The 2015 Guide to Europe’s Top 100 Schools of Architecture and Design is free – paper and digital edition – with the December issue of Domus.
The Guide “Europe’s top 100 schools of architecture and design 2015” is divided into 50 profiles for schools of architecture and 50 for those of design.
This new edition lists more Italian schools, the number of which has risen to 19: eight for architecture – Politecnico di Bari, Università di Bologna Alma Mater Studiorum, Università degli studi di Ferrara, Università degli studi di Firenze, Università Iuav di Venezia, Politecnico di Torino and Politecnico di Milano – and eleven for design – Libera Università di Bolzano, Università La Sapienza di Roma, Centro di ricerca del Gruppo Benetton, and again Politecnico di Torino and Università Iuav di Venezia and the six Milanese schools Domus Academy, IED, Istituto Marangoni, Nuova Accademia di Belle Arti, SPD and Politecnico di Milano.
It is important to underline that we have made a selection. We did not make a ranking, but decided to base this guide mainly adopting reasonable yet subjective criteria.
The criteria we used are summarised here:
1. The creation of a network of accredited references in the field of training in architecture and design that represents homogeneous geographic areas. This group allows us to validate the selection; it reflects differences between the schools and highlights aspects of excellence, new or old.
2. The examination of the widest possible geographic range in Europe.
3. The selection of institutions (especially for architecture) that have a recognised reputation in the community of architects and designers. This value clearly tends to privilege schools with a long tradition over new ones. On the other hand, although it is continuously being updated, European education is based on consolidated knowledge and institutions where the heritage of knowledge in many cases is not easily perceived by the bibliometric or digital parameters used in the more scientific disciplines.
4. In the design field, we considered belonging to a network of authoritative associations (e.g. Cumulus) in the field of education to be an accrediting factor.
5. The relationship with and use of new technology and equipment.
6. International relations with other institutions and internship systems for professional training.
7. The evaluation of professional results obtained by degree-holders after a certain lapse of time, taking into consideration the specificities of the different European institutions. Young designers and new graduates were interviewed on their formative experience.