landscape architecture - quality assurance agency for ... · scope, nature and principles of...

Landscape architecture

2007

© The Quality Assurance Agency for Higher Education 2007

ISBN 978 1 84482 717 6

All QAA's publications are available on our website www.qaa.ac.uk

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Contents

Preface iii

Foreword v

Introduction 1

Scope, nature and principles of landscape architecture 2

Knowledge, understanding and skills 4

Teaching, learning and assessment 9

Benchmark standards 11

Appendix A - Membership of the review group for the subject benchmark statement for landscape architecture 13

Appendix B - Membership of the original benchmarking group for landscape architecture 14

iii

PrefaceSubject benchmark statements provide a means for the academic community to describethe nature and characteristics of programmes in a specific subject or subject area. Theyalso represent general expectations about standards for the award of qualifications at agiven level in terms of the attributes and capabilities that those possessing qualificationsshould have demonstrated.

This subject benchmark statement, together with others published concurrently, refers tothe bachelor's degree with honours1. In addition, some subject benchmark statementsprovide guidance on integrated master's awards.

Subject benchmark statements are used for a variety of purposes. Primarily, they are animportant external source of reference for higher education institutions (HEIs) when newprogrammes are being designed and developed in a subject area. They provide generalguidance for articulating the learning outcomes associated with the programme but arenot a specification of a detailed curriculum in the subject.

Subject benchmark statements also provide support to HEIs in pursuit of internal qualityassurance. They enable the learning outcomes specified for a particular programme tobe reviewed and evaluated against agreed general expectations about standards. Subjectbenchmark statements allow for flexibility and innovation in programme design and canstimulate academic discussion and debate upon the content of new and existingprogrammes within an agreed overall framework. Their use in supporting programmedesign, delivery and review within HEIs is supportive of moves towards an emphasis oninstitutional responsibility for standards and quality.

Subject benchmark statements may also be of interest to prospective students andemployers, seeking information about the nature and standards of awards in a givensubject or subject area.

The relationship between the standards set out in this document and those produced byprofessional, statutory or regulatory bodies for individual disciplines will be a matter forindividual HEIs to consider in detail.

This subject benchmark statement represents a revised version of the original publishedin 2000. The review process was overseen by the Quality Assurance Agency for HigherEducation (QAA) as part of a periodic review of all subject benchmark statementspublished in this year. The review and subsequent revision of the subject benchmarkstatement was undertaken by a group of subject specialists drawn from and acting onbehalf of the subject community. The revised subject benchmark statement wentthrough a full consultation with the wider academic community and stakeholder groups.

QAA publishes and distributes this subject benchmark statement and other subjectbenchmark statements developed by similar subject-specific groups.

1 This is equivalent to the honours degree in the Scottish Credit and Qualifications Framework (level 10) and

in the Credit and Qualifications Framework for Wales (level 6).

iv

The Disability Equality Duty (DED) came into force on 4 December 20062. The DEDrequires public authorities, including HEIs, to act proactively on disability equality issues.The Duty complements the individual rights focus of the Disability Discrimination Act(DDA) and is aimed at improving public services and outcomes for disabled people as awhole. Responsibility for making sure that such duty is met lies with HEIs.

The Disability Rights Commission (DRC) has published guidance3 to help HEIs prepare forthe implementation of the Duty and provided illustrative examples on how to take theduty forward. HEIs are encouraged to read this guidance when considering theirapproach to engaging with components of the Academic Infrastructure4, of whichsubject benchmark statements are a part.

Additional information that may assist HEIs when engaging with subject benchmarkstatements can be found in the DRC revised Code of Practice: Post-16 Education5, and alsothrough the Equality Challenge Unit6 which is established to promote equality anddiversity in higher education.

