Live Projects in the discipline of architecture have been described as a form of ‘proto-practical learning that takes place in the borderlands between architectural education and built environment practice.’ (Harriss & Widder, 2014, p. 1). They often involve varied forms and models including design/build work, realised projects, community-based design participatory engagement and urban advocacy consulting strategic proposals. When considering the definition of live projects across the disciplines, it could be said that Live Projects comprise, ‘the negotiation of a brief, timescale, budget and product between an external organisation and an educational institution. The project must be structured to ensure that students gain learning that is relevant to their educational development.” (Anderson & Priest, 2014, p. 13).

Live Projects have become recognised as a complementary pedagogy in architectural education. Engagement has increased noticeably since the University of Auburn’s Rural Studio in Alabama gained prominence in the 1990’s. (Oppenheimer & Hursley, 2002). In this special issue the focus is upon Live Project activities and outcomes across different disciplines, as a means to facilitate new forms of discourse around their pedagogic integrity and reach. In this issue, Benedict Brown’s comprehensive long-range survey of Live Projects in UK education in the fields of medicine, planning, law and architecture, gives a particularly helpful overview of the way that different disciplinary contexts have provoked, stimulated and nurtured various forms of Live Project education.