le:notre thematic network project le:notre thematic network in landscape architecture

LE:NOTRE Thematic Network Project

LE:NOTRE Thematic Network in Landscape Architecture


• The story so far… It all began at the ECLAS The story so far… It all began at the ECLAS Conference 2000 in Dubrovnik, where ECLAS:Conference 2000 in Dubrovnik, where ECLAS:

– Voted in a new constitution including redefined goals;Voted in a new constitution including redefined goals;

– Agreed to levy a modest membership fee;Agreed to levy a modest membership fee;

– Resolved to comment on the draft European Resolved to comment on the draft European Landscape Convention; and…Landscape Convention; and…

– Decided to investigate the possibilities of applying for Decided to investigate the possibilities of applying for funding for an EU Thematic Network Projectfunding for an EU Thematic Network Project



The new ECLAS constitution redefined the goals of the The new ECLAS constitution redefined the goals of the organisation as follows:organisation as follows:

The European Council of Landscape Architecture Schools exists to foster and develop scholarship in landscape architecture throughout Europe by strengthening contacts and enriching the dialogue between members of Europe’s landscape academic community; by representing the interests of this community within the wider European social and institutional context; and by making the collective expertise of ECLAS available, where appropriate, in furthering the discussion of landscape architectural issues at the European level



• On investigating the goals of the ERASMUS On investigating the goals of the ERASMUS Programme’s Thematic Network Projects, it Programme’s Thematic Network Projects, it appeared that the goals of ECLAS and the goals appeared that the goals of ECLAS and the goals of the Thematic Network Projects were, in fact, of the Thematic Network Projects were, in fact, very similarvery similar

• The main difference between ECLAS and ERASMUS TNPs was simple: ECLAS had no money and ERASMUS Programme was offering up to € 100 000 per annum for running Thematic Network Projects for a period of up to three years




„Thematic Networks are one of the main innovations of the Socrates-Erasmus Programme. They were created to deal with forward looking, strategic reflection of the scientific, educational and institutional issues in the main areas of higher

education “


• On investigating the goals of the ERASMUS Programme’s Thematic Network Projects, it appeared that the goals of ECLAS and the goals of the Thematic Network Projects were, in fact, very similar

• The main difference between ECLAS and The main difference between ECLAS and ERASMUS TNPs was simple: ECLAS had almost no ERASMUS TNPs was simple: ECLAS had almost no money and ERASMUS Programme was offering up money and ERASMUS Programme was offering up to € 100 000 per annum for running Thematic to € 100 000 per annum for running Thematic Network Projects for a period of up to three yearsNetwork Projects for a period of up to three years




Such funding would leave ECLAS to invest what little money in Such funding would leave ECLAS to invest what little money in had in some virtual real estate, and so had in some virtual real estate, and so www.eclas.org was also was also

bornborn

http://www.eclas.org/


• It was agreed at the 2001 ECLAS Conference that a It was agreed at the 2001 ECLAS Conference that a TNP proposal should be submitted on behalf of ECLAS TNP proposal should be submitted on behalf of ECLAS by TU Wien as Network Coordinatorby TU Wien as Network Coordinator

• This involved a two stage bidding process: – Pre-proposal 1st November 2001 (+/- 38 projects submitted)– Full Proposal 1st March 2002 (19 projects invited to submit)– Project ‚selected‘ End August 2002 (some 10 projects chosen)– Official Project Start was 1st October 2002– This is the first full meeting of the Network



• It was agreed at the 2001 ECLAS Conference that a It was agreed at the 2001 ECLAS Conference that a TNP proposal should be submitted on behalf of ECLAS TNP proposal should be submitted on behalf of ECLAS by TU Wien as Network Coordinatorby TU Wien as Network Coordinator

• This involved a two stage bidding process: This involved a two stage bidding process: – Pre-proposal 1st November 2001 (+/- 38 projects submitted)Pre-proposal 1st November 2001 (+/- 38 projects submitted)– Full Proposal 1st March 2002 (19 projects invited to submit)Full Proposal 1st March 2002 (19 projects invited to submit)– Project ‚selected‘ End August 2002 (some 10 projects chosen)Project ‚selected‘ End August 2002 (some 10 projects chosen)– Official Project Start was 1st October 2002Official Project Start was 1st October 2002– This is the first full meeting of the NetworkThis is the first full meeting of the Network



