Hindle, R D and Rwelamila, P (1998) Resistance to change: Architectural education in a turbulent environment. Engineering, Construction and Architectural Management, 5(2), pp. 150-158. ISSN 0969-9988
Abstract
For many decades the architectural profession has been accused of resisting change whilst defending an archaic system, and in doing so, neglecting client needs; in turn, this situation has created opportunities which others are now exploiting. Despite this resistance, change has occurred and is continuing in the profession. Several new procurement systems have evolved which pose a threat to the traditional structure and organization of the industry because these are not controlled by the architect. All of this must have repercussions on the way in which architectural students are prepared for the future. Much of the current curriculum content at architecture schools is probably essential, but it is the development of this syllabus in isolation and what is not taught in it that is the problem. The present paper is concerned with those aspects of change which have impacted upon the global construction environment, and describes their potential effect on the architectural profession, and the vocational education and training of its recruits.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | architecture; change; education; information technology; training |
| Index terms: | architect, procurement system, information technology, profession, global construction, architectural education, vocational education and training |
| Subjects: | curriculum design, institututions, profession, contractual arrangements, student development, strategic management, computing systems |
| Topics: | International Construction, Digital Applications, Procurement, Roles and Professions, Education |
| Descriptive scope: | 2 PC |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here