for a job at an architecture firm?”

This is a valid question, but it’s unidirectional, coming from the employer looking for an employee. Another way to consider the issue: Are architecture firms properly prepared to hire recent graduates?As an architect with international experience at different firms, I have come to the conclusion that learning and sharing knowledge is a significant part of my profession. I believe committed architects value growth of the profession, not only individually but more broadly, in a collective sense, towards its expansion. It would be simplistic to expect universities to prepare multitasking drafters to work in fast-paced environments when these schools have much more to offer toward a student’s education. It would be beneficial to look for parity between job descriptions and students’ qualities once they have completed a degree.

Schools educate critical thinkers, while the practicing world trains them to make buildings. Distinguishing between these two worlds would clarify their responsibilities and outline an overlapping framework to map a clear direction. Not all roles in architecture firms require a degree, but both formal education and practice are forces that shape the profession’s future development. Entry-level positions such as drafters and designers are valuable in any practice and—depending on the firm’s definition—they may be separate or combined into one role. What is important is that the clarity in job descriptions and qualifications provide a diverse job market for a variety of career paths.

Inevitably, some of the nuances of practical training must begin once an entry-level architect starts working at a firm. Unfortunately, in some cases this matter is neglected because of time and budget constraints. How would the recent graduates know if they are receiving the required training to achieve their career goals? Do they gain experience in different aspects of architecture? Or, once they are trained in one department, will they stay in that role for years? Do the senior staff at studio firms have enough time to train them properly to search building codes, or do the new hires just mimic what their mentors are doing? What job opportunities are provided for diverse career paths? Is there any space for curiosity or adventure? These and many other questions would make a huge impact in cultivating appropriate experience for those starting their careers. It begs the question, are architecture firms prepared to hire recent graduates? The answer may be one of having enough resources to provide adequate practical training, but there are other commitments to consider.

At first glance, it may seem expedient to train students in the specifics of any given firm, and for particular vacancies at firms of that type or with the same approach to architecture. The problems arise when we consider the variety of practices on the market, and allow for a student who will “best fit” within these varieties. The university will advocate for a critical thinker who can adapt to the variety and think through problems. Conversely, the practice is mostly interested in the immediate role that needs to be filled. A balance must be struck between what will help the student progress through the longevity of his or her career, and still meet the demands of an entry-level position.

Whether or not graduate students are prepared to work at firms depends on how connected the academy and practice are, and whether they are both involved in current issues. Having an ongoing conversation to find modes of collaboration would help improve this relationship. There are models for both parties to understand the challenges mitigating their expectations. Many schools have invited professionals to sit on advisory boards to help shape the graduating students from their programs. Relegating the academy to technical training, however, would simply neglect the true potential of a post-secondary education.

Architecture is a multidisciplinary profession that goes beyond providing health, safety, and welfare for the public. Failure in architecture is not only failure in standard of care and support to the public, but it also has enormous irreversible impacts on socio-spatial built and natural environments. Formal education, research, history, and theory are there to avoid experimenting in real life, possibly resulting in costly failures in the built environment. Limiting the value of architecture education in architecture practice would only lead to separating the two worlds further, which is contrary to what would benefit the profession.

Effort and investment in training and coordination could improve the work environment to be a place for mutual growth in a more genuine sense. Toward that end, I propose the following to ensure that mentorship quality improves and eases the on-boarding experience of recent graduates: First, a strong relationship and ongoing discourse between the academy and practice would foster more realistic expectations and encourage one another to stay current. Architecture organizations like the American Institute of Architects are places where the academy and practice can be brought together. The more opportunities there are to participate and connect the two worlds, the better the transition of recent graduates to practice. Second, there are firms that are realistic in hiring and responsible towards training, where sharing knowledge and experience with their junior staff is part of their practice. To encourage more firms to do this, the firms that do focus on training could receive recognition from architecture organizations, or have a platform to inform others about how they manage this aspect of their practice. Lastly, organizations can give voice to new graduates and discuss opportunities by providing a seat at the table and platforms where they can learn some soft skills. Entry-level architects can come together to share their training experiences and discuss their career goals. This can help future architects obtain important information and have the right tools to make better career choices, and promote the development of the profession as a whole.

Yalda Keramati, AIA, is an Iranian-born architect currently registered in New York State. She completed a master's in architecture at Politecnico di Milano in 2009, and since then has worked in Milan, Venice, and New York for small and midsize architecture firms.