This research investigates the interaction process between building clients and construction professionals. The context of the interaction is the first meeting between the parties to discuss a potential construction project. The objective of the research was to determine whether clients, with differing levels of construction experience, and construction professionals, from different disciplines (architects, quantity surveyors, consulting engineers and contractors), exhibit distinctive interaction characteristics, both in terms of how they interact and the subject matter of their interactions. In order to test a number of hypotheses about the interactions an experimental procedure was developed. This involved arranging a series of interviews between the different client types and the construction professionals. 44 interviews were conducted with each one being recorded and then transcribed. Additional data was collected in the form of participant questionnaires and personality tests. Transcripts were coded using systems developed for this investigation, using measures of nature of interaction and subject matter. Processing and analysis of the data was conducted using ethnographic computer software and programs written specifically for this research project. A database was created from the interview data which allows selective retrieval of segments of interviews. The database comprises of approximately 215,000 words, with 58,000 codes assigned to text segments. The results of the analysis are presented in both quantitative and qualitative forms, and show that there are significant differences in the interactions. In interviews between inexperienced clients and professionals the professionals make the greater contributions, dominating the clients. There is a reversal of the roles when experienced clients interact with professionals, with the clients assuming the dominant position. In addition the results show that in interviews between inexperienced clients and professionals, the four professional disciplines emphasis different factors. All professionals raise issues relating to primary factors such as time, cost and quality. However, the discussion of other building factors was more specific to a particular professional discipline. Finally, the research also concluded that the element of personality differences in interviews was an influential factor in determining whether their outcome was perceived as successful by the participants.

This research investigates the interaction process between building clients and construction professionals. The context of the interaction is the first meeting between the parties to discuss a potential construction project. The objective of the research was to determine whether clients, with differing levels of construction experience, and construction professionals, from different disciplines (architects, quantity surveyors, consulting engineers and contractors), exhibit distinctive interaction characteristics, both in terms of how they interact and the subject matter of their interactions. In order to test a number of hypotheses about the interactions an experimental procedure was developed. This involved arranging a series of interviews between the different client types and the construction professionals. 44 interviews were conducted with each one being recorded and then transcribed. Additional data was collected in the form of participant questionnaires and personality tests. Transcripts were coded using systems developed for this investigation, using measures of nature of interaction and subject matter. Processing and analysis of the data was conducted using ethnographic computer software and programs written specifically for this research project. A database was created from the interview data which allows selective retrieval of segments of interviews. The database comprises of approximately 215,000 words, with 58,000 codes assigned to text segments. The results of the analysis are presented in both quantitative and qualitative forms, and show that there are significant differences in the interactions. In interviews between inexperienced clients and professionals the professionals make the greater contributions, dominating the clients. There is a reversal of the roles when experienced clients interact with professionals, with the clients assuming the dominant position. In addition the results show that in interviews between inexperienced clients and professionals, the four professional disciplines emphasis different factors. All professionals raise issues relating to primary factors such as time, cost and quality. However, the discussion of other building factors was more specific to a particular professional discipline. Finally, the research also concluded that the element of personality differences in interviews was an influential factor in determining whether their outcome was perceived as successful by the participants.

Emotional Intelligence (EI) has been viewed as a critical factor influencing students' academic achievement, ability to work, and potential to succeed. Previous research has shown that students with high EI perform better academically than those with low EI, as well as being better equipped for their professional careers. However, despite the acknowledged importance of EI, little work has explored the construct within the context of built environment education and relatively little is known about how built environment curricula should be designed to enhance EI. This research explores the EI levels of built environment undergraduates and its relationship to their specific programmes, and investigates the types of pedagogic interventions which appear to influence EI in a positive way. This research adopts a multimethodological research design and a mixed methods approach, involving a combination of both quantitative and qualitative datasets to explore students' experiences and learning enhancements. These include a questionnaire survey of 420 respondents, a secondary examination of built environment programmes, interviews with construction professionals and 45 in-depth interviews with placement students and other undergraduates. The results reveal that the existing built environment education inhibits students' EI development, but that EI is shown to increase during industrial placements. The results also reveal that EI development differs by the types of programme taken, with students studying on Civil Engineering and Architectural Engineering & Design Management programmes showing a propensity for higher EI scores in comparison with those studying on a Commercial Management & Quantity Surveying programme. An analysis of the modular content of programmes, together with the mode of teaching, learning and assessment used, reveals the types of pedagogic intervention which can enhance EI development. Group work and student-centred learning in particular were found to have a positive effect on EI development. These findings form the basis of recommendations for how current built environment education can be enhanced in a way to develop students' EI. It is suggested that a better understanding of students' EI levels and the ability of such programmes to influence students' EI may help to produce graduates better able to meet the future requirements of the construction industry.