A stint in construction could be what architectural education is missing

Having now qualified as an architect, I have chosen to specialise in the architecture of reuse and retrofit, aligning with my interest in low-tech, low-carbon, and community-focused contextual development. I recently spent a year on the main contractor side, and my broadened understanding of delivery and construction has made me question the industry’s route to becoming an architect.

My construction role gave me invaluable insight into the unpredictable challenges arising during strip-out, detailed design, and construction – challenges that inevitably impact early concepts and designs. This move, albeit frowned upon by some in the architecture profession, has given me a layered perspective on how buildings are deconstructed and reassembled in retrofit projects, exposing me to many of the realities faced by non-architects within the industry.

I believe that if more architects undertook this type of work placement, it  would benefit both architectural practice and the wider construction industry.

Retrofit schemes have become a necessity in the field, and when I meet the new cohort of BA Architecture students each year for their introduction to Technical Studies at the University of Westminster, where I run the module for first years, I enjoy introducing them to the reality that they will likely face retrofitting an existing building in London’s densely built fabric. I excite them by noting that it may be an iconic building they admire.

A talk I attended at the Building Centre, as part of their Retrofit Series in 2024, indicated that 80% of London’s office blocks are waiting to be retrofitted. Future architects will need to add weight to the slender, lightweight structures sensitively to increase their lifespans with new MEPH equipment. The future of London will include vertical extensions, new and improved environments, and better-functioning buildings.

Architects, early on, will require knowledge of how existing and proposed new materials will cohesively meet, while understanding how the contractors will phase the construction sequence. They would also benefit from a good understanding of how much materials cost and how different