Talk Architecture
Hosted by Naziaty Mohd Yaacob, Ph.D.
Malaysian Architect | Universal Design & Accessibility Expert (MS 1184 Specialist) | Former Associate Professor (28+ years) | Advocate for Inclusive Spaces & Women in Architecture
Launched in April 2020, Talk Architecture delivers intimate, reflective conversations on architecture education, practice, and human impact—hosted solely by Naziaty Mohd Yaacob. Rooted in Malaysia yet resonating globally, the podcast connects local insights with universal challenges faced by architects worldwide.
Every episode centres inclusivity, empathy, and equity, drawing on Naziaty’s expertise in universal design, ageing-in-place, sensory architecture, and professional well-being. Global listeners value candid critiques of education models, graduate employability hurdles, and practice realities.
Essential listening for architecture students, professionals, educators, and thought leaders everywhere who are shaping inclusive, resilient built environments in an era of technological and demographic change.
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Talk Architecture
What makes a good studio master ?
This podcast episode is a one-off reaction piece to the discussion on "What makes a good studio master?" It refers to the Malaysian Architecture Education context and the premise from the problem of bureaucracy.
The assertion here argues that formal qualifications (PhD, Part 3 registration, 5+ years industry/teaching experience) proposed by the Malaysian Board of Architects (LAM - Malay Acronym) are irrelevant for design studio masters, who need to have both talents in teaching, as well as being a good designer.
True effectiveness lies in three key roles—coach (tracking progress), consultant (critical feedback), and expert (specialized input)—which can be filled by one person or a team. Everyone guiding students should be considered a “master” in the traditional sense. Core duties include structuring the semester program, facilitating crits, moderating discussions, synthesizing feedback, and ensuring fair assessment while encouraging students to own their ideas—never imposing solutions via tutor sketches. Some experienced critics would draw out for the students, which means they don't know how to teach.
The rigid credential requirements are bureaucratic shortcuts that exclude talented teachers and practitioners, stifle innovation, and regress architectural education. Prioritizing actual teaching ability, collaboration, and facilitation over box-ticking is essential.
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