2 In England, Scotland and Wales

3 Copies of the guidance Further and higher education institutions and the Disability Equality Duty, guidance for

principals, vice-chancellors, governing boards and senior managers working in further education colleges

and HEIs in England, Scotland and Wales, may be obtained from the DRC at

www.drcgb.org/employers_and_service_provider/disability_equality_duty/sectoral_guidance/

further_and_higher_education.aspx

4 An explanation of the Academic Infrastructure, and the roles of subject benchmark statements within it,

is available at www.qaa.ac.uk/academicinfrastructure

5 Copies of the DRC revised Code of Practice: Post-16 Education may be obtained from the DRC at

www.drc-gb.org/employers_and_service_provider/education/higher_education.aspx

6 Equality Challenge Unit, www.ecu.ac.uk

ForewordThis is a revised version of the subject benchmark statement for landscape architecturewhich was originally published in 2000 under a single cover with benchmark statementsfor architecture and architectural technology. The statement is now separate and freestanding, recognising the separate and distinctive nature of landscape architecture as a discipline that has links to several other subject areas, including town and countryplanning, art and design, geography and environmental sciences, as well as architectureand architectural technology.

The revised text has been produced by a review group drawn from the StandingConference of Heads of Landscape Architecture Schools. The membership of the group,which also included the lead author of the previous statement, is listed in appendix A.After correspondence with QAA, the original intention was to undertake minor revisionsto the statement. The aim was to respond to both the general and specific commentsreceived from QAA and also to reflect changes that had taken place since 2000, notablythe publication by the Landscape Institute of its new guidance for landscape architectureschools seeking accreditation of programmes. In practice, when the review group startedwork, it became clear that there were a number of other areas where improvementscould be made and as a result the review became more ambitious leading, in effect, to amajor rewrite although the essence of the original remains. The group has, in particular,taken the opportunity to expand the section dealing with benchmark standards, and todeal more fully with landscape planning as an integral part of landscape architecture.

This revised benchmark statement takes account of United Kingdom (UK) guidance,notably the Definitions and Scope of Landscape Architecture as set out in the Institute'sRoyal Charter (1997), the Institute's new accreditation guidance documents (2005), aswell as the European Foundation for Landscape Architecture (EFLA) 1998 statement oneducation in Europe and other reports of relevance. New documents have beenpublished recently by EFLA and by the Le Notre project of the European Council ofLandscape Architecture Schools, which is involved in the European Community's projecton Tuning Education Structures. Both these documents are currently under discussionand their status is advisory. It has not been possible to evaluate them in the context ofthis review. It is intended that any future revision of the subject benchmark statementwill take account of European initiatives to produce an agreed overarching qualificationsframework and new guidance on programme content for landscape architecture.

In reviewing the statement, the group has also been mindful of contemporary issues,including sustainability literacy (fostering a knowledge and awareness of sustainabledevelopment issues in graduates). Reference has also been made to subject benchmarkstatements for cognate subject areas, where appropriate.

This benchmark statement is relevant to all higher education providers engaged inprogrammes that fall within the definition of landscape architecture (see section 1),whether they provide accredited professional programmes or other non-accreditedhonours degree programmes.

July 2007

v

1 Introduction1.1 This subject benchmark statement aims to clarify the scope and standards of degree programmes in landscape architecture in the UK. It includes programmes offeringbachelor's, graduate diploma or integrated master's as the final award. This statement mayalso provide a point of reference for stand alone master's awards, which are not covered.

1.2 Landscape architecture is a discipline that focuses on intervention in the landscapethrough the activities of planning, design and management; the implementation ofproposals; and the art and science that underpins all these activities. It is united aroundthe concept of landscape, which is defined in various ways but is generally understood to mean outdoor environments and relationships between people and places. Landscapearchitecture is concerned with landscapes of all types, both urban and rural, and at allscales from the smallest open space to whole regions.

1.3 Landscape architecture is both a well-established academic discipline and aprofessional activity. As an academic discipline it is underpinned by research andscholarship in a wide range of areas that draw on the arts and humanities, the physicaland natural sciences, and the social sciences. Research and scholarship generally informsteaching and learning. Both seek to understand what landscape means, how it is formedover time, what factors continue to shape it, how it is used by people and what measurescan be taken to conserve, restore and manage existing landscapes, and to create newlandscapes for the future. Landscape architecture is distinguished by its position at theinterfaces between art and design, and the physical, natural and social sciences.

