framework for the implementation of a virtual design studio model in ...

Figure 1.1: The innovative process
The FFE stage is where the communications and discussions take place
between the architect and the clients. Most of the innovative and
creative ideas appear in this stage because of the flow of information
and due to the constant exchange of ideas among the project members.
Henceforth, Reid 40 identifies this as the greatest opportunity for
improvement and innovation. Teaching students to think creatively
enables them to generate innovative ideas. This is essential at the
beginning of the design process where most of the creative ideas flow.
Students also need to understand the importance of sharing ideas at
this stage and communicate with different project members.
Researchers 41 , 42 have also identified the role of the architect at this
stage as the leader of the project process. The architect maintains his
role as the designer of the project who comes up with the innovative
ideas. At the same time, the architect acts as the organiser of the whole
project and maintains all the communication according to the current
architecture practice. Accordingly, students have to be made aware of
the importance of collaboration and team-working. They also have to be
equipped with the necessary communicative and technological skills to
work in a successful team. This skill has to be integrated into the
curricula in a manner that matches its use and benefits the students in
their study. In the actual practice of architectural projects the architect
40 Reid, S. E., De Brentani, U. (2004). ‘the fuzzy front end of new product development for discontinuous
innovations: a theoretical model’. Journal of Product Innovation Management. 21 (3). p179, 170-184.
41 Ibid. p170-184.
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