• The first thing that has to be filled out on The first thing that has to be filled out on the application form for Thematic Network the application form for Thematic Network Projects is the project title and acronyn if Projects is the project title and acronyn if applicable:applicable:

• The project is called Landscape Education: New Opportunities for Teaching and Research in Europe - LE:NOTRE



• The first thing that has to be filled out on the application form for Thematic Network Projects is the project title and acronyn if applicable:

• The project is called:The project is called:

LLandscape andscape EEducation: ducation: NNew ew OOpportunities for pportunities for TTeaching and eaching and RResearch in esearch in EEurope urope

LE:NOTRELE:NOTRE




André Le Nôtre 1613 - 1700


• What is the rationale behind the LE:NOTRE What is the rationale behind the LE:NOTRE Project?Project?

• There is the rationale as far as the There is the rationale as far as the Thematic Network Project is concerned, Thematic Network Project is concerned, but also a broader ‘but also a broader ‘hidden agendahidden agenda’ which ’ which relates to the wider goals of ECLAS relates to the wider goals of ECLAS

• Only the official rationale is explained in Only the official rationale is explained in the project bid…the project bid…



• Explain the rational and background to the project Explain the rational and background to the project (i):(i):

““Man is a singular creature. He has a set of gifts which make him Man is a singular creature. He has a set of gifts which make him unique among the animals: so that unlike them, he is not a figure in unique among the animals: so that unlike them, he is not a figure in the landscape - he is a shaper of the landscape."the landscape - he is a shaper of the landscape."

Jacob Bronowski, 1973, The Ascent of ManJacob Bronowski, 1973, The Ascent of Man

• The bid starts by putting landscape architecture firmly at the The bid starts by putting landscape architecture firmly at the

centre of the wider scheme of things regarding “life, the centre of the wider scheme of things regarding “life, the universe and everything…” universe and everything…”



• Explain the rational and background to the project (ii):Explain the rational and background to the project (ii):

Landscape architecture is the discipline concerned with mankind's conscious shaping of his external environment. It involves planning, design and management of the landscape to create, maintain, protect and enhance places so as to be both functional, beautiful and sustainable (in every sense of the word), and appropriate to diverse human and ecological needs.

• The definition of landscape architecture chosen seeks to be as broad The definition of landscape architecture chosen seeks to be as broad

and inclusive as possible, taking in all potential aspects of the field, and inclusive as possible, taking in all potential aspects of the field, reflecting the approach to landscape taken in the European Landscape reflecting the approach to landscape taken in the European Landscape Convention… Convention…



• Explain the rational and background to the project Explain the rational and background to the project (iii):(iii):

The multifaceted nature of the landscape and mankind’s interaction with The multifaceted nature of the landscape and mankind’s interaction with it, means that the subject area is one of unusual breadth, drawing on and it, means that the subject area is one of unusual breadth, drawing on and integrating concepts and approaches, not just from the two sides of the integrating concepts and approaches, not just from the two sides of the traditional divide between the creative arts and the natural sciences, but traditional divide between the creative arts and the natural sciences, but incorporating many aspects of the humanities and technology as well.incorporating many aspects of the humanities and technology as well.

• This statement stakes a claim for the ‘rights’ to a wide territory on This statement stakes a claim for the ‘rights’ to a wide territory on

behalf of landscape architecture and defines it as a uniquely behalf of landscape architecture and defines it as a uniquely interdisciplinary subjectinterdisciplinary subject



• Explain the rational and background to the Explain the rational and background to the project (iv):project (iv):

This complexity is closely reflected by the diversity of approaches to the discipline which have developed throughout Europe. In some countries, for example, landscape architecture can trace its roots back to horticulture, while in others it has grown out of architecture, planning or environmental science, and elsewhere out of agriculture, or ecology and nature conservation.

