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Phase 2: Review and Confirm Needs Definition
Phase 2: Review and Confirm Needs Definition
Phase 2 of the TRANSABE-EDU initiative focused on validating the direction of the proposed MSc programmes by engaging stakeholders, reviewing current trends, and aligning educational content with regional and international needs.
This phase was structured around three key tasks. First, a statistical analysis of existing TNE programmes was conducted to identify trends in enrolment, industry demands, and professional accreditation standards. This was followed by a stakeholder engagement workshop held in Egypt, which brought together academic, professional, and policy stakeholders to gather qualitative insights on programme relevance, gaps, and expectations. Lastly, the stakeholder feedback was systematically integrated into the curriculum design through a structured feedback plan, ensuring that the programmes are not only academically rigorous but also contextually grounded and professionally relevant.
Task 2.1: Stakeholder Analysis & Trend Evaluation
A statistical analysis of existing TNE programmes is conducted, focusing on enrolment patterns, industry trends, and professional accreditation requirements. This task helps identify which programmes are in demand, which skills are emerging in the labour market, and what expectations employers and accrediting bodies have from graduates.
Task 2.2: Stakeholder Engagement Workshop (Egypt)
A dedicated workshop is held in Egypt, bringing together key stakeholders, including university administrators, faculty members, students, employers, and policymakers. This workshop facilitates two-way dialogue, enabling the project team to gather qualitative feedback on needs, expectations, perceived gaps, and opportunities for improvement in current TNE offerings.
Task 2.3: Stakeholder Feedback Integration
Feedback from the workshop is systematically analysed and incorporated into a Feedback Integration Plan, which outlines how stakeholder perspectives will shape the structure, content, and delivery of the proposed teaching model and curriculum. This ensures that the final educational offerings are relevant, inclusive, and context-sensitive.
The collaborative effort culminated in the formulation of the Framework for Transdisciplinary Master’s TNE Programme, which integrates:
Specialised modules tailored to emerging urban, environmental, and health challenges;
Sustainable financial models to support accessibility and viability;
Robust UK–Egypt partnership structures for dual supervision and accreditation;
Preferred programme formats (e.g., professional master’s with thesis);
Flexible delivery models (blended, modular, and online-enabled);
Aligned assessment criteria emphasising integration, impact, and innovation.
The framework reflects a shared commitment to delivering globally relevant, locally responsive, and systemically integrated architectural education, designed to equip graduates with the cross-cutting knowledge and collaborative skills required to navigate an increasingly complex world.
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