Behaviour of professional architect within regulated profession

Architecture

TABLE OF CONTENT
QUESTIONS ..................................................................................................................................1
1. Behaviour of professional architect within regulated profession ...........................................1
2. Delivery of services to clients .................................................................................................1
3. Role of professional architects.................................................................................................2
4. Future architects ......................................................................................................................3
5. Statutory requirements and regulations informing project .....................................................3
REFERENCES................................................................................................................................5

QUESTIONS
1. Behaviour of professional architect within regulated profession
A profession is defined as the group of individuals who are disciplined to ethical
standards and who possess specific skill and knowledge which is derived from higher level of
education, training and research1. The members of profession are called professionals which are
regulated by ethical code of conduct2. They also profess their commitment to morality, integrity,
promotion of public good, morality and altruism within their expert domain. Architects are
professionals who are qualified for designing technical as well as aesthetic designs on both
private and public spaces3. They are also responsible to effectively use their technical and
practical knowledge in creating safe, sustainable, economical and efficient space.
The high level psychological understanding and interpersonal skills of the architects also
assist in meeting wider needs of communities4. Architects are required to follow specific code of
conduct related to ethics, safety, design and quality standards, punctuality, decision making, time
management and other professional aspects. The Architects registration board (ARB) sets these
standards for professional behaviour desired from architects5. The failure to accomplish these
standards results in professional incompetence which are unacceptable and result in disciplinary
actions6.
A voluntary organisation 'Royal institution of British Architects' gives training,
recognition, support and knowledge to member architects so that they follow professional
behaviour7. The key behavioural elements expected from architects in RBA includes
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competence, integrity and relationships8. The behaviour of architects must be ethical and
professional in terms of promoting social welfare, safety, quality designs supporting ethics in
inclusion, equality, material sourcing and investment9.
2. Delivery of services to clients
Architecture is cognitive process which uses theories and observations to provide design
solutions and thus act as problem solver10. The role of architects is not only limited to provide a
design instead they are also responsible to regularly inspect that construction takes place as per
the design specifications11. However clients usually have low satisfaction from services of
architects and thus their role is often misunderstood or undervalued. The clients are not aware of
the problem solving approaches and design making needs involved in designing process12. Thus
it often result in performance gap due to poor client management.
An improved relation and understanding between clients and architects can reduce the
design drawbacks, cost and time13. The architects must use their cognitive psychology to solve
design problems14. The marginalisation of architects as arrogant for honoured projects and
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42.
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construction workforces: a UK case study. Construction management and
economics, 36(5), pp.291-301.
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Government. In Proceedings of the 10th International Conference on Theory and
Practice of Electronic Governance (pp. 47-55).
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Aasheim, C., Shropshire, J., Li, L. and Kadlec, C., 2019. Knowledge and skill
requirements for entry-level IT workers: A longitudinal study. Journal of Information
Systems Education. 23(2). p.8.
12
Fernández-Sanz, L., Gómez-Pérez, J. and Castillo-Martínez, A., 2017. e-Skills Match: A
framework for mapping and integrating the main skills, knowledge and competence
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control in the European Union and the Eurasian Economic Union (No. 918-2016-
72724).
14 Bosher, L.S., Chmutina, K. and Von Meding, J., 2016. Disaster risk reduction as a
professional competency. A review of related training and education provision for built
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