1.4 As a professional activity, landscape architecture is regulated by the LandscapeInstitute, which accredits programmes offering professional education and training in oneor more aspects of landscape architecture. Accreditation procedures have changed overtime and the Landscape Institute published new course accreditation guidance in 20057.This guidance reflects the rapid pace of change both in higher education and in thelandscape profession in recent years. It emphasises that the document 'provides guidelinesonly and they are not intended to be a straitjacket or limit change, creativity or flexibility'. The Landscape Institute has recognised that 'while sharing a general commonality in termsof professional core and outcomes, no two courses are or should be the same'. It does nottherefore offer prescriptive guidance about the contents of accredited programmes.

1.5 At the time of writing, there were 16 accredited honours degree programmes in theUK that offer education in aspects of landscape architecture, offered in 13 higher educationproviders. This statement is particularly relevant to these programmes. There are also,however, a range of other honours degree programmes without accreditation which dealwith aspects of landscape architecture and the statement is also relevant to them. The Universities and Colleges Admissions Service (UCAS) lists a further 26 programmeswhich fall into this category8, either offering programmes that are core to landscapearchitecture, notably landscape management, or offering dual or combined programmes in which landscape architecture plays a part. There may also be others. The guidance onstandards in this statement is intentionally drawn widely to encompass both the breadth of accredited programmes and the range of non-accredited programmes relevant tolandscape architecture. Meeting the standards described here does not, therefore,automatically mean that programmes will be eligible for professional accreditation.

7 Course Accreditation: Guidance Notes to Schools, The Landscape Institute (2005). 'Schools' refers to schools ordepartments of landscape architecture in higher or further education institutions.

8 For a full list of available courses in landscape-related subjects, visit the UCAS website (www.ucas.com) anduse the subject search for 'landscape'. A list of landscape-specific course headings are listed.

1.6 Students come to landscape architecture education from a wide variety ofbackgrounds, which contributes to the diversity of the discipline and helps to give eachprogramme its character. Some may arrive with a greater interest and capability in thecreative arts, while others may have a more scientific background. The wide-rangingnature of the discipline and of associated programmes does, however, demand flexibilityand an ability to work across disciplinary boundaries. This, perhaps more than anythingelse, characterises successful students in this field. While many students enterprogrammes as a route into the landscape architecture profession, undergraduatedegrees in the subject also equip students with a wide range of knowledge and genericskills. These can allow graduates to go on and work in a number of different fields,including other environmental areas and professions as well as careers with noenvironmental emphasis.

2 Scope, nature and principles of landscape architecture2.1 Landscape architecture has been defined in section 1. As an activity it can both sustain existing landscapes and create new ones. In each case, the emphasis is on promoting landscapes that are aesthetically pleasing, functionally appropriate andecological healthy, while at the same time being able to accommodate the diverse andchanging needs of society. Almost by definition, landscape architecture is engaged withthe idea of sustainability since it is actively involved in the enhancement of the intrinsicqualities of places, contributing to quality of life. Sustainability is therefore addressedeither implicitly or explicitly in all educational programmes in the subject.

2.2 Landscape architecture was originally recognised as a profession in 1929 with the establishment of the Institute of Landscape Architects (ILA). In the early years, it was closely related to architecture and was seen to be primarily concerned withdesign. The system of education that emerged, particularly in the 1960s and 1970s, wasclosely modelled on architectural education. A significant change to the profession tookplace in 1979 when the broadening scope and holistic nature of landscape architectureactivity was recognised. The ILA was renamed as the Landscape Institute and introducedseparate membership divisions for landscape managers and landscape scientists to addto the existing group of landscape designers. The granting of a Royal Charter to theLandscape Institute in 1997 confirmed its divisional structure. Landscape planning hastraditionally been seen as design at the large-scale and incorporated within the designdivision. Increasingly, however, it is recognised as a separate area of activity and,although no landscape planning division has yet been created, it is recognised as adistinct area of landscape architecture education and programmes may be accreditednot only by the Landscape Institute but also by the Royal Town Planning Institute.