• Here it is made clear that the potential problems of developing a Here it is made clear that the potential problems of developing a

common understanding between European landscape architecture common understanding between European landscape architecture academics go deeper that mere differences in language – but that academics go deeper that mere differences in language – but that the potential benefits of cooperation are very greatthe potential benefits of cooperation are very great



• Explain the rational and background to the project Explain the rational and background to the project (v):(v):

This diversity of intellectual provenance is also clearly illustrated by This diversity of intellectual provenance is also clearly illustrated by the range of different types of higher education institutions across the the range of different types of higher education institutions across the continent in which landscape architecture teaching and research has continent in which landscape architecture teaching and research has been established. These range from universities specialising in the been established. These range from universities specialising in the fine arts to those dedicated to agriculture and forestry, and fine arts to those dedicated to agriculture and forestry, and encompass technical universities as well as the more broadly-based encompass technical universities as well as the more broadly-based 'general' universities.'general' universities.

• Seen from a European perspective, the academic world clearly does Seen from a European perspective, the academic world clearly does

not really know what to do with us. In times like these – of not really know what to do with us. In times like these – of economies and cut backs this could be dangerous: there is a need to economies and cut backs this could be dangerous: there is a need to make and effort to better explain what we do to our peers make and effort to better explain what we do to our peers



• Explain the rational and background to the project Explain the rational and background to the project (vi):(vi):

In addition to the inherent complexity of content, there is also considerable variation in the state of development, i.e. the 'maturity' of the discipline from country to country, although in comparison with the majority of traditional subject areas within higher education, landscape architecture must be generally classed as a 'young' discipline. Indeed landscape architecture is perhaps one of the few academic disciplines which was established in the New World (Harvard, 1900) before it became the subject of university education in Europe (Oslo, 1919).

• As compared to many disciplines in Europe and with landscape As compared to many disciplines in Europe and with landscape architecture in the USA, we have some catching up to do to: “we architecture in the USA, we have some catching up to do to: “we are number two – we (must) try harder”!are number two – we (must) try harder”!



• Explain the rational and background to the project Explain the rational and background to the project (vii):(vii):

As a result of the relative youthfulness of the discipline, landscape architecture courses tend often to be relatively poorly resourced in comparison with other, more traditional, disciplines. One consequence of this is the relatively modest staffing levels, both in absolute terms and as measured against the unusually wide-ranging nature of the subject area. This in turn has had an impact on the research potential of the discipline: the necessary 'critical mass' for the development of functioning academic communities within the various sub-disciplines of landscape architecture simply does not exist in the majority of European countries, a fact which is by itself a strong argument for closer trans-national cooperation.

• European cooperation is therefore essential in the long term to European cooperation is therefore essential in the long term to create the necessary conditions for successful research within a create the necessary conditions for successful research within a varied, diverse and under-resourced discipline varied, diverse and under-resourced discipline



• Explain the rational and background to the project Explain the rational and background to the project (viii):(viii):

(The) richness (of European landscape education), which reflects both the diversity of the landscape itself and European cultural approaches to it, should not lightly be discarded in order to achieve conformity for its own sake, but rather be seen as an important potential for the co-ordinated development of new specialisations to address society’s and the profession’s needs. Convergence towards a common paradigm and the resulting agreement on accepted research and development goals is, however, a natural development process in all disciplines, and landscape architecture in Europe has reached a stage where it is ready to take a significant step in this direction.

• While we need to respect differences and diversity, we cannot afford While we need to respect differences and diversity, we cannot afford to hide behind them. There is a need to talk about, and if possible to hide behind them. There is a need to talk about, and if possible agree upon and codify the content and substance of what we do agree upon and codify the content and substance of what we do



• Explain the rational and background to the Explain the rational and background to the project (ix):project (ix):

The opportunities offered by the LE:NOTRE Thematic Network Project in landscape architecture present the possibility for making a 'quantum leap' in both the quality and effectiveness of co-operation between European landscape architecture educators…As an established organisation seeking to bring together all Europe’s landscape schools, ECLAS provides an ideal vehicle, not just for carrying through the LE:NOTRE Thematic Network Project, but for continuing to implement and develop the outcomes of the TNP in the long term.

