Interdisciplinary working in built environment education

Considers attitudes towards interdisciplinary working within built environment education. The opinions and experiences of senior academic staff from within a single multi‐disciplinary faculty (Faculty of Health and Environment, Leeds Metropolitan University) are used as primary research data. It explores three principal issues: course structures – whether radical common programmes are necessary or whether more incremental change will be more effective; the teaching and learning approaches that are most likely to deliver the required outcomes – common studies, shared learning or project work; barriers to further development – staff relationships, faculty structures, resource pressures and external accrediting bodies. It proceeds to offer a comparative analysis of these views and the recommendations of Construction Industry Board Working Group 9 in educating the professional team.