2.3 This statement is therefore concerned with a rich and diverse subject which isboth interdisciplinary and multidisciplinary in nature, and which draws on the traditionsof both the arts and sciences. The four strands of the discipline are defined in thefollowing four paragraphs.

2.4 Landscape planning is concerned with the development of policies, strategies and practical interventions in landscape at the large-scale and is a form of spatialenvironmental planning where there is a major emphasis on sustainability. It is anintegrating activity that deals with the many interacting factors - physical, natural

and social/cultural - that together shape landscapes over time. There is particularemphasis on the assessment of the scenic/aesthetic, recreational, environmental andeconomic values attached to landscape and on accommodating both current and futurehuman activities and land uses in ways that respect and enhance these values. It is aboutconserving and protecting existing landscapes that we value, restoring landscapes thatare in decline and planning new landscapes for the future. It can overlap with landscapemanagement, but it is not concerned with the detail of managing and maintaininglandscapes. It may involve concepts or broad master plans for new landscapes, but it is not about detailed landscape design.

2.5 Landscape design is concerned with the design of all types of external spaces.It uses design methods that require knowledge of the functional and aestheticcharacteristics of landscape processes and materials, and understanding of the ways that landscape spaces and elements can be configured to meet aesthetic, functional,ecological and user requirements. It may operate at a variety of scales, from the design of small individual sites to large-scale master planning. The work includes research andsurveys, analysis and assessment, and the preparation of concepts and strategies, master plans, and detailed designs, including details of planting and construction requiredto realise the design. It also involves the development of specifications and contractdocuments, and the letting and supervision of contracts so that designs can be realisedeffectively and to an agreed budget. Landscape design overlaps with landscape planningwhere it is concerned with master planning at a large-scale and with landscapemanagement where management of the landscape is an essential means of achievingdesign aims and objectives. Garden design is allied to landscape design in that it shares a substantial part of the skills and knowledge base but typically applied at a smaller scale.

2.6 Landscape management is concerned with the long-term care and developmentof new and existing landscapes on a variety of scales and also with determining policyand planning for future landscape management and use. It requires particular expertisein the management and maintenance of landscape materials, both hard and soft, basedon established principles of construction, horticulture and ecology in an urban or ruralcontext and at a range of scales. Understanding of management skills and contractadministration are also involved.

2.7 Landscape science is concerned with the principles and processes of physical and natural systems on a variety of scales and their application to the solution ofpractical landscape problems across the spectrum of design, planning and management.Work is wide-ranging but may, for example, involve issues relating to pollution andcontaminated land, the creation of new habitats relating to new land uses, ecologicaland habitat surveys, and the preparation and appraisal of conservation schemes.Landscape science is a vital element in environmental impact assessment, landscapecharacter assessment, master planning, management and creative elements of habitatcreation, mixing science with design.

2.8 The aim should be to encourage diversity and innovation in the education oflandscape architects, which may include joint programmes with cognate areas of study.Each programme will determine its own individual identity and focus within the broadspectrum of subject matter embraced by landscape architecture. While accreditedprogrammes may be designed to prepare students specifically for entry to one of theInstitute's divisions of landscape design, landscape management and landscape science,

each will also seek to develop an appreciation of the full breadth of landscapearchitecture. So, for example, a landscape planning or a design programme will ensurean appreciation of landscape management and landscape science, while a landscapemanagement or a landscape science programme will ensure appreciation of professionaldesign. Many programmes are designed to cover more than one aspect of landscapearchitecture, combining, for example, landscape design and planning, landscapeplanning and management or landscape management and science.