• We need to grasp the opportunities offered by the Thematic We need to grasp the opportunities offered by the Thematic Network Funding, but also consider how we transform them into Network Funding, but also consider how we transform them into long term benefits for ECLAS too. There is a need to think in terms long term benefits for ECLAS too. There is a need to think in terms of ‘outcomes’ as well as ‘outputs’ of ‘outcomes’ as well as ‘outputs’



Project goals (i)Project goals (i)

The goal is to take the discipline to a new level of maturity, by building on and developing European best practice and identifying key needs and urgent areas for action in education and research within the discipline. To achieve this it will be necessary to fulfil the following objectives:

– to strengthen the European landscape architecture academic community, to highlight the European dimensions and identity of the discipline in order to effect improvements in all aspects of education and scholarship;

– to move towards the convergence of undergraduate curricula by the identification of common reference points, while seeking to develop specialisms at more advanced levels, which grow out of the existing variety of landscape issues and professional needs and the different environmental conditions within the countries of Europe;

– to develop common agreed goals for learning outcomes and improved teaching methods backed by common teaching resources for landscape architecture education (including European Masters and PhD programmes), building on best European practice and emerging new directions, methods and technologies, especially ICT;



Project goals (ii)Project goals (ii)

– to strengthen the potential for research in landscape architecture at the European level, as an important precondition for research-led teaching, by seeking to co-ordinate existing activities and define common and urgent research agendas, developing common research methods education as well as seeking new means to disseminate research findings.

– to improve communication with professional bodies and public authorities, landscape students and other stakeholders, as well as with related disciplines at the European level in order to ensure educational and research needs at all levels, including for lifelong learning, can be identified and addressed to the highest possible standards in line with agreed professional profiles, and new needs effectively predicted;

– to initiate measures necessary to facilitate the improved future mobility of staff and students; and

– to strengthen the long-term framework through which this process of dialogue and co-operation can continue at the same level of quality and intensity beyond the time scale of the Thematic Network Project.



• For the first year, the project involves 73 Higher For the first year, the project involves 73 Higher Education Institutions from all 26 ‚eligible‘ Education Institutions from all 26 ‚eligible‘ countries countries (= EU 15 + EEA: Norway +Iceland + (= EU 15 + EEA: Norway +Iceland + 10 applicant countries – Estonia, Latvia, 10 applicant countries – Estonia, Latvia, Lithuania, Czech Republic, Hungary, Poland, Lithuania, Czech Republic, Hungary, Poland, Slovakia, Slovenia also Bulgaria + Romania)Slovakia, Slovenia also Bulgaria + Romania) which have landscape architecture educationwhich have landscape architecture education

• Plus 9 additional universities from ‚non eligible Plus 9 additional universities from ‚non eligible countries‘ (Croatia, Turkey, Ukraine, countries‘ (Croatia, Turkey, Ukraine, Yugoslavia)Yugoslavia)



Network Coordinator:Richard Stiles, Technische Universität Wien - A


Steering Committee consists of 14 members:

Richard Stiles, Technische Universität Wien - A

Catharine Ward Thompson, Edinburgh College of Art/Heriot-Watt University - UK

Jeroen de Vries, Larenstein University of Professional Education - NL

Karsten Jörgensen, Agricultural University of Norway - N

Luis Ribeiro, Technical University of Lisbon - P

Ingrid Sarlöv-Herlin, Swedish Agricultural University, Alnarp - S

Ivan Marusic, University of Ljubljana - SLO

Ian Jörgensen, Agricultural University, Copenhagen - DK

Cornelius Scherzer, HTW Dresden - D

Diedrich Bruns, Universität Kassel - D

Aleksander Böhm, Cracow University of Technology - PL

Kristine Kalmane, Latvia University of Agriculture - LT

Kinga Szilagyi, Szent Istvan University, Budapest - H

Maria Goula, ETSAB, Barcelona - E


82 Network Member Schools:

73 eligible Institutions plus

9 from non-eligible countries


All member schools are All member schools are organised in 12 organised in 12 Subject Area Working Subject Area Working Groups Groups covering the main sub-covering the main sub-disciplines of landscape disciplines of landscape architecture:architecture:

