Knowledge and understanding
For a passing grade the student must

• acquire a broader perspective of what is covered by the field of work of an industrial or architectural designer and the ability to work abroad

• acquire knowledge about local manufacturing and production, building technology and material.

• understand human needs and and work user related

• account for insight regarding local cultural and social conditions

• be able to read and describe processes, flows and contexts on site. (The field study)

• be aware of that a desinger give form to processes, products and systems in society. That a designer does interfere with systems and processes of change and thereby affect both physical and social factors, as buildings and products, but also strategies, rules of conduct, and concepts. Awareness and problematising of ones professional role.

• to understand and influence complex situations.

• to be able to define, describe and limit ones project with special emphasis on formulating design criterias.

Skills and abilities
For a passing grade the student must

• practise ability to read the local situation form a micro- to macro point of view.

• to be able to read and discover ones surrounding, to explore the unknown environment through the posing of questions rather than seeking ready anwers.

• to practise the ability and develop methods of exploring reality and out of this defining ones project.

• describe realty from a problem oriented point of view.

• build visions and define goals within the design process

• be able to materialse and communicate the design- and development work (for the population, authorities, and others in the municipality).

• relate to social and cultural context in the project work.

• to account for the ability to develop a design proposal from the definition of a problem through research and analysis.

• practise individual work and team work.

Judgement and approach
For a passing grade the student must

• have a participatory and transdisciplinarian attitude in the designprocess

• in the project relate to the notion ‘sustainable development’

• make use of the design process as a tool for change in urban environments and society.

Contents
Now, more than half of the earths population live in cities and the immigration is becoming increasingly manifest. By 2050 it is calculated that the urban population will constitute two thirds of the worlds population. The shapers of society re faced with a challenge – how is the city of the future to be built? The cities increase spontaneously and the slum areas increase. Poverty and overcrowding is to be overcome and people are to be given endurable living conditions, i.e. a sustainable city and a sustainable every day life. (UN 7:th Millenium Development Goal). The life supporting system of the city and people is in focus.

A dynamic system thinking is applied, emphasising architecture and design as tools of change. The project contains a long duration field study and is based on experience based learning. ‘Universe City Design’ is based on field studies in urban environment in Africa. By comparing different situations and cultures the understanding of what is general and what is specific is increased. The point of departure is processes of change in peoples everyday life and activities and the students are presented with opportunities to develop an increased understanding of fuure needs and to define new fields within architecture and design. The course deals with what architecture and design does, over time, rather than what it is. The approach contains the question of how design and architecture can contribute to development work.

The course is divided up in three phases:

1) Preparatory studies (in Lund)

2) Field studies

3) Application and form.

Methods used in field studies are Rapid Urban Appraisal (RUA) and systems design.

The project is realized in cooperation with local universities, i.e. with teachers and students on site as well as local authorities, institutions and companies. As students from different disciplines can attend the courses, the profession will be elucidated and examined.

Literature
Millennium Ecosystem Assessment 2005, Living Beyond Our Means. Natural Assets and human Well-being.
• Holmberg, John 1998, ”Backcasting: A natural step in operationalising sustainable development.” I:
Greener Management International, Issue 23, Autumn 1998.
• Kennedy, Margrit 1992, ”The Architect’s Ecological Response-Ability”. In: UIA, SAR & SAFA 1992,
Conference report Eco Logical Architecture, 18-22 august 1992, Stockholm - Helsinki
• Keiner, Marco, Salmeron, Diego, Scmid, Willy A. & Poduje, Ivan 2004, "Achieving sustainable urban
development in rapidly growing cities". In: Keiner, Marco et al. (ed.) 2004, From understanding to action.
Sustainable Urban Development in Medium-Sized Cities in Africa and Latin America. Springer
• Haughton, Graham 1997, “Developing sustainable urban models”. In: Cities, Vol. 14, No.4.
• Lundgren, Lars J. 1999, "Changing lifestyles: desires and opportunities". In: Lundgren Lars J. (ed.)
1999, Changing Environmental Behaviour. Swedish Council for Building Research et al, Stockholm
• CIB 1999, “Main issues and challenges of sustainable construction”. In: Agenda 21 on sustainable
construction. CIB report Publication 237.
• Sen, Amartya (2002), Utveckling som frihet, Bokförlaget Daidalos.ISBN 9171731512
• Gordon, A A & Gordon, D L (2001), Understanding Contemporary Africa, Lynne Reinner. ISBN
• Nabeel Hamdi, (2004), Small Change, Earthscan. ISBN 1-84407-005-0
• David, M, Planet of Slums, USA, 2006 ISBN 1844670228
• Easterly, W.R. White Man’s Burden, Oxford 2006 ISBN 0199210829
For general introduction
• Ark3 Brochure Department of Architecture and Development Studies
• Reuterswärd, L., Nyström, M. Meeting Mars – Recycling Earth, Svensk Byggtjänst, 2003
• Internet Sites on Africa
• B. Adamsson 2004, Building Deisgn Concerns in Warm and Humid Climate
• Sida Information on Development Cooperation in Kenya
• Hälsoråd