2.9 While many professionally accredited programmes concentrate wholly onlandscape architecture, it is also recognised that in an increasingly interdisciplinary work environment, the subject can usefully be combined with other professional andacademic disciplines in joint or dual degree programmes. Where it is intended thatgraduates will proceed to become professionally qualified, the Institute accreditationprocess and published guidance will, in tandem with the higher education provider,determine the balance and weighting between the different strands of the disciplineappropriate to the course.

3 Knowledge, understanding and skills3.1 Landscape architecture employs a wide range of knowledge, understanding andskills in a complex iterative process involving research, reflection and the synthesis ofsubject-based knowledge to resolve problems defined by specific project work. There is a common core of knowledge and understanding and both subject-specific and genericskills that applies to all programmes in landscape architecture. Within the framework ofthis common core, a range of more specific learning outcomes can be defined that willbe more heavily emphasised in a particular programme depending on whether it isfocused on landscape planning, landscape design, landscape management or landscapescience or some combination of these specialised areas.

3.2 This section deals first with the core areas of knowledge and understanding and both subject-specific and generic skills that are common to all programmes. These provide the basis for the listing of standards in section 5. The more specialistrequirements relevant to specific types of programme are discussed further in paragraphs 3.7 to 3.10.

Core areas common to all landscape architecture programmes

3.3 The aim of all landscape architecture programmes should be to help students to acquire appropriate subject-specific knowledge and understanding, and to masterthose skills that are specific to practise as a landscape architect as well as those that aregeneric and will help to equip students for other careers. In acquiring this set ofknowledge, understanding and skills students will also acquire more generic intellectualor thinking skills that include the formulation of questions or problems, approaches toproblem-solving, development of reasoned arguments, and critical evaluation ofinformation, ideas, concepts and theories.

Knowledge and understanding

3.4 All programmes should equip students with appropriate knowledge andunderstanding in the following areas and help them to synthesise this knowledge andapply it to the practical problems and projects that they must address:

the physical and natural systems and processes and the complex range of social,economic and cultural factors that interact together to shape the landscape

the theories and concepts underlying the practice of landscape architecture

the range of techniques and materials used in landscape architecture

the professional, legal, institutional, economic and administrative context inwhich landscape architecture is practised, including, where appropriate, contractlaw and landscape specification

the social, cultural and environmental values and ethical issues relevant to practiseas a landscape architect, with particular emphasis on the role of sustainability

the interface between the different areas of the landscape profession and betweenlandscape architecture and other professions.

Subject-specific skills

3.5 Programmes should also equip students with the skills that are essential topreparation for study and critical and reflective practice in landscape architecture.Students completing an honours degree in landscape architecture should be able to demonstrate their ability to:

interpret a brief or develop one, dealing with both familiar and unfamiliar problems

locate, analyse, synthesise and apply appropriate data and information to supportdevelopment of solutions

generate, develop and evaluate creative, innovative and appropriate solutions and proposals

use relevant techniques and materials to specify and implement creative designs.

Generic skills

3.6 In addition, programmes will equip students with skills that are also essential topreparation for study and practice in landscape architecture but are not unique to thisdiscipline. These generic skills are relevant to a wide range of other contexts and fields,including other environmental areas and professions as well as types of work which haveno environmental emphasis. Students completing an honours degree in landscapearchitecture should be able to demonstrate their ability to:

use an appropriate range of visual, verbal and written media, including bothdigital and non-digital methods, to develop and express landscape architectural ideas

communicate effectively using visual, verbal and written skills, to exchange andreview ideas, theories, findings, conclusions and proposals and present them to a range of audiences

work effectively as an individual, using self-management, time and taskmanagement and personal reflection to reach consistent levels of achievement

normally, work effectively in a group or team contributing to the achievement of common goals

use communication and information technology effectively and appropriately in research, data handling and development and presentation of solutions.

