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This paper reports on recent experience of engaging with building users who have communication difficulties, as a potential part of client briefing. The users were residents of a specialist Scottish Housing Association (HA) providing social housing and care services; the residents having a wide range of complex needs, predominantly learning difficu...
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... The process of designing the built environment is extremely complex. All the requirements by the client who have complex needs and this difficulty become compounded when these users have communication difficulties (Jenkins, Scott, & Challen, 2012). In such circumstances, designers need to engage in innovative methods of brief development with the client and often also with the users themselves. ...
... In such circumstances, designers need to engage in innovative methods of brief development with the client and often also with the users themselves. Jenkins et al. (2012) mentioned that useful client briefing is now were considered as fundamental to the production of buildings which satisfy not just functional needs but also reflect user preferences concerning the environmental qualities they create. The important of the architectural brief is where architects and contractors have specialist knowledge of the design and construction of the built environment. ...
... The important of the architectural brief is where architects and contractors have specialist knowledge of the design and construction of the built environment. However, both types have a limited understanding of the range and complexity of autism requirements and their impact upon designed and built spaces and places (Jenkins et al., 2012). Children with ASD often engage in problematic behaviors such as aggression, self-injurious behavior, and stereotyped behaviors, as they easily disrupt during the learning process and other children are at risk and making it very difficult for them to transition to access mainstream education settings (Fulton et al., 2014). ...
The designated learning environment should be created as a unique learning space for autistic children and consider the sensory issues to overcome their needs. This learning environment would help Autism Spectrum Disorder (ASD) to continue their education in different environments to survive independently in the real world. This study used the variables of sensory stimulation, sensory sensitivity, sensory design, and physical learning environment to construct a questionnaire. It would distribute to architects towards achieving their level of knowledge and awareness. Findings are useful in the future for architects and designers when making decisions to provide conducive facilities for the autistic. Keywords: Sensory stimulation; sensory sensitivity; sensory design; physical learning environment eISSN 2514-7528 © 2019 The Authors. Published for AMER, ABRA & cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/jabs.v4i14.338
... Individual interviews utilised three particular tools to elicit aspects of the home environment and immediate neighbourhood that were seen as important for the three participant groups of stroke survivors, people with dementia and comparatively healthy older people. Research tools employed had to be useable with all three groups, some of whom may have issues with effective communication (Jenkins et al. 2012). ...
Mobility, Mood and Place explores how places can be designed collaboratively to make pedestrian mobility easy, enjoyable and meaningful for older people. The built environment often excludes marginalised groups such as older people, single mothers and others with special needs. ‘Co-design’ is emerging as an important approach in architectural and urban design, which diversifies stakeholder participation and representation. Participatory co-design approaches can include such stakeholders so as to address their priorities and ensure that other stakeholders empathise with their perspective. This can enhance students’ methodological flexibility and empathy. This paper critically reflects on architecture students’ experiences, together with older adults (including stroke-survivors and those with dementia), in producing co-design research on age-friendly environments and offers some methodological insights. It also discusses competing objectives between a co-design research project that involved students of architecture and landscape design on post-graduate academic programmes. Finally, the paper will offer contributions to architects interested in designing places that take into account the needs of older people.
... During briefing the requirements are clarified and the design team is informed of the needs, aspirations and desires, formally or informally [7]. The transfer of decisions and all the information obtained enables a better understanding of the requirements and preferences at the project inception stage [17]. However, there are many challenges linked to a construction briefing: lack of identification of client needs; inadequate involvement of relevant parties of the project; inadequate communication between those involved in briefing; insufficient time allocated for briefing; briefing information still given during late design and construction stages; and contractor having no real understanding of client objectives [3,18,27]. ...
Organizational sensemaking describes the reality of an organization and the organizing processes that individuals engage within that organization. Sensemaking provides a useful way to reveal the social psychological processes that contribute to organizational outcomes. It has been used by researchers to explore and explain the behaviour of individuals and groups in complex or unusual situations. Sensemaking can be effectively used as a diagnostic tool for qualitative researchers. In this paper we investigate the process of sensemaking in a small renovation planning project in Finland. This paper describes the use of sensemaking as a tool for documenting and analysing the planning processes which took place during the small renovation project.
Purpose
This research focuses on the interactions between architects and end-users during the design process of housing projects, both experiencing challenges and friction points when meeting.
Design/methodology/approach
The authors conducted a systematic literature review (SLR), based on and adapted from Kitchenham and Charters' work (2007). The thematic analysis of N = 104 identified articles reveals 13 main themes and 30 subthemes specific to architects, end-users and the interactions of architects and end-users, and 3 main groups of other actors intervening in these dynamics. The authors organize the data by actors and the actors' social encounters, themes and subthemes. The authors focus on some aspects, given possible evolution of practices.
Findings
The authors question the role of architects and the ways both parties share respective knowledge. The authors also discuss the various scales of social encounters depicted through literature, from traditional discursive meetings to participatory practices, and raise the lack of convincing tools genuinely used in current housing architecture practices. Finally, the authors point out the need for further field research in order to practically bridge the gap between researchers and practitioners.
Originality/value
The authors present an overview of the most relevant papers, organized in a table and grouped by themes. This represents a major output of this SLR, and gives the concerned readers the opportunity to get a grasp on readers' sub/theme of interest.
Since 1988 Scotland has had a policy of providing care in the community for people with disability, through social housing. A number of specialised housing and social care providers are active in this area. In response to an emerging anecdotal understanding of how changes made in the built environment of housing had impacted on the quality of life of service users and care provision, one such provider in Scotland entered a collaborative knowledge exchange process with academic institutions, aiming to better understand the nature of this impact. Through a government and research council supported Kowledge Transfer Partnership (KTP) this collaboration verified the anecdotal experience of service staff across a structured sample of housing locations and types provided by the housing association, and reviewed this in the light of existing published knowledge. The outcome confirmed the experiential learning of the housing and service provider and has permitted knowledge exchange between academia and the housing provider. This paper describes the process of close collaboration that was established to enable this knowledge exchange. The KTP process underpinned a new approach to continuing reflective practice within the housing association, and provided this with a robust evidence base for marketing and policy activity, reinforcing its ongoing re-structuring in a changing policy and funding context for the housing and care service providers. In addition, it synthesises the findings from the research, benchmarked by the wider literature.