• Landscape Design Landscape Design

• The cultural landscapeThe cultural landscape

• Urban open space planningUrban open space planning

• Professional practiceProfessional practice

• Landscape managementLandscape management

• Plant material and Plant material and vegetation establishmentvegetation establishment

• Information and Information and communication technologycommunication technology

• Theory and methodologyTheory and methodology

• Landscape planningLandscape planning

• Materials and project Materials and project implementationimplementation

• History and conservationHistory and conservation

• Landscape and Landscape and infrastructureinfrastructure


Scientific Advisory Board consisting of:

six eminent landscape architecture academics advises the steering committee and is responsible for external project evaluation


Partner Organisations

comprising 9 external bodies representing landscape architecture practice in its widest sense at the European level including:

•EFLA: European Foundation for Landscape Architecture•ELCA: European Landscape Contractors Association•ELASA: European Landscape Architecture Students Association•IFLA and the IFLA-ICOMOS Committee on Historic Gardens•IFPRA: International Federation of Parks and Recreation Administration •CLRAE: Congress of Local and Regional Authorities in Europe


Neighbouring Disciplines:

Representatives of 12 associated academic disciplines, yet to be agreed upon, who will:

•provide academic contacts with those fields of study which interface directly with landscape architecture

•investigate possible areas of joint interest, and

•identify potential common research approaches and themes


Erasmus Bureau:

European Commission Directorate General for Education and Culture

As funding agency


Socrates Leonardo Youth Technical Assistence Office

As project managers for TNPs and liaison with the EU Comission


• The project has been conceived as a three year project, but…The project has been conceived as a three year project, but…

• Funding is approved on an annual basis onlyFunding is approved on an annual basis only

• Year one funding – until September 2003 – is around € Year one funding – until September 2003 – is around € 129,000129,000

• Funding covers travel and subsistence for one person from each of the 73 network members schools plus some money for web site development, and not much more

• The total project cost, which includes contributions from the member institutions, is some €360,000 in year one

• The time contributions from the network member institutions – estimated at some 10 days per institution - need to be accounted for - time sheets!






• Funding covers travel and subsistence for one person from Funding covers travel and subsistence for one person from each of the 73 network members schools plus some money each of the 73 network members schools plus some money for web site development, and not much morefor web site development, and not much more

• The total project cost, which includes contributions from the member institutions, is some €360,000 in year one

• The time contributions from the network member institutions – estimated at some 10 days per institution - need to be accounted for - time sheets!






• Funding covers travel and subsistence for one person from Funding covers travel and subsistence for one person from each of the 73 network members schools plus some money each of the 73 network members schools plus some money for web site development, and not much morefor web site development, and not much more

• The total project cost, which includes contributions from the The total project cost, which includes contributions from the member institutions, is some €360,000 in year one member institutions, is some €360,000 in year one

• The time contributions from the network member institutions The time contributions from the network member institutions – estimated at some 10 days per institution - need to be – estimated at some 10 days per institution - need to be accounted for - time sheets!accounted for - time sheets!



• The project has been conceived in three, The project has been conceived in three, interdependent, phases:interdependent, phases:– Year One will focus on data collection (the easy part?)Year One will focus on data collection (the easy part?)– Year Two will concentrate on analysis and reflection of Year Two will concentrate on analysis and reflection of

the ‘state of the art’ in landscape architecture education the ‘state of the art’ in landscape architecture education (with the close involvement of the Partner Organisations (with the close involvement of the Partner Organisations and Neighbouring Disciplines), and and Neighbouring Disciplines), and

– Year Three will bring forward proposals for joint projects Year Three will bring forward proposals for joint projects and new developmentsand new developments

• (Year Four – Dissemination Project?)(Year Four – Dissemination Project?)



