probe presentation 20 may 2011
DESCRIPTION
Presentation from the ProBE Symposium on 20 May 2011 at the University of Westminster. ProBE is the Centre for the Study of the Production of the Built Environment. The presentation examined the fragmentation which exists amongst the construction professions and the impactr of this on construction-related higher education.http://www.westminster.ac.uk/about/news-and-events/events/2011/centre-for-the-study-of-the-production-of-the-built-environment-probe-symposium-and-launchTRANSCRIPT
ProBE Symposium - 20 May 2011
BARRIERS BETWEEN THE BUILDING PROFESSIONS
Fragmentation, silos and the impact on built environment education
TONY BURKESchool of Architecture & the Built Environment
ProBE Symposium - 20 May 2011
A few quotes…….
ProBE Symposium - 20 May 2011
“The relationship between those responsible for design and those who actually build must be improved through common education”
The Placing and Management of Contracts for Building and Civil Engineering work Sir Harold Banwell 1964
ProBE Symposium - 20 May 2011
“The industry is fragmented because of the many disciplines involved….”
“The endemic fragmentation is exacerbated by the defensive stance of the various professional institutions which strictly maintain their independence…..”
Rethinking Construction Innovation & Research Sir John Fairclough 2002
ProBE Symposium - 20 May 2011
“…..it is scarcely possible that the innovation and change that is essential …can be secured through the industry as it is currently structured and engaged, .......and in the silo-based habits of the industry’s institutions.”
Low Carbon ConstructionInnovation & Growth Team(chaired by) Paul Morrell 2010
ProBE Symposium - 20 May 2011
Fragmentation
ProBE Symposium - 20 May 2011
Fragmentation- professional bodies:
ProBE Symposium - 20 May 2011
Silo mentality
• An attitude that occurs when groups do not want to share information or knowledge with each other. It reduces the efficiency of the overall operation and may contribute to the demise of a productive culture.
ProBE Symposium - 20 May 2011
Historical context:
The construction industry….
ProBE Symposium - 20 May 2011
Medieval construction industry
• Traditional, craft based industry organised around guilds and lodges
ProBE Symposium - 20 May 2011
Eighteenth century
• Gradual breakdown of medieval model
• Increasing use of intermediary between employer and tradesmen
ProBE Symposium - 20 May 2011
Early nineteenth century
• Separation of design and construction
• Emergence of the ‘measurer’ (QS)• Growth of general contracting
ProBE Symposium - 20 May 2011
Professional institutions
1818 Institution of Civil Engineers1834 Institute of British Architects1834 Builders’ Society1868 Institution of Surveyors
..... fragmentation institutionalised
ProBE Symposium - 20 May 2011
“The System” (Bowley, 1966)
Architects
Engineers
Surveyors
Builders
ProBE Symposium - 20 May 2011
Historical context:
Built environment education….
ProBE Symposium - 20 May 2011
Victorian education system
• Dominated by a “high minded classical academism” (Barnett, 2001)
• Technical /professional education treated with suspicion
ProBE Symposium - 20 May 2011
Influence of professional bodies
• Absence of state control allowed professional bodies to take a leading role in technical education
• Professional examinations established• Influence over early university courses
ProBE Symposium - 20 May 2011
Built environment education in 20C
• Architecture and engineering established in universities
• Building and surveying - tradition of part time education – relatively late in universities
• All disciplines subject to control from professional bodies
ProBE Symposium - 20 May 2011
Range of courses offered by UK Universities:
• Architecture: 80 courses• Civil Engineering: 174 courses• Construction Management: 80 courses• Quantity Surveying: 48 courses• Building Surveying: 37 courses
ProBE Symposium - 20 May 2011
Professional accreditation:
• RIBA: 44 universities
• CIOB: 31 universities
• ICE (Engineering Council): 56 universities
• RICS: 70 universities
ProBE Symposium - 20 May 2011
The key issues:
• Built environment undergraduate education reflects the fragmented nature of the professions.
• Curriculum heavily influenced by professional bodies through accreditation.
• Some argue that the ‘silo mentality’ is embedded before students graduate.
ProBE Symposium - 20 May 2011
“We educate in very narrow silos…they come out of university with preconceived ideas”
Peter Rogers Chairman of Strategic Forum for Construction 2002
ProBE Symposium - 20 May 2011
Previous initiatives….
ProBE Symposium - 20 May 2011
Crossing Boundaries 1993Professor John AndrewsSir Andrew Derbyshire
ProBE Symposium - 20 May 2011
Crossing Boundaries: Findings and Recommendations
• “There is considerable scope for greater commonality in the education, training and continuing professional development of the construction professions.”
• “Agree common criteria for accreditation possibly leading to a single body for the accreditation of all professional courses in the built environment”
ProBE Symposium - 20 May 2011
Construction Industry Board 1996Educating the professional team:
• Students enter degree courses with ‘professional intent’
• General built environment degrees viewed with scepticism
• Different disciplines have different requirements
• Professional institutions have duty to ensure competence of members
ProBE Symposium - 20 May 2011
So ……..?
ProBE Symposium - 20 May 2011
• Virtually no undergraduate courses which are genuinely inter-disciplinary across the built environment disciplines
ProBE Symposium - 20 May 2011
University of Westminster Construction Studies Programme
• BSc (Hons) Architectural Technology
• BSc (Hons) Building Engineering• BSc (Hons) Building Surveying• BSc (Hons) Construction
Management• BSc (Hons) Quantity Surveying &
Commercial Management
But……..
ProBE Symposium - 20 May 2011
• Courses accredited by four different professional bodies
• Required to demonstrate specific learning outcomes for each professional body
ProBE Symposium - 20 May 2011
Why?
Barriers …..
ProBE Symposium - 20 May 2011
Professional bodies
• Effectively impose very specific requirements on accredited courses
ProBE Symposium - 20 May 2011
Employers
• Many have a preference for graduates from accredited courses
•Attracted to courses which provide them with professional accreditation and thereby improve employment prospects
Students
ProBE Symposium - 20 May 2011
Universities
• Unlikely to do anything which might impact on student recruitment.
ProBE Symposium - 20 May 2011
What of the future?
Possible drivers for change…
ProBE Symposium - 20 May 2011
The low carbon agenda
• Need for innovation• A catalyst for new ways
of working
ProBE Symposium - 20 May 2011
Professional institutions
• Will they survive?
ProBE Symposium - 20 May 2011
Professional disciplines
• Blurring of boundaries
ProBE Symposium - 20 May 2011
Ownership of knowledge
• No longer the preserve of professionally qualified people
ProBE Symposium - 20 May 2011
The nature of University education
• Less emphasis on knowledge• More emphasis on:
– creativity– problem-solving– using judgement– working collaboratively– coping with constant change
• A new culture of learning
ProBE Symposium - 20 May 2011
Impact of tuition fees?
• Possible decline in applications
• Universities will have to be more responsive
ProBE Symposium - 20 May 2011
Concluding comment
“As the universities continued to produce knowledge-soaked graduates who were excellent at routine but unable to exercise judgement, the professions struggled to reform themselves”
Will Hughes, University of ReadingLooking back 20 years from 2023