Architecture live projects: learning from a 2-year action research study

The paper examines architecture students’ employability skills and competencies acquired and developed through participation in live projects (LPs) in Australia. Existing scholarship typically employs either case study methodology or action research, and these studies seldom investigate the iterative or evolving nature of longitudinal studies; therefore, this research employs action research (AR) to present the results of four LP cycles systematically. Using an evolving mix of qualitative and quantitative data collected across consecutive action-research cycles, this paper details both the continuous reflection, adaptation, and refinement of the pedagogical process and the resulting skills and competencies reported by participating students. The paper demonstrates that students consistently report learning in areas such as design, delivery, and construction-phase services, despite most projects providing only concept design services. Moreover, LPs reliably engender a sense of pre-professional identity in participants. This research contributes to architectural education scholarship by offering a longitudinal, practice-informed account of how LPs can support employability and professional formation. It urges reflection on the role of the LP educator in mediating pedagogical aims and client expectations. It considers the opportunities and challenges associated with scaling this approach within contemporary higher education environments. The study also reflects on the strengths and limitations of AR as a methodological framework in architectural education, particularly its capacity to support structured iteration, critical reflection, and context-sensitive insight rather than claims of generalisability.