• Working Groups form the heart of the project:Working Groups form the heart of the project:

– These represent the main ‚sub-disciplines‘ of Landscape These represent the main ‚sub-disciplines‘ of Landscape ArchitectureArchitecture

– Each is intended to bring together colleagues from higher Each is intended to bring together colleagues from higher education institutions across Europe with similar teaching education institutions across Europe with similar teaching responsibilities and research interestsresponsibilities and research interests

– Working groups will be virtual in the first instance, providing the opportunity for all staff at LE:NOTRE member schools to register and contribute their work on-line

– In addition representatives form each member school will meet annually to discuss and interpret the information provided via the project web site. This is the purpose of our meeting here at the University of Kassel




– These represent the main ‚sub-disciplines‘ of Landscape Architecture

– Each is intended to bring together colleagues from higher education institutions across Europe with similar teaching responsibilities and research interests

– Working groups will be virtual in the first instance, providing Working groups will be virtual in the first instance, providing the opportunity for all staff at LE:NOTRE member schools to the opportunity for all staff at LE:NOTRE member schools to register and participate in their work ‘on-line’register and participate in their work ‘on-line’

– In addition representatives form each member school will meet annually to discuss and interpret the information provided via the project web site. This is the purpose of our meeting here at the University of Kassel




– These represent the main ‚sub-disciplines‘ of Landscape Architecture

– Each is intended to bring together colleagues from higher education institutions across Europe with similar teaching responsibilities and research interests

– Working groups will be virtual in the first instance, providing the opportunity for all staff at LE:NOTRE member schools to register and participate in their work ‘on-line’

– In addition representatives form each member school will meet In addition representatives form each member school will meet annually to discuss, interpret and build upon the information annually to discuss, interpret and build upon the information provided via the project web site. This is the purpose of our provided via the project web site. This is the purpose of our meeting here at the University of Kasselmeeting here at the University of Kassel


LE:NOTRE Thematic Network Project Working Groups: defining the scope of

the discipline?

• Landscape DesignLandscape Design• Professional Practice• Landscape and

Infrastructure• Cultural Landscape• Plant Materials and

Vegetation Establishment

• Information and Communication Technology

• History and Conservation of Parks and Gardens

• Landscape Planning and Policy

• Materials and Project Implementation

• Landscape Management• Urban Open Space

Planning and Policy • Theory and Methodology



the discipline?

• Landscape Design• Professional Practice• Landscape and







• Landscape Management• Urban Open Space Urban Open Space

Planning and Policy Planning and Policy • Theory and Methodology



the discipline?





• History and History and Conservation of Parks Conservation of Parks and Gardensand Gardens







the discipline?




• Information and Information and Communication Communication TechnologyTechnology








the discipline?

• Landscape Design• Professional Practice• Landscape and Landscape and

InfrastructureInfrastructure• Cultural Landscape• Plant Materials and










the discipline?









Planning and Policy • Theory and MethodologyTheory and Methodology



the discipline?






• Strategic Landscape Strategic Landscape PlanningPlanning






the discipline?


Infrastructure• Cultural Landscape• Plant Materials and Plant Materials and

Vegetation Vegetation EstablishmentEstablishment



• Strategic Landscape Planning






the discipline?







• Materials and Project Materials and Project ImplementationImplementation





the discipline?

• Landscape Design• Professional PracticeProfessional Practice• Landscape and











the discipline?








• Landscape ManagementLandscape Management• Urban Open Space




the discipline?


Infrastructure• The Cultural LandscapeThe Cultural Landscape• Plant Materials and










the discipline?

