For graduates of architectural education, bridging the gap between acquired knowledge and professional practice can be a significant challenge. Architecture is a highly complex field in which the final tangible outcome plays a crucial role. However, the knowledge and skills required for successfully completing such projects are difficult to simulate within an academic setting. In this regard, the design-build method holds great potential for expanding the possibilities of architectural education.
This study examines the design-build method on two levels—architectural education and architectural practice—specifically in the context of small-scale construction projects, with an emphasis on their potential for research development, public space enhancement, and community projects.
From an educational perspective, particularly in defining learning outcomes, design-build serves as an effective approach to hands-on learning based on the learning by doing method. For architecture students, this approach provides a deeper understanding of the complex process of building realization, interdisciplinary collaboration, and project organization, helping them develop applicable skills for professional practice. Additionally, this method allows for a degree of experimentation, offering potential for research and development as well as addressing various social issues.
In terms of architectural practice, notable aspects include the acceleration, cost reduction, and simplification of small-scale construction projects. The design-build method also enables experimentation with construction techniques and materials, providing a more flexible approach to building design. In the context of public space development and community projects, this method can serve as a tool for formulating concrete objectives and implementing meaningful changes.
This study presents a detailed analysis of design-build projects carried out by students at the Faculty of Architecture at Brno University of Technology (FA VUT) between 2017 and 2024, primarily from the studios of Kristýna Smržová and Barbora Ponešová, as well as from architectural practice. Through these case studies, the relationship between design-build and public space is examined, providing insights into how these projects function in specific cases and how the method can be applied to address diverse topics.
The aim of this research is to map the possibilities and limitations of the design-build teaching method within the context of the Czech Republic, analyze the implementation of specific projects, and outline their potential application in architectural practice, research, and development. Based on these findings, key factors and patterns have been identified that should be considered when integrating the design-build method into the curriculum, particularly at FA VUT. The case studies, drawn from the author's personal experience in leading such projects both in academia and professional practice, form a fundamental part of the qualitative research conducted through the research by design methodology, as presented in this study.