Masters Research - Master of Philosophy (Architecture) / The widening gap between architects and clients and the associated problems in the management of their relationship have long been recognised by practitioners and researchers alike. Researchers tend to develop prescriptive models to provide some overall systematic strategy to those seeking guidance. Such models assume that the architect-client relationship can be systematically structured which is a highly optimistic, if not unrealistic view of the situation. An emerging trend has been to develop descriptive models to describe behavioural characteristics of successful and unsuccessful relationships based on observations of ‘real world’ practice. Such descriptive models indicate the significance of understanding the complexities of the social environment in which the architect-client relationship is within. This research built upon the work of past descriptive models by exploring the architect-client relationship on house projects with a focus on the client’s voice. It is positioned within an interdisciplinary approach drawing from sociological and psychological perspectives to further our understanding of this built environment industry problem. Sixty-nine percent of architects in Australia spend some of their work time on house projects and therefore improvements in this area can have significant impact on a considerably large portion of the profession. Habitus theory borrowed from sociology highlighted that the nature of architecture as a specialised activity places architects within an architectural habitus, distinguishing architects from clients who are not trained in the architectural field. An underlying premise of this study was that a mismatch between the architect and client’s habituses occurs as they enter into a relationship on the house project. This phenomenon was termed habitus shock, referring to the client’s experience of disorientation as they are confronted with an unfamiliar architectural habitus on the project. Culture shock theory was examined for its contribution to explain the process to which the client adjusts to the unfamiliar environment during habitus shock. The habitus shock model proposed that the client may achieve learning during habitus shock and it is this client learning that leads to successful relationships. Using the qualitative approach underpinned by the constructivist perspective for data collection and analysis, eight in-depth interviews were conducted across five case studies of successful architect-client relationships. The narrative inquiry approach was used to establish the extent to which habitus shock occurred and to describe the stages involved in the client’s adjustment process during habitus shock. The findings indicate that habitus shock occurred on all five case studies, which resulted in client learning, enabling clients to function with competency in the unfamiliar environment. Client learning achieved during habitus shock was directly linked to the amount of difficulty experienced. This study has refined our understanding of the architect-client relationship on house projects by exploring more deeply client behaviour and the ways in which clients successfully deal with difficulties on house projects rather than simply identifying the uncertainties and conflicts that occur on projects. The findings demonstrate that client learning during habitus shock is a characteristic of successful relationships. One of the most significant outcomes of this study is that it demonstrated the potential to facilitate client learning during habitus shock to contribute to the development of successful architect-client relationships. It also indicates the potential for further development of the model and methodology by suggesting potential areas for future research.

The ecology of human development has been shown to be different for different cultures and sub-cultures within a particular culture, and to play a significant part in shaping the outcome traits or character profile exhibited by individuals who experience a given ecology. This is the case for members of that sub-culture of children who spend childhood years abroad; who expect to eventually repatriate to their passport country. Those who experience the phenomenon have been called Third Culture Kids or TCKs, and the outcome profile for those with a North American background has been identified. However, no literature on children in the Australasian context exists. A progressive naturalistic study, using both qualitative and quantitative methodology, was undertaken providing foundational data on the experience of adult Australasians (Australians and New Zealanders) who had experienced such a childhood ecology. The Australasian self-reported reflections were compared with descriptions of the North American and international experience presented in existing literature. Further, accepted models of human development were merged and adapted to produce a TCK-specific model of human development. This model was a significant product of this research project. Components of particular importance to development that nurtured the outcome profile traits were identified and represented in the model. The study incorporated three phases: phase 1 involved the in-depth interview of 3 respondents who had experienced the TCK ecology on three different continents, phase 2 involved data collection on the demographics of the broader Australasian TCK population asking questions about family choices, education, and career trajectories (N=50), and phase 3 collected in-depth descriptions of the childhood TCK ecology through voluntary response to an extensive written survey and asked for comparison with the imagined alternative ecology had respondents remained in their passport country (N=45). In both phases 1 and 3 respondents were asked to describe character traits they believed they manifested as a direct result of immersion in the TCK ecology and then suggest traits they might otherwise have manifested had the imagined alternative ecology been the nurturing environment. Tabulation of the emerging data allowed comparison and contrast with the North American outcome profile traits that have been described in literature. In both tabulations many outcome profile traits were identified as being in polar contrast with each other; the TCK could manifest either or both of the apparently opposing traits. Manifestation was dependent upon the immediate context within which the TCK was functioning. There was shown to be a significant overlap in the outcome profile for Australasians and North Americans. However, in this study Australasians presented stronger in their self-report of altered relational patterns and traits related to resourcefulness and practical abilities than was described in the North American literature. In comparing outcome profile traits of the real TCK ecology and those that were associated with the imagined alternative ecology respondents reported that they would have been more confident and more socially competent, but less tolerant and less globally aware had they been raised in the passport country. The self-reported outcome traits or profile were linked to the developmental ecology by exploring the processes and tensions that were at work. It was shown that dynamic tensions emerged and increased in valence as the individual gradually developed polarised traits that manifested according to engagement in the multiple contexts the TCK was required to manage. The results of this study have implications for those who deploy families abroad, as well as those who educate, and nurture the social potential of TCKs. This study has served to extend understanding of the phenomenon at the international level and laid a foundation for specific understanding of the Australasian context.

