CIC Blog: architecture
Professor Sarah Lupton MA DipArch LLM RIBA CArb
Course Director for the Master of Design Administration
Welsh School of Architecture, Cardiff University
It is generally recognised that the huge increase in the range and complexity of methods of procuring buildings, with the design process increasingly split across a wide range of different bodies, leads to fragmentation in design decision making. This in turn can result in lack of clarity in who is responsible for which aspects of design, confusion of liability issues, and failure to achieve initial project objectives.
A key challenge facing the industry is the successful integration and management of the design process, which can run from project inception through to handover and post occupancy feedback. This challenge applies both to the demand side, i.e. to clients seeking to establish accountable and efficient procurement arrangements, and to the supply side, i.e. firms working with clients to provide design services and/or combined design and construction packages that deliver optimal design solutions.
Essential to meet this challenge is the use of innovative processes for the identification, communication and realisation of design intent. These processes must be supported by clear contractual frameworks that accurately reflect the participants’ independent and shared responsibilities for achieving the design requirements in practice.
The MDA has been developed to meet the growing need for experts in design management, both within client bodies, consultancies, and within contractors and specialist sub-contractor firms.
The course focuses on developing the advanced knowledge and skills required to successfully manage the developing design process, including the identification and articulation of client requirements, completion of feasibility studies and establishment of measurable project objectives, the formation and management of the project team, including the use of interlocking contracts and design responsibility matrixes, the integration of contractor and specialist design input, collaborative working, dispute avoidance and resolution, and the successful delivery and handover of the project. It examines these issues in the context of both the UK and international procurement.
The course is intended for those in full time employment, with qualifications and experience in a relevant field. By bringing those with current relevant experience together, it allows for shared experience and a forum for debating and analysing the collective experience of students from a range of disciplines, both client side and supply side.
The MDA is delivered using ‘blended learning’ (a mixture of distance learning and short on-site courses). Regular on-line seminars and tutorials ensure that students are kept up to date with the latest developments in the field.
Although new, the MDA has been developed from an existing degree that has been running very successfully for over twelve years. It receives excellent feedback and has been commended by RIBA over successive visits, with students submitting the best adjudicator award receiving a prize form the Society of Construction Law. We have taken the best elements of the existing degree and combined them with several new features to create an exciting and unique programme.
This programme is led by Professor Sarah Lupton, a personal chair at the Welsh School of Architecture and a partner in Lupton Stellakis architects. She is dual qualified as an architect and as a lawyer. She lectures widely on subjects relating to construction law and is the author of many books, including ‘Design Liability in the Construction Industry’, a series on standard form building contracts, and is co-author (with Manos Stellakis, who also teaches on the course) of ‘Which Contract?', of a series of books on the use of performance specification, and of a series on legislative controls.
The Welsh School of Architecture welcomes applications for its MDA programme, starting this October. Anyone interested should contact Professor Sarah Lupton at email@example.com. She would be happy to receive queries direct, and to discuss the course over the phone. More information can be found at here.
CIC Yorkshire & Humber Chair
Architect, Pearce Bottomley Architects
Sustainable communities are places where people want to live and work because they meet diverse needs, are sensitive to the environment, safe and inclusive. The construction industry plays a huge part in building these communities, providing homes, infrastructure, jobs and social institutions. Whether the Bronze Age stone circles or modern stadia, construction is intrinsic to the creation of community and there is no better place to explore this than Yorkshire, where evidence dates back to the prehistoric.
As the location of the Grand Depart, Yorkshire is building a new type of community for the region, one that combines sport, tourism and media. By following the cycling route map – a new sort of neighbourhood plan – we can explore the type of communities Yorkshire had – and has – to offer from Roman roads to modern arenas and ask what we can learn from the past to build the communities of the future.
The new Leeds Arena is the face of the modern construction industry and a reflection of the need of communities to gather for a shared interest, be it gladiatorial combat or a Bruce Springsteen concert. As the first purpose-built arena with a fan-shaped design and “the best acoustic experience of any large arena venue in the country”, it created technical challenges for the construction team. But this is not the only ‘new’ arena in the area. 2011 saw the discovery of a significant Roman Amphitheatre in Aldbrough, which also demonstrates cutting edge construction skills.
Central to the development of communities in the region was the building of monasteries in Yorkshire. Architecturally, the buildings pushed boundaries; economically and politically, these institutions were the power houses of the country. Fountains Abbey in Ripon was the largest and richest of the Northern abbeys, with an influence that extended to the rest of the country and as far as Norway. It was occasionally at the forefront of international affairs, whilst closer to home, thousands of people relied on the abbey for work, food, trade and shelter, as well as spirituality. Today it is a World Heritage site and the impact on tourism is clear but are there lessons here in constructing sustainable communities?
The Dissolution of the Monasteries by Henry VIII to form the estates of the gentry had a profound and permanent effect on the Yorkshire landscape. Their stewardship of the land continues to define the character of much of rural Yorkshire and rural business. Bolton Abbey, is a prime example of how once redundant traditional buildings that are no longer suitable for mainstream farming can be given a new lease of life within the community.
Religion was also key to the development of the Rowntree Company established by Joseph Rowntree in 1862. By the time it was acquired by Nestlé in 1988 it was the fourth largest confectionery manufacturer in the world. The company was founded on Quaker principles and Rowntree was deeply interested in improving the quality of life of his employees. In creating the model village of New Earswick, in York, Rowntree stated that he did “not want to establish communities bearing the stamp of charity but rather of rightly ordered and self governing communities". The Rowntree Trust continues to build today along the same principles, demonstrating that the need for well-designed communities is as relevant today as it was then.
