There is a significant amount of research into gender differences in academic performance in the science, technology, engineering and maths (STEM) fields. This has identified important differences between the academic achievement of men and women as measured through grade point averages and time to completion. However, the specific STEM fields of design have not been thoroughly explored. This research investigates the long‐term academic performance of a large group of architecture, industrial design, interior design and landscape architecture students at a major Australian university. The study followed the progress of 472 students over an 11‐year period. In most fields the academic achievement of students follows expected patterns; the difference in academic grades for male and female students reduces over time. However, in interior design, there are significant differences that increase with time, to the favour of women. A range of social, cultural and contextual influences are discussed including the signature pedagogy of the design studio and the hidden curriculum of design education.

Purpose: This research argues that architecture knowledge is fragmented between the profession and academia as evidenced by long-standing conflicting opinions regarding desirable graduate attributes. Work-integrated learning (WIL) is one mode of education where these fragments should come together. This research seeks to address a missing part of that WIL model and understand the profession's view of what constitutes quality education as a United Nations (UN) Sustainability Development Goal (SDG).Design/methodology/approach: Utilising a three round Delphi survey of the architecture profession engaged in WIL programs, this study reports on their perspectives of the key benefits and attributes of WIL and the value of WIL experiences as part of a quality higher education system.Findings: The architecture profession confirmed the value of WIL programs as contributing to students developing an understanding of workplace culture and contexts. There was strong agreement that WIL experiences can be a valuable part of a quality education and enhance graduate employability. Challenges for practice included semester-based program timing, the length of engagement with practice and the lack of WIL program guidance by universities to prepare the profession for WIL experiences.Originality/value: While WIL has been extensively researched over the last decade, it is limited in the architecture discipline. Survey findings address the research gap in understanding the architecture profession's views as a key WIL stakeholder which is important given the rapidly changing practice environments, globalisation and the increasingly transdisciplinary context.

Bus stops are an essential component of public transportation systems, significantly impacting human health, wellbeing, and overall user experience. As primary interaction points for passengers, they are integral to the urban landscape and, as such, their designs influence people’s experiences within the public realm. Despite their importance, the design of bus stops and bus shelters remains an under-researched area. This paper aims to review the existing peer-reviewed research on bus-stop design, identifying areas for future inquiry. Twenty-two peer-reviewed journal articles were selected and included in this study. The most common theme in the published research was the manner in which bus stops could address extreme weather and heat, along with other themes, including accessibility, sustainable energy, air pollution, and noise. Further empirical research is necessary to understand how bus-stop design affects the user experience, emphasizing qualitative methods to explore human experiences, perceptions, motivations, and challenges related to bus-stop usage and public transportation.

This research investigates differing perceptions and expectations between universities and architectural practices regarding skills to best prepare graduates for practice. This research proposes that Work-integrated Learning (WIL) experiences offer opportunities to bridge theory and practice. Through understanding the needs of WIL stakeholders: universities, students, and architecture practice, this research recommends strategies to bring the different worlds of universities and practice together for a shared vision of WIL in architectural education. This research addresses industry and governments’ expectations for graduates to be practice ready and reports on the benefits of WIL for all stakeholders.