The Development of Inter-Disciplinary Belief Systems: The Effect of Academic Disciplines

Abstract

In considering the skill set AECO professionals bring to bear in the realization of the built environment those that address technical issues are usually considered preeminent.  However, when issues move beyond those that can be solved by an individual, interpersonal skill may become equally important. Technical and interpersonal skills have a major impact on the nature of the inter-disciplinary relations that define the AECO industry and these relations are major contributors to the outcome of a project. The foundation for the technical skills is acquired through a set of prescribed courses during a student’s college education.  These skills result from a pedagogical approach that results in explicit knowledge.  We argue that the interpersonal skills and beliefs are also developed during this period.  However, they are predominately a by-product of the pedagogical approach and result in tacit knowledge that prescribes a mode of interaction with other professionals.  In this paper we begin to map this interpersonal skill set. We explore facets of this skill set and how a student’s tacit interpersonal skills change over the course of their college career. Understanding what students perceive as ‘truths’ and how these truths change during their educational experience will help us to develop pedagogical approaches that result in more effective inter-disciplinary relationships and ultimately superior projects.