But what about Yorkshire’s urban communities that have experienced the highs of the Industrial Revolution and the lows of the modern economy? Hebden Bridge flourished during the Industrial revolution, being a central part of the wool industry that came to define much of the West Riding. By the late 20th century however, the small mill town was looking like a northern backwater. The fact that the railway survived the 1960s axe, reinforced the relationship the town has with the larger metropolises of Manchester and Leeds, allowing it to become a vibrant suburb with a distinct sense of independence. The reinvention of Hebden Bridge fits nicely into the aims of the ‘Northern Way’ initiative before the demise of the LDAs. How can other parts of the UK replicate Hebden Bridge's success? And should the ‘Northern Way’ be rebuilt?
Likewise, Sheffield is a lesson on how a city can be reborn. Having established itself as the ‘City of Steel’ in the 18th and 19th centuries, the 1980s saw its dramatic fall as an industrial powerhouse, with the loss of over 50,000 jobs. Yet Sheffield is now leading the way in its regeneration by engaging with the city in innovative and creative ways, facilitating diverse employment and taking advantage of two top class universities. This thinking, which combined exemplary architecture and landscape design that was thoroughly endorsed by the Council, has resulted in Sheffield’s GVA increasing by 60% since 1997, standing at £9.2 billion in 2007, with steady growth averaging around 5% annually. So are there ways we can learn from Sheffield?
‘Le Grand Tour de Yorkshire’ is the subject of the CIC Yorkshire and Humber Conference which takes place at the National Railway Museum in York on 25 June 2014.
Contributor: Stefanie chairs CIC's Yorkshire and Humber regional committee and is an Architect at Pearce Bottomley Architects in Leeds.
4th year undergraduate at the University of Warwick
2016. BIM. Construction. These three words are of great significance to Architecture, Engineering and Construction (AEC) industry professionals, and have been the topic of much development, and conversely debate, since the release of the Government Construction Strategy in 2011. However, to many UK civil engineering undergraduates, BIM itself means very little, whilst to the few who have heard of it, its meaning and purpose is somewhat confused.
Before I began my research into this topic for my project, I, along with many others, thought the significance of BIM is due to how advanced the 3D modelling technology is. In fact, it is far more to do with the way it effectively manages information. This common misconception amongst students (and even their tutors!) is caused by one fundamental problem: lack of education.
My research involved investigating how or indeed if BIM is taught in the 24 Russell Group universities. The results were as follows:
The 9 UK universities who registered a level of BIM activity were primarily involved in research and postgraduate study. There was very little to suggest undergraduates anywhere were studying or even being made aware of BIM, especially in civil engineering courses, until a brief mention in the undergraduate prospectus at Leeds. This is a frightening thought given the fast approaching 2016 deadline. How are these graduates meant to be prepared?
Findings from the 2013 National BIM Survey may help to highlight the issue further:
- 71% of respondents agreed that BIM represents the ‘future of project information’
- 74% agreed that the industry is ‘not clear enough on what BIM is yet’.
So we agree that BIM is important, but its definition is uncertain. In addition to this, if industry is not clear enough on what BIM is, then how it is to be taught effectively?
To some extent the problem is alleviated as training for professionals is readily available. However, will somebody with 25 years of experience be willing to completely change their ways to incorporate BIM? Grass roots education is the key to solving the issue as BIM is believed to be a new way of thinking. Despite this, there is very little specification from industry to define the ‘BIM-Enabled’ graduate.
So, what can we do about it?
Well, the first step is to decide what to teach. I realised it is not feasible to teach BIM in its entirety due to the cost of software and the enormity of the subject. Fundamentally students must be able to a) work and engage in collaborative group design work, b) have simple design conceptual skills and c) have a general awareness of BIM, this awareness being based upon three main topics, People, Process and Technology.
- Cover what BIM is and its role in the AEC industry.
- Understand why BIM is needed.
- Appreciate the business case for BIM and the government’s stance on it.
- Understand the basics of how BIM will be implemented, covering the Push-Pull strategy and the concept of data drops.
- Know the format of and problems with the traditional design, procurement and construction process, the tools and techniques it uses and the improvements BIM introduces.
- Be aware of lifecycle management- design conception to demolition.
- Work to the ‘right first time’ ethos in design work.
- Appreciate the importance of collaboration.
- Understand how parametric objects and clash detection define BIM and how data sets and reports can be extracted from the original 3D model.
- Understand the role that cloud technology and standards such as COBie play.
The question now, is how do we introduce this core content and these skills into the already overcrowded civil engineering degree structure?
It may be that it’s introduced as a course elective, such as ‘Civil Engineering with BIM’, or as a single optional module available to students, therefore reducing the time constraint. However, in my opinion, rather than teaching it as a separate subject, BIM has the potential to be, or should be, fully integrated into the curricula. It is plausible that the Joint Board of Moderators could include it within its three main threads of Civil Engineering accreditation, which are Design, Sustainability and Healthy and Safety and Risk Management. BIM in fact combines with all of these.
There are still many barriers to introduction still to overcome, such as delivery and assessment. Given that it’s still new to industry, who will teach it? Furthermore, how will teaching content be moderated for consistency across the board?
Despite this, BIM urgently needs to be introduced into civil engineering curricula to ensure the next generation of graduates understand exactly what is going on and why. After all, they will soon be required to have a level of knowledge and understanding that allows them to fit into industry with minimal time and cost expenditure. As it stands, this is not going to happen. It’s clear that higher education needs to catch up with industry, quickly.
Contributor: Joe Wesley is a 4th year undergraduate at the University of Warwick, studying for an MEng Masters in Civil Engineering. Earlier this year he completed his third year individual project, ‘BIM and the Civil Engineering Undergraduate’, which involved developing a proposal for the introduction of BIM at the University of Warwick.