![]() Innovative ways of working, collaborating, leveraging knowledge through technology, and devising economic value are all challenging traditional ways and means across the design and construction industry. The future of AEC is on a radical path toward reinvention, led by the upcoming generations who have a new set of attitudes, values, and behaviors. Students, as well as young professionals, are demanding a different kind of industry. Traditional architecture/engineering and construction (AEC) practices were labeled out of date, stuck in old paradigms, irresponsible to communities and the environment, and motivated by financial considerations rather than the desire to do what is right.Īs the leadership of DesignIntelligence travels the globe, these themes emerge on a consistent basis. A range of work is also critical: engaging various market types and solutions, and using a broader range of their skills. That sense of purpose continues to be a major drive in the generation entering the workforce: working for a wage is no longer enough motivation. ![]() The lion’s share of students indicated that the work they do in the future must be purposeful, responsible, founded in defensible research, with a measurable impact. 1 response overall was to be self-employed. The second standout was the answer to the following question: “If there were no barriers, what firm would you want to work for?” The No. Our survey results indicated that 32 percent of professionals rank such fundamentals as inadequate among architecture graduates. That competence ranges from the fundamental knowledge of how buildings come together to the collaborative communication skills essential to design work. What the professional hiring managers from firms across the nation desire is the ability of graduates to hit the ground running when they begin work in the real world. So we now ask a second primary question: “From which schools have you hired the greatest number of students (graduate and undergraduate combined) in the last five years?” But when those same professionals put forth budgets, time frames, and performance expectations, the subjective is secondary to what is known, observable, and measurable. ![]() Often admiration is assigned to an institution based on a personal encounter, intellectual curiosity, or an inclination shaped through public relations. Professionals may say they admire one school over another, but that may not always have to do with the readiness and competence of the graduates. While the DI survey always asked hiring professionals what programs were “best,” we have focused sharply over the past two years on what schools those professionals actually hire from the most. ![]()
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