Programmes in landscape planning

3.7 Landscape planning is an integrating activity that seeks to conserve, restore orenhance existing landscapes, and plan the creation of new ones, accommodating newland uses and activities. Programmes focusing on landscape planning will deliver learningoutcomes appropriate to their specific focus but that in general will provide students with:

a knowledge and understanding of:

processes of ecological and environmental change at a range of landscape scales

historical and cultural dimensions of the evolution of landscape

social and economic forces expressed in the range of human activities,policies and land uses that are involved in shaping landscapes

the theories underpinning the subject, drawing as appropriate on relevant concepts relating to planning, ecological, psychological and aesthetic theory

a range of techniques relevant to landscape planning, such as landscapeassessment, project and strategic environmental impact assessment, large-scale surveys, community participation techniques and geographicinformation systems (GIS)

the specific professional, legal, policy, institutional and administrativecontext in which landscape planning is practised

b subject-specific and generic skills that provide an ability to:

translate and apply relevant theory and knowledge to generateappropriate policies, strategies, plans or practical interventions

evaluate alternative proposals using appropriate tools and techniques

combine visual and written communication appropriately and effectivelyboth to develop and express landscape planning proposals

select and use appropriate techniques relevant to planning interventionsin landscape at the large scale

use appropriate methods to communicate landscape planning ideas andproposals to the spectrum of interested parties involved.

Programmes in landscape design

3.8 Landscape design is a creative process which involves research, analysis, theexploration of concepts and synthesis in the form of spatial proposals. It employs a widerange of knowledge and understanding and a set of skills both subject-specific andprofessional. Programmes focusing on landscape design will deliver learning outcomesthat will provide students with:


design theory and methods and their application

dynamic natural and cultural processes and their engagement with design proposals

precedents in design and their relationship to contemporary practice

properties of construction and planting materials and their use in design

the specific professional, legal, institutional and administrative context inwhich landscape design is practised


analyse, reflect on and synthesise information in order to generatecreative and robust design solutions

use both convergent and divergent thinking in exploring and formulating design solutions

envisage proposals as they develop over time

generate three dimensional form through a variety of manual and digitaltechniques as a tool for the exploration and presentation of proposals

apply critical judgement to both their own and other people's designs andarticulate reasoned evaluations, leading to improved design solutions

develop and communicate design proposals in a variety of media, to thespectrum of stakeholders involved in professional life.

Programmes in landscape management

3.9 Landscape management is the application of management and maintenancemethods to both existing and new landscapes to influence their development over time.It usually requires an appreciation of landscape design, amenity horticulture and thescience of the inorganic and organic elements used to create landscapes and of theirimplications for future management. Programmes focusing on landscape managementwill normally provide this appreciation and deliver learning outcomes that will providestudents with:


the physical, natural, social and economic processes that bring aboutchange over time both in more natural and in designed landscapes

the range of users and uses of different types of landscape and theinteractions between them, including potential conflicts

theories and concepts underlying landscape management, with particularreference to ecological theory, and management planning theory

the range of landscape maintenance and management techniquesappropriate in different circumstances

the specific professional, legal, institutional and administrative context in which landscape management is practised


identify desirable aims and outcomes for management of different landscapes

create maintenance or management strategies and plans for differenttypes of landscape to achieve desirable change over time

manipulate both existing and new landscape elements throughappropriate management practices

engage users in considering management strategies

apply a variety of relevant techniques including site survey and analysis,social surveys and evaluation of alternative options

combine visual and written communication effectively to both developand express landscape management proposals

use appropriate methods to communicate landscape management ideasand proposals to the spectrum of stakeholders involved.

Programmes in landscape science

3.10 Landscape science is a diverse branch of the discipline and of the landscapeprofession. It includes a wide range of scientific knowledge and understanding andsubject-specific skills that can underpin landscape planning, design and management.Programmes focusing on landscape science will vary widely but will normally deliverlearning outcomes that will provide students with:


the physical processes involved in the landscape, including geology,geomorphology, soil science and hydrology

species, habitats and ecological processes and the role they serve in landscape

ecological survey and assessment methods and their application in landscape architecture

applied ecology techniques, such as habitat conservation, habitatcreation, bioengineering, ecological restoration, pollution andcontaminated land and ecological impact assessment

