خلاصة:
پس از انقلاب اسلامی، آموزش دانشگاهی معماری در ایران در دو مقطع کارشناسی ارشد پیوسته و کاردانی جهت تربیت معمار و نقشه‌کش، با برنامه یکسان ابلاغ شده توسط شورای عالی انقلاب فرهنگی ادامه یافت. تا حدود دو دهه پیش (سال 1378) در 8 دانشگاه دولتی و 5 واحد دانشگاه آزاد اسلامی، دوره به صورت کارشناسی ارشد پیوسته برگزار می شد و دیگر دانشگاه ها دوره کاردانی داشتند. اما از این سال در دانشگاه‌‌های دولتی و از سال بعد آن در دانشگاه‌‌های آزاد نیز، دوره کارشناسی ارشد پیوسته حذف، و دوره کارشناسی و کارشناسی ارشد ناپیوسته پایه‌ریزی شد. پژوهش حاضر به بررسی و مقایسه این دو شیوه آموزشی پرداخته و در نظر دارد شیوه مناسب تر را معرفی نماید. این پژوهش کاربردی، از نظر ماهیت در شمار تحقیقات توصیفی تحلیلی و در طیف مطالعات ارزشیابی قرار می‌‌گیرد. به لحاظ نحوه جمع آوری داده، روش آمیخته تشریحی استفاده شده است. که پس از تعریف محتوای آموزش و بنیان های آموزش معماری، تفسیرها و نظرات اساتید، خبرگان، کارفرمایان (مهندسین مشاور) و دانش آموختگان دو دوره مورد بحث، به وسیله مصاحبه باز و پرسشنامه، اخذ گردید. تحلیل کمی (پرسشنامه‌ها) توسط نرم‌افزار Spss کنترل گردید و مصاحبه ها به کمک نرم افزار MAXQDA 12 کد گذاری و به صورت کیفی تحلیل گردید. از جمع بندی نظرات اساتید دانشگاه، کارفرمایان، دانش آموختگان و خبرگان مشاهده می گردد، میان دانش آموختگان دوره کارشناسی ارشد پیوسته با دانش آموختگان دوره کارشناسی و کارشناسی ارشد ناپیوسته در تمام زمینه های بنیان ها و مولفه‌‌های آموزش معماری تفاوت معنی داری وجود دارد و فارغ التحصیلان دوره کارشناسی ارشد پیوسته نسبت به فارغ التحصیلان دوره ناپیوسته برتری محسوسی دارند. با توجه به تفاوت ماهوی رشته معماری با سایر رشته ها و لزوم تربیت چند بعدی دانشجو در این رشته، دوره کارشناسی و کارشناسی ارشد نا پیوسته شیوه مناسب و موفقی به شمار نمی‌آید و لزوم تجدید نظر در شیوه فعلی ضروری به نظر می‌رسد.
After the Islamic Revolution of Iran, education of architecture continued at two associate degree courses and contiguous master’s degree courses. This way in associate degree and contiguous master’s degree courses, continued to train map designers, and architects with a compositional entrance exam which was thoroughly based on sketch and basics of architecture. The curriculum of universities was prepared by the Supreme Council of the Cultural Revolution and sent to all units. This program was the same for all units. The contiguous master’s degree courses was held in eight state universities and five Islamic Azad universities. And at other universities in the country, the course was held in an associate degree courses. This way lasted for about 16 years. However, from about two decades ago (1378 SH) at state universities, and from the following year at Islamic Azad Universities (1379 SH), contiguous master's degree course were removed from the country's educational courses, and the bachelor's degree course and non-contiguous master's degree course was founded. And the field of architecture was also ranked among other engineering disciplines. The present study aims to investigate and compare these two types of contiguous master's degree and non-contiguous master's degree and plans to introduce a more appropriate method. This applied study was of descriptive-analytical type and evaluation study in nature. The explanatory method was used for data collection. In the present study we first discuss the educational content and the foundations of architectural education and whatever an architecture' graduated should learn. Then, experts' opinions and perceptions were asked regarding the educational content using a likert scale questionnaire. Then, we review the interpretations and opinions of faculty members of the faculty of architecture, employers (consultants) and graduates of the two periods discussed. Experts' comments professors (including experienced academic staff memebers who had the experience of teaching for the both periods of contiguous master’s degree course and non-contiguous master’s degree course) were received by interview. In order to receive the views of faculty members, employers, graduates of the faculty, the likert scale questionnaire was prepared and their opinions on the subject were discussed. The questionnaires were analyzed quantitatively and SPSS software was used for this purpose. And the interviews were categorized by MAXQDA 12 software and analyzed qualitatively. From the summing up of the views of university professors, employers, graduates and experts, There is a significant difference between graduate contiguous master's degree course with graduate bachelor's degree course and non-contiguous master's degree course in all areas of the foundations and components of architectural education. And graduates contiguous master's degree course are superior to graduate non-contiguous master's degree course. This excellence is visible in all areas of the foundations and components of architectural education (knowledge especially wisdom and competence) and in all its items. According to significant difference in architecture with other disciplines and the need for multidimensional student education in this field, bachelor's degree course and non-contiguous master's degree course are not considered to be a suitable and successful way. And the revision of the current style seems necessary.
(
, 
, 
)
