M. Salama is full professor of architecture and Chair of the Department of
Architecture, University of Strathclyde Glasgow, United Kingdom. He was the
founding Chair of the Department of Architecture and Urban Planning at Qatar
University, Doha, Qatar and was a Reader in Architecture at Queen’s University
Belfast. He is a fellow of the Higher Education Academy-FHEA and the
Royal Society of the Arts-FRSA. He holds B.Arch, M.Arch, and Ph.D. from the Al
Azhar University in Egypt and North Carolina State University, USA (1987, 1991,
1996). He has held permanent, tenured, and visiting positions in Egypt, Italy,
and Saudi Arabia. With varied experience in academic research, teaching, design
and research based consultancy, Professor Salama bridges theory and design and
pedagogy and practice in his professional activities. He was the Director of
Consulting at Adams Group Architects in Charlotte, North Carolina (2001-2004).
Salama has written over 140 articles and papers in the international refereed
press; authored and co-edited nine books: New Trends in Architectural
Education: Designing the Design Studio (North Carolina, USA), Human
Factors in Environmental Design (Cairo, Egypt), “Architectural Education
Today: Cross-Cultural Perspectives” (Lausanne, Switzerland), Architecture
as Language of Peace (Napoli-Roma, Italy), Design Studio Pedagogy:
Horizons for the Future (Gateshead, United Kingdom), and Transformative
Pedagogy in Architecture and Urbanism (Solingen, Germany). His latest
books include: Demystifying Doha: On Architecture and Urbanism in an
Emerging City (Ashgate 2013), Architecture Beyond Criticism: Expert
Judgment and Performance Evaluation (Routledge 2014), and Spatial
Design Education: New Directions for Pedagogy in Architecture and Beyond
(Ashgate 2015). Professor Salama is the chief editor of the International Journal of Architectural Research (featured on Archnet), associate editor of
Open House International-OHI, and serves on the editorial boards of numerous
internationally refereed journals and on the scientific and review boards of
several international organizations.
Salama, Ashraf. 2005. Paradigmatic Trends in Arab Architectural Education: Impacts and Challenges.
While the development of Arab architectural education avows that there have been continuous influence of worldwide trends on the educational process, architectural schools in the Arab world are often accused of being largely unconcerned with the debates and trends raised by the international community. Testing this hypothesis required tracing three major paradigmatic trends in Arab architectural education: environment-behavior studies, sustainability and environmental consciousness, and digital and virtual practices. There is in fact a great deal of discussions in design and architecture circles on these trends, and widely varying opinions as to why and how they need to be introduced in architectural curricula. An investigation of 14 programs in 8 Arab countries was conducted based on literature reviews and preliminary content analysis of the online and printed prospectuses. The analysis reveals that in some programs courses addressing these trends have not reached mature levels, while other programs were able to address the balance between the trends in the curriculum. The paper concludes by a prologue for the future of Arab architectural education, arguing for balancing and harmonizing these trends, adapting them to the norms defined by a particular culture or a locality, while integrating them into studio teaching practices.