The Need for the Inclusion of Multi-Criteria Decision Analysis in Architectural Design Education in Nigeria

Abstract

The inclusion of multi-criteria decision making (MCDM) methodologies as functional design tools in architecture has become a staple feature in architectural studies and research work. The trend while necessitated by challenges presented by the actualities involved in architectural practice, takes for granted the acceptability and knowledgeability of the built environment professional. This study highlights the fact that for MCDM to find general adoption and to provide its benefit in widespread solutions, the architect to whom these methodologies are advanced, should have an introduction to these approaches, formally at the educational level. Therefore, this paper evaluates the need for the inclusion of MCDM in architectural curriculum in Nigerian schools of architecture. The views of practicing professional architects, faculty members and students, were quantitatively and qualitatively analysed in a cross-sectional survey administered via questionnaires. A total of 54 respondents were evaluated, with findings of the study, indicating the novelty of MCDM and a general consensus for its introduction into the architectural curriculum, but varied opinions at what stage it should be introduced: 64% (undergraduate level); 26% (Masters’ level) and 10% (postmasters’ level). Consequently, the study recommended that MCDM be introduced at the undergraduate level, because students would be better situated intellectually to apply, modify and diversify the methodology in architectural problem modelling in the long run.