• Landscape DesignLandscape Design• Professional PracticeProfessional Practice• Landscape and Landscape and

InfrastructureInfrastructure• Cultural LandscapeCultural Landscape• Plant Materials and Plant Materials and

Vegetation Vegetation EstablishmentEstablishment

• Information and Information and Communication Communication TechnologyTechnology

• History and Conservation History and Conservation of Parks and Gardensof Parks and Gardens

• Strategic Landscape Strategic Landscape Planning Planning

• Materials and Project Materials and Project ImplementationImplementation

• Landscape ManagementLandscape Management• Urban Open Space Urban Open Space

Planning and Policy Planning and Policy • Theory and MethodologyTheory and Methodology



• Project Outputs Year Three: the interesting Project Outputs Year Three: the interesting bit?bit? – Guidelines on undergraduate core subjects and Guidelines on undergraduate core subjects and

accreditation criteriaaccreditation criteria – Coordinated structure for a suite of Masters

Programmes involving international contributions – Development of a European PhD Course in

Landscape Architecture– Proposals for the development of collaborative

projects in landscape architecture teaching and research – at least one developed in detail



• Project Outputs Year Three: the interesting Project Outputs Year Three: the interesting bit? bit? – Guidelines on undergraduate core subjects and

accreditation criteria – Coordinated structure for a suite of Masters Coordinated structure for a suite of Masters

Programmes involving international contributionsProgrammes involving international contributions

– Development of a European PhD Course in Landscape Architecture

– Proposals for the development of collaborative projects in landscape architecture teaching and research – at least one developed in detail



• Project Outputs Year Three: the interesting the interesting bit?bit? – Guidelines on undergraduate core subjects and

accreditation criteria – Coordinated structure for a suite of Masters

Programmes involving international contributions

– Development of a European PhD Course in Development of a European PhD Course in Landscape ArchitectureLandscape Architecture

– Proposals for the development of collaborative projects in landscape architecture teaching and research – at least one developed in detail



• Project Outputs Year Three: the interesting the interesting bit?bit? – Guidelines on undergraduate core subjects and

accreditation criteria – Coordinated structure for a suite of Masters

Programmes involving international contributions

– Development of a European PhD Course in Landscape Architecture

– Proposals for the development of collaborative Proposals for the development of collaborative projects in landscape architecture teaching and projects in landscape architecture teaching and research – at least one developed in detailresearch – at least one developed in detail



• Project Outputs Year Three

– But…But… in order to have even a slim chance of successfully in order to have even a slim chance of successfully developing these outputs in the final year of the project, developing these outputs in the final year of the project, we (i.e. some 80+ institutions from more than 30 we (i.e. some 80+ institutions from more than 30 countries coming from very different intellectual countries coming from very different intellectual traditions) first need to be able to agree on what we traditions) first need to be able to agree on what we want.want.

– The minimum pre-condition for achieving this is a The minimum pre-condition for achieving this is a thorough discussion and analysis of what it is we ought thorough discussion and analysis of what it is we ought to be doing. This needs to integrate our colleagues from to be doing. This needs to integrate our colleagues from practice, the academic world and students within a practice, the academic world and students within a wider European context. wider European context.



• Project Outputs Year Two: Analysis – Subject area analysis of teaching by

Working Groups – Feedback on teaching and research needs

from the point of view of partner – employers’ and associated– organisations

– Report on interfaces between landscape architecture and neighbouring disciplines

– Inventory of European issues in Landscape Architecture




Working Groups – Feedback on teaching and research Feedback on teaching and research

needs from the point of view of partner – needs from the point of view of partner – employers’ and associated– employers’ and associated– organisationsorganisations

– Report on interfaces between landscape architecture and neighbouring disciplines







– Reports on interfaces between landscape Reports on interfaces between landscape architecture and neighbouring disciplinesarchitecture and neighbouring disciplines




• Project Outputs Year Two – Subject area analysis of teaching by



– Reports on interfaces between landscape architecture and neighbouring disciplines

– Inventory of European issues in Landscape Inventory of European issues in Landscape Architecture Architecture



• Project Outputs Year Two – But…But… in order to be able to carry out the in order to be able to carry out the

necessary analysis of what we do within necessary analysis of what we do within the European context, the essential the European context, the essential precondition is a solid and mutually precondition is a solid and mutually agreed data basis on which to base this agreed data basis on which to base this international – intercultural discussion international – intercultural discussion process.process.



