Abstract
This paper reports firstly on the interrelated roles of architectural practice, education and research and focuses on the unique contribution of the Cambridge School in this area. The following section presents the drawbacks derived from a research assessment exercise where architecture was no longer considered an academic subject to be developed in a research intensive university and, finally, concludes that architecture in Cambridge succeeded in spite of its problems, not in the absence of them, which suggests strongly that other European architectural schools can learn from it.

Keywords
Modern Movement, Modern architecture, Architectural education, Education of modern architecture, Cambridge School of Architecture, Leslie Martin.

Issue 49
Year 2013
Pages 64-69
DOI: https://dx.doi.org/10.52200/49.A.0EJAEVEN