ENQ (Enquiry), an open access journal for architectural research, is an online journal (ISSN 2329-9339) published by the Architectural Research Centers Consortium (ARCC) as a resource for research in architecture and to support the continued development of research culture in the discipline. ENQ is committed to open sharing and persistent access to knowledge as a key element in building and maintaining an architectural research community.

 

Open access

Open Access – ENQ is free from all access barriers, allowing for the widest possible global dissemination of your work, leading to more citations. We are a member of the Directory of Open Access Journals (DOAJ) which is committed to journal visibility, accessibility and reputation.

Visibility

Visibility – all articles published in ENQ are automatically harvested by WorldCat, Avery Index, Scopus and Google Scholar. We are an OAI compliant system to ensure compatibility between metadata and harvesting services. Our indexing partners ensure author articles are highly visible and connected to related research.

Academic Integrity

Academic Integrity - ENQ does not charge authors to publish articles. The journal is funded by the Architectural Research Centers Consortium which allows the editorial and publication process to focus on academic integrity, quality, relevancy and significance independant to revenue sources.

Stability

Stability - ENQ is a member of CrossREF to provide our authors with stable DOI management for their articles and to increase visibility and citation.

Engaged editorial process

Engaged Editorial Process - ENQ's article review process consists of several editorial passes and peer reviews which help authors develop their work. This also makes ENQ a positive environment for early career academics and Ph.D. candidates, supporting the ARCC's focus on research culture.

retain copyright

Retain copyright – authors retain the copyright to their own article; they are free to disseminate their work in any other format. ENQ retains first rights to publication only.

All archiving rights

All archiving rights – authors can deposit any version of their manuscript in any required repository or archive, or post articles to their personal or institutional website.

Announcements

ENQ now included in Scopus

2021-05-25

ENQ has been evaluated for inclusion in Scopus and accepted by the Content Selection & Advisory Board (CSAB). 

+ The journal consistently includes articles that are scientifically sound and relevant to an international academic or professional audience in this field.
+ The journal has clear aims and scope/journal policies that are consistent with the journal’s content.
+ Peer review type is clearly stated and is supported by appropriate reviewer guidelines.

Read more about ENQ now included in Scopus

Current Issue

Vol. 19 No. 1 (2022): Inclusive Design Pedagogies and Practices

In 1992, Sharon Sutton identified the studio culture of architecture schools as one of the roadblocks to diversifying the profession. She cites “An exclusionary definition” centered only on aesthetics and disciplinary autonomy that “leaves the choice to become an architect to those few people who wish to practice a ‘gentlemanly’ art….” as a key challenge. Sutton, Harriet Harriss, and others have argued that the central emphasis on aesthetics and celebration of the “Howard Roark” model of genius has disenfranchised students with broader interests. As Kathryn Anthony’s research has demonstrated, cultural traditions such as final reviews, often undermine rather than contribute to learning outcomes. These cultural norms have created a self-perpetuating cycle: design programs often marginalize those students with broader interests, with social agendas or research interests by celebrating the primacy of the design studio.

While architectural and design curricula have evolved in the intervening decades, the culture of the design schools, teaching methods, and role models remain far too similar to the one described by Sutton and Anthony decades ago. By contrast, this special issue seeks to document, describe and critique evidence-based teaching and learning strategies for creating more inclusive design pedagogies and practices.

Published: 2022-09-05