Aims:
The aims of the multi-disciplinary and inter-professional approach are
to:
- examine the roles of the key agencies and participants
involved in the process of construction development;
- provide an opportunity for students to work with students
from other disciplines in the development of co-ordinated solutions
to interdisciplinary problems;
- allow students to explore some of the complex challenges
which face built environment professionals;
- develop teamwork, information
technology skills and communication skills.
Resources
In project groups students work on existing or recent construction projects
which encompass current issues that the industry faces. The projects selected
are 'real' and varied so that each group has a different building and
a different 'issue' to ensure that the modules have scope and depth.
Projects are based on 'real life' buildings.
Staff from all disciplines contribute to the modules which can at times
lead to intensive staff workloads. To avoid this problem a high degree
of staff co-ordination is required to allow resources to be used effectively.
Details
The rapidly changing world of commerce and the inter-disciplinary nature
of complex design development problems have caused an increasing blurring
of the boundaries between the professions. Built environment students
therefore need to have a broad appreciation of the different roles and,
more importantly, the common objectives. Such a requirement is implicit
within initiatives such as the Single Regeneration Budget (SRB) and the
Private Finance Initiative (PFI), as well as within the environmental
challenges that face the construction industry.
Professional practice is therefore crucially about working with others
in finding comprehensive solutions to complex problems. It is important
therefore for the education process to provide the student with opportunities
to develop the skills and abilities to contribute effectively within the
modern workplace.
Such an emphasis on inter-disciplinary studies is an important characteristic
of the modular scheme at Leeds. Inter-disciplinary studies have many facets
- it is certainly not about simply mixing students on project work so
as to mimic some aspect of current practice, i.e. designers sketch, quantity
surveyors estimate cost, construction managers programme, engineers calculate
sizes, planners provide strategies etc. Not only would this be of limited
value, but an over-simplification of the roles that professionals actually
undertake.
Inter-disciplinary working therefore has many facets including:
- some common foundation of knowledge;
- a proper understanding of individual roles;
- a broad awareness of important issues facing the
built environment;
- collaborative practice;
- an ability to contribute expertise effectively;
- co-ordinated design and development solutions;
- understanding of, and respect for, the expertise
of other disciplines;
- reflective practice;
- comprehensive approaches to complex problems;
- challenging current norms;
- preparation for professional change.
This selection (not exhaustive) gives an indication of the breadth of
the issues to be faced and the various levels of complexity within them.
The means of achieving the above are also many and varied - some may require
a mix of disciplines others may not.
The Leeds course scheme seeks to reflect the natural progression envisaged
in the above selection - Level 1, Level 2 and Level 3 skills, competencies
and capabilities. The facets identified above are therefore incorporated
within the Leeds courses in the following way.
Level 1 - a multi-disciplinary approach
A multi-disciplinary emphasis through shared learning of core knowledge
alongside other disciplines is achieved through common modules. The broad
appreciation of roles and issues in the built environment is a learning
outcome of the 'Contemporary Issues in the Built Environment' module,
which also introduces team working skills through group assignments.
Level 2 - an inter-disciplinary approach
Inter-disciplinary emphasis is provided through a module, which specifically
aims to enable students to adopt some aspect(s) of their own discipline's
traditional role. A project-based learning exercise is normally undertaken
in Semester 2, by which time the students have a sufficient knowledge
base to act in role. This provides a useful preparation for those students
going on placement in the following year and is a valuable simulation
exercise for full-time students.
Level 3 - an inter-professional approach
At final year level there is a need for a more profound appreciation of
multi-faceted problems than simply performing in role allows. Many students
have experienced a sandwich-training year and appropriate learning will
centre around problems of a compound and complex nature, which reflect
current challenges facing the built environment/construction industry.
These include, for example, the PFI, the SRB, the Latham Report, the need
for 4.5 million homes by 2020, energy accounting and many other environmental
issues.
Therefore, at Leeds a common objective across the School is the intention
that all modules at all levels should attempt to encourage students to
recognise the importance of an inter-disciplinary ethos.
Evaluation:
The inter-disciplinary and inter-professional approach is considered to
have had positive outcomes:
- students are more aware of professional roles and recognise
both their own responsibilities and that of other related professions
more clearly;
- the benefits of a team approach to professional working
are emphasised;
- an understanding of the complexities of the construction
industry and the inter-dependence of construction disciplines will benefit
students as they begin their professional careers.
Benefits:
The evaluation above identifies some of the benefits but the following
observations are also notable:
- cross-group working for both staff and students is perceived
as very beneficial and wider cross- School learning activities are being
encouraged;
- inter-disciplinary and inter-professional studies are
considered to be the flagship elements of the combined Built Environment
programme.
Issues and lessons to be learnt:
All modules have to be adequately resourced. Across-School multi-discipline
group work demands high levels of co-ordination and this is not always
easily achieved. The Level 1 module runs in Semester 1 but it has been
observed that mixing students from different courses when they have yet
to familiarise themselves with their own subject colleagues can have a
negative effect and can result in poor participation rates. To address
this problem Level 1 groups are now formed from students within a single
discipline.
It is not always possible to achieve an equal balance of student numbers
due to differing group sizes and the mix of professional roles required.
Occasionally some students have to work outside of their own discipline
role and this can result in student concern and some student de-motivation.
Ongoing Developments:
There has been a continuing broadening of the type of projects considered
suitable to develop students' understanding of different types of construction
work and the diverse nature of the built environment. At Level 3 the issues
raised have become more complex and now include social dimensions: the
intention being to allow students to be challenged by the task and make
it more demanding.
One member of staff now co-ordinates this activity across all three levels
of the programme and staff from each professional group now usually work
on all, or several levels, of the programme.
References, Further Reading and Sources of Further
related information:
- Latham, M.(1994) Constructing the Team, Department of the Environment,
HMSO,
- For the Egan Report Rethinking Construction see:
http://www.m4i.org.uk/m4i
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