Masters Research - Master of Philosophy (Architecture) / The widening gap between architects and clients and the associated problems in the management of their relationship have long been recognised by practitioners and researchers alike. Researchers tend to develop prescriptive models to provide some overall systematic strategy to those seeking guidance. Such models assume that the architect-client relationship can be systematically structured which is a highly optimistic, if not unrealistic view of the situation. An emerging trend has been to develop descriptive models to describe behavioural characteristics of successful and unsuccessful relationships based on observations of ‘real world’ practice. Such descriptive models indicate the significance of understanding the complexities of the social environment in which the architect-client relationship is within. This research built upon the work of past descriptive models by exploring the architect-client relationship on house projects with a focus on the client’s voice. It is positioned within an interdisciplinary approach drawing from sociological and psychological perspectives to further our understanding of this built environment industry problem. Sixty-nine percent of architects in Australia spend some of their work time on house projects and therefore improvements in this area can have significant impact on a considerably large portion of the profession. Habitus theory borrowed from sociology highlighted that the nature of architecture as a specialised activity places architects within an architectural habitus, distinguishing architects from clients who are not trained in the architectural field. An underlying premise of this study was that a mismatch between the architect and client’s habituses occurs as they enter into a relationship on the house project. This phenomenon was termed habitus shock, referring to the client’s experience of disorientation as they are confronted with an unfamiliar architectural habitus on the project. Culture shock theory was examined for its contribution to explain the process to which the client adjusts to the unfamiliar environment during habitus shock. The habitus shock model proposed that the client may achieve learning during habitus shock and it is this client learning that leads to successful relationships. Using the qualitative approach underpinned by the constructivist perspective for data collection and analysis, eight in-depth interviews were conducted across five case studies of successful architect-client relationships. The narrative inquiry approach was used to establish the extent to which habitus shock occurred and to describe the stages involved in the client’s adjustment process during habitus shock. The findings indicate that habitus shock occurred on all five case studies, which resulted in client learning, enabling clients to function with competency in the unfamiliar environment. Client learning achieved during habitus shock was directly linked to the amount of difficulty experienced. This study has refined our understanding of the architect-client relationship on house projects by exploring more deeply client behaviour and the ways in which clients successfully deal with difficulties on house projects rather than simply identifying the uncertainties and conflicts that occur on projects. The findings demonstrate that client learning during habitus shock is a characteristic of successful relationships. One of the most significant outcomes of this study is that it demonstrated the potential to facilitate client learning during habitus shock to contribute to the development of successful architect-client relationships. It also indicates the potential for further development of the model and methodology by suggesting potential areas for future research.

Thesis (M.S.)--University of Texas at El Paso, 2007. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Diss. (sammanfattning) Uppsala : Univ., 2004. / Härtill 5 uppsatser.

Thesis (M.A.)--Columbia Biblical Seminary and Graduate School of Missions, Columbia, S.C., 1989. / Abstract. Includes bibliographical references (leaves 118-121).

Thesis (M.S.)--Michigan State University. School of Packaging, 2006. / Title from PDF t.p. (viewed on Nov. 20, 2008) Includes bibliographical references (p. 92-94). Also issued in print.

Thesis (Ph. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains viii, 95 p. : ill. Includes abstract. Includes bibliographical references (p. 40-43).

Thesis (M.S.)--West Virginia University, 1998. / Title from document title page. "December, 1998." Document formatted into pages; contains v, 40 p. Vita. Includes abstract. Includes bibliographical references (p. 32-39).

Thesis (Ph. D.)--University of Washington, 1998. / Includes bibliographic references (leaves [97]-124).