Communications lecturer to architecture lecturer
A communications lecturer already meets 80% of what the architecture lecturer role asks for. The move turns on 6 required skills not yet in the profile.
33.6/ 100
1 How much of what an architecture lecturer is expected to do is already part of a communications lecturer’s work. Directional: the figure for the reverse move differs, because moving into a speciality is not the same problem as moving out of one. 2 Every skill the architecture lecturer role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
An architecture lecturer role treats 25 of its required skills as things a communications lecturer already does. You would walk in with these on day one.
- apply blended learning
- apply intercultural teaching strategies
- apply teaching strategies
- assess students
- assist students with equipment
- communicate with a non-scientific audience
What stands in the way is 6 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.
Table 2 · What you already bring
Of the 74 skills that carry over, these are the ones fewest other occupations ask for. An architecture lecturer role needs them, and most people applying for one will not have them already. This is the part of a communications lecturer background worth leading with.
- already held participate in scientific colloquia communication, collaboration and creativity
- already held serve on academic committee management skills
- already held supervise doctoral students management skills
- already held discuss research proposals management skills
- already held supervise educational staff management skills
- already held assist students with their dissertation communication, collaboration and creativity
All 74 carried skills, including the 25 the architecture lecturer role treats as required.
Table 3 · What you may need to learn
The 19 missing skills fall into 5 areas of the ESCO skill hierarchy, numbered in the order worth working in. Areas carrying the most required skills come first, and inside each one the required skills sit above the optional ones. Nothing here is a verdict on you: it is a list of what this particular job asks for that your current one does not.
- still to learn architectural theory required
- still to learn building codes required
- still to learn urban planning required
- still to learn zoning codes required
- optional, not held architectural conservation optional
- optional, not held embedded systems optional
- optional, not held environmental design optional
- optional, not held landscape architectural instruments optional
- optional, not held landscape architecture optional
- optional, not held energy performance of buildings optional
- optional, not held engineering principles optional
- optional, not held historic architecture optional
- still to learn architecture regulations required
- optional, not held project management optional
- optional, not held construction legal systems optional
- still to learn teach principles of architectural design required
- optional, not held mathematics optional
- optional, not held physics optional
- optional, not held CAD software optional
Table 4 · Where to start
The 3 entries an architecture lecturer role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 teach principles of architectural design practise this
- 02 architectural theory study this
- 03 architecture regulations study this
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 74 skills that carry over
- already held apply blended learning skill
- already held apply intercultural teaching strategies skill
- already held apply teaching strategies skill
- already held assess students skill
- already held assist students with equipment skill
- already held communicate with a non-scientific audience skill
- already held compile course material skill
- already held curriculum objectives knowledge
- already held demonstrate when teaching skill
- already held develop course outline skill
- already held give constructive feedback skill
- already held guarantee students' safety skill
- already held interact professionally in research and professional environments skill
- already held liaise with educational staff skill
- already held liaise with educational support staff skill
- already held manage personal professional development skill
- already held mentor individuals skill
- already held monitor developments in field of expertise skill
- already held perform classroom management skill
- already held prepare lesson content skill
- already held promote the participation of citizens in scientific and research activities skill
- already held synthesise information skill
- already held teach in academic or vocational contexts skill
- already held think abstractly skill
- already held write work-related reports skill
- already held apply for research funding skill
- already held apply research ethics and scientific integrity principles in research activities skill
- already held assessment processes knowledge
- already held assist in the organisation of school events skill
- already held assist students in their learning skill
- already held assist students with their dissertation skill
- already held conduct qualitative research skill
- already held conduct quantitative research skill
- already held conduct research across disciplines skill
- already held conduct scholarly research skill
- already held demonstrate disciplinary expertise skill
- already held develop learning curriculum skill
- already held develop professional network with researchers and scientists skill
- already held discuss research proposals skill
- already held disseminate results to the scientific community skill
- already held draft scientific or academic papers and technical documentation skill
- already held establish collaborative relations skill
- already held evaluate research activities skill
- already held facilitate teamwork between students skill
- already held funding methods knowledge
- already held increase the impact of science on policy and society skill
- already held integrate gender dimension in research skill
- already held keep records of attendance skill
- already held learning difficulties knowledge
- already held manage findable accessible interoperable and reusable data skill
- already held manage intellectual property rights skill
- already held manage open publications skill
- already held manage research data skill
- already held manage resources for educational purposes skill
- already held monitor educational developments skill
- already held operate open source software skill
- already held participate in scientific colloquia skill
- already held perform project management skill
- already held perform scientific research skill
- already held present reports skill
- already held promote open innovation in research skill
- already held promote the transfer of knowledge skill
- already held provide career counselling skill
- already held provide lesson materials skill
- already held provide technical expertise skill
- already held publish academic research skill
- already held scientific research methodology knowledge
- already held serve on academic committee skill
- already held speak different languages skill
- already held supervise doctoral students skill
- already held supervise educational staff skill
- already held university procedures knowledge
- already held work with virtual learning environments skill
- already held write scientific publications skill
13 supplementary skills, helpful but not required
- optional, not held architectural conservation optional
- optional, not held embedded systems optional
- optional, not held environmental design optional
- optional, not held landscape architectural instruments optional
- optional, not held landscape architecture optional
- optional, not held project management optional
- optional, not held CAD software optional
- optional, not held construction legal systems optional
- optional, not held energy performance of buildings optional
- optional, not held engineering principles optional
- optional, not held historic architecture optional
- optional, not held mathematics optional
- optional, not held physics optional
14 held skills the architecture lecturer role does not ask for
- not needed by the target role SAS language knowledge
- not needed by the target role advertising techniques knowledge
- not needed by the target role communication sciences knowledge
- not needed by the target role communication studies knowledge
- not needed by the target role gender studies knowledge
- not needed by the target role instructional strategies knowledge
- not needed by the target role journalism knowledge
- not needed by the target role media studies knowledge
- not needed by the target role provide information on study programmes skill
- not needed by the target role social sciences knowledge
- not needed by the target role statistical analysis system software knowledge
- not needed by the target role statistics knowledge
- not needed by the target role teach communication sciences skill
- not needed by the target role types of media knowledge
18 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- still to learn architectural theory required
- still to learn architecture regulations required
- still to learn building codes required
- still to learn urban planning required
- still to learn zoning codes required
- optional, not held architectural conservation optional
- optional, not held embedded systems optional
- optional, not held environmental design optional
- optional, not held landscape architectural instruments optional
- optional, not held landscape architecture optional
- optional, not held project management optional
- optional, not held CAD software optional
- optional, not held construction legal systems optional
- optional, not held energy performance of buildings optional
- optional, not held engineering principles optional
- optional, not held historic architecture optional
- optional, not held mathematics optional
- optional, not held physics optional
Other moves recorded from communications lecturer
Common questions about this move
Can a communications lecturer become an architecture lecturer?
Yes, and it is a moderate move. A communications lecturer already covers 80% of what an architecture lecturer is expected to do: 74 skills carry over, 25 of which the architecture lecturer role treats as required.
What skills does a communications lecturer need to become an architecture lecturer?
6 required skills are missing, plus 13 optional ones. They fall into 5 areas of the ESCO skill hierarchy, led by engineering, manufacturing and construction. The single most important is teach principles of architectural design.
How hard is the move from communications lecturer to architecture lecturer?
Its learning distance is 33.6 out of 100, which is the moderate band. That accounts for both how much is missing and how specialised those skills are.
How this record was compiled
Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.