the specific professional, legal, institutional and administrative context in which landscape science is practised


apply detailed knowledge and understanding of physical and natural systemsto develop scientifically sound proposals for intervening in landscape

select and use appropriate scientific methods, such as hypothesisdevelopment, experimental design, field survey, data analysis andinterpretation, testing and modelling, presentation of findings, andmonitoring of outcomes, to help to achieve the desired outcomes in the landscape

carry out and apply scientific research relevant to landscape architecture

use appropriate methods to communicate the findings of landscapescientific investigations and resulting proposals to the spectrum ofstakeholders involved.

4 Teaching, learning and assessment

Teaching and learning

4.1 The methods of, and contexts for, teaching and learning in landscape architectureeducation will depend on where the programme falls in the spectrum of planning,design, management or science. All programmes will employ the usual learning methodsof lectures, seminars and tutorials to impart key areas of knowledge and subject-specificand generic skills. Landscape architecture is, however, particularly characterised by anemphasis on the way that the newly acquired knowledge and skills are progressive andintegrated in an increasingly complex series of design based, problem-solving projects.This normally culminates in a significant final project, simulating the experience of work in practice that allows the student to demonstrate the full range of what they have learnt.

4.2 Landscape design programmes are specifically characterised by a focus on theactivity of planning and designing new landscapes through the vehicle of the designproject. This vitally important project activity typically involves individual tutorials, publicand semi-public presentations (usually referred to as project 'critiques') and self-reflectiveand critical discussions undertaken informally by students working together typified bythe 'design studio'. This approach mirrors the experience that graduates will encounterin the workplace.

4.3 Landscape management and landscape science programmes and some landscapeplanning programmes will not have this key focus on the design project and the designstudio as a means of teaching and learning. They are, nevertheless, still stronglycharacterised by methods of teaching and learning that reinforce the application ofsubject-specific knowledge, understanding and skills, and generic skills through practicalprojects. In landscape planning, this may involve large-scale strategic plans for newdevelopment or the assessment of the landscape and visual impacts of such change. In landscape management, the projects are likely to be management plans ormaintenance strategies for the establishment and management of existing, restored ornew landscapes. In landscape science programmes there is likely to be a more diverserange of projects that demonstrate particular opportunities for scientific investigation,including survey, analysis, monitoring and research.

Assessment

4.4 In landscape architecture, the assessment process is not only a means wherebythe actual achievement and standards of students is 'measured' through summativeassessment, but also a vital part of the learning process through the contribution offormative assessment. The discipline is characterised by often innovative applications ofknowledge, understanding and skills to complex issues, problems and opportunities towhich there are no 'answers'. The development of student potential through assessmentand the setting of benchmark standards, cannot therefore be mechanistic becauseprojects, student approaches and final outcomes will be highly diverse. Each programmewill need to take a strategic approach to assessment so that it reflects both thisbenchmark statement and the particular focus, content and delivery of that programme.Assessment strategies will need to have regard to the following factors.

a There must be sufficient identified opportunities for students to demonstrate thatthey have met the threshold standard in all aspects of the benchmark statement.

b A wide range of assessment methods should be used as appropriate to landscapeplanning, design, management or science.

c The assessment strategy should provide sufficient opportunities for the beststudents to exhibit the level of innovation and creativity associated with excellence.

4.5 Formative assessment is a distinctive characteristic of landscape architectureeducation and an important part of the learning process. This is particularly the case inlandscape design programmes where interim and final reviews of work before variousaudiences frequently take place. Comment on work may take various forms that reflectthe various means (verbal and graphic) by which the project is represented. Similarapproaches, although usually less formalised, may also play a part in project-based workin the other subject areas. Other aspects of assessment of landscape architectureprogrammes are typically carried out by methods familiar in other disciplines such asexaminations, seminar papers, reports, dissertations and essays.