• Project Outputs Year One: Data Collection – Interactive Project Web SiteInteractive Project Web Site – Survey of Landscape Architecture

Programmes and Courses in Europe– Survey of Research Elements of Taught

Courses– Glossary of European Landscape

Architecture Terms and Concepts



www.le-notre.org Public Area

http://www.le-notre.org/


• Project Outputs Year One : Data collection– Interactive Project Web Site – Survey of Landscape Architecture Survey of Landscape Architecture

Programmes and Courses in EuropeProgrammes and Courses in Europe– Survey of Research Elements of Taught

Courses– Glossary of European Landscape

Architecture Terms and Concepts



Overview Universities and Departments


• Project Outputs Year One: Data collection – Interactive Project Web Site – Survey of Landscape Architecture

Programmes and Courses in Europe– Survey of Research Elements of Taught Survey of Research Elements of Taught

CoursesCourses– Glossary of European Landscape Architecture

Terms and Concepts



Overview Theses


• Project Outputs Year One: Data collection – Interactive Project Web Site – Survey of Landscape Architecture

Programmes and Courses in Europe– Survey of Research Elements of Taught

Courses– Glossary of European Landscape Glossary of European Landscape

Architecture Terms and ConceptsArchitecture Terms and Concepts



Input New Glossary Term


• Project Outputs Year One: Data collection – How can we achieve the year one outputs?– What is the process for each of the working

groups?• 1. input data before workshop• 2. discuss and clarify what has been entered during

the meeting of the working group meeting in Kassel• 3. add missing data and modify/update what was

entered previously on the basis of the Kassel discussions after returning home

• 4. agree a final version amongst all members of the working group via the web site communication tools



Role of the Working Groups in the overall project structure


Taking a closer look…


Role of the log in area of the project web site


Home page of the Network Members Log-in Area


The ‚Work Space Home Page‘ is the same for each Working Group


Imagine that your Working Group is the editorial board for this fictitious Encyclopaedia: it is your job to write an introduction to contributors to the specific volume of this 12 volume work dealing with your subject area…

Task One: Description of Working Group subject area


Defining the Scope of each Working Group from the „top down“

One way to think about the task for each Working Group is to consider that you are trying to define both the boundaries of your particular subject area (the edges of this ‘box’) as well as to specify its contents. This can be done using both the Subject Area Description and the set of related Keywords


Data Input Form: New Course Unit


Survey of Course Units relative to each Working Group

Each course unit can be related to one or more Working Groups on the basis of the Subject Matter covered

Possible Approach to Analyzing the Teaching within each Subject Area from the „bottom up“


The content of each Course Unit can be described in terms of selected keywords

Possible Approach to Analysing the Teaching within each Subject Area from the „bottom up“

Course Unit descriptions as a basis for analysing teaching within each Subject Area

The `size´of each Course Unit can be described in terms of the number of ECTS units it is allocated



The content and size of course units offered by different European Universities dealing with similar topics within the scope of each Working Group will correspond with each other to varying degrees


Total extent of Teaching within the Subject Area at all LE:NOTRE schools


Issues dealt with by some schools only

Topics dealt with by several but not all schools

Agreed Inner Core Area

The degree of correspondence between course units within each Subject Area can provide an objective basis for defining agreed Core Areas and peripheral topics


Range of issues covered by

taught courses within one

Working Group Subject Area at

LE:NOTRE schools


Other issues belonging within a Working Group Subject Area but not currently the subject of taught courses. These are potential areas for advanced teaching or research topics


Possible Results of Survey of teaching in different Working Group Areas

Most teaching takes place in one “corner” of the Subject Area and overlaps with neighbouring Working Groups



Two different areas of teaching can be identified within one Working Group Area with little overlap between them


Subject matter of teaching is very diffuse with little in common between individual schools and having overlaps with all adjacent Working Groups




Close agreement between all LE:NOTRE schools on the issues dealt with by teaching within the field of the Working Group

le:notre thematic network project le:notre thematic network in landscape architecture

Documents

notre thematic network

eu thematic network

network coordinatorit

goals of eclas

eclas conference

behalf of eclas

landscape architecture

project title