4.6 Students will usually have the opportunity, at the end of their studies, to carry outone or more extensive individual pieces of student-centred project work that will allowthem to synthesise their full range of knowledge, understanding and skills in order toproduce proposals and demonstrate their readiness for professional employment. Thistype of work assists in the development of generic personal skills, such as:

time management

ability to work to a defined brief (often developed by the student) within realworld constraints

ability to tackle problems which may lack a well-defined outcome or to whichthere are numerous possible approaches

research, locate and evaluate a complex range of information

apply knowledge to new and unfamiliar sets of circumstances.

4.7 The development of team and group working can also form an element of thistype of work. This has particular value because it mirrors the way that professional skillsare applied in the workplace and can therefore enhance employability.

5 Benchmark standards5.1 Each HEI will ensure that its final awards are consistent with The framework forhigher education qualifications in England, Wales and Northern Ireland (QAA, 2001) and itsassociated level descriptors, and the equivalent in Scotland. The threshold standard,expected of all honours graduates in programmes covered by this statement, is set outbelow in terms of the core areas of knowledge, understanding and skills, givenpreviously in section 3. Precise learning outcomes will be specific to the individualprogramme and are a matter for institutions to decide.

Knowledge and understanding

5.2 Students should demonstrate comprehensive and integrated knowledge andunderstanding of:

the physical, natural, social, economic and cultural factors that shape thelandscape, and of the interactions between them

the theories and concepts underlying the practice of landscape architecture

relevant techniques and materials used in landscape architecture

the professional, legal, institutional and administrative context in which landscapearchitecture is practised

the social, cultural and environmental values and ethical issues relevant to practiseas a landscape architect, with particular emphasis on the role of sustainability.

Subject-specific skills

5.3 Students should demonstrate a coherent and creative ability to:

understand a brief and develop one, dealing with both familiar and unfamiliar problems

locate, analyse, synthesise and apply appropriate data and information to support development of solutions

generate and develop solutions and proposals

use relevant techniques and materials to implement solutions

carry out aspects of landscape professional practice.

Generic skills

5.4 Students should demonstrate the ability to effectively:

communicate using appropriate visual, verbal and written skills, to exchange andreview ideas, theories, findings, conclusions and proposals and present them to arange of audiences

work as an individual, using self-management, time and task management andpersonal reflection, within a supportive framework

carry out assigned tasks in a group or team work environment and contribute togroup discussions

use communication and information technology in research, data handling anddevelopment and presentation of solutions.

5.5 It is also important to recognise that a high proportion of landscape architecturegraduates will achieve standards beyond the threshold level and that some will achieveexcellence. This statement does not attempt to set criteria for such additional levels ofachievement, believing that this needs to be achieved by the individual institution. It should, however, be stressed that excellent achievement should be characterised byoriginality, creativity, novel approaches and superior performance in many aspects of the programme.

Appendix A - Membership of the review group for thesubject benchmark statement for landscape architecture

David Booth University of Gloucestershire

Mark Cowell University of Central England in Birmingham

Robert Holden University of Greenwich

John Finlay The Manchester Metropolitan University

John Stuart-Murray Edinburgh College of Art

Professor Carys Swanwick (Chair) University of Sheffield

The group would like to acknowledge the assistance given by Dr Laura Bellingham,Development Officer, QAA, in the final drafting of this statement.

Appendix B - Membership of the original benchmarkinggroup for landscape architectureDetails below appear as published in the original subject benchmark statement forlandscape architecture (2000).

Professor D Cassidy University of Central England in Birmingham

Mr M Cowell (Convenor) Cheltenham and Gloucester College of Higher Education

Ms C Delage University of Greenwich

Professor C Swanwick University of Sheffield

Mr A Taylor Leeds Metropolitan University

Professor C Ward Thompson Edinburgh College of Art/Heriot-Watt University

QA

A 185 09/07

The Quality Assurance Agency for Higher EducationSouthgate HouseSouthgate StreetGloucesterGL1 1UB

Tel 01452 557000Fax 01452 557070Email [email protected] www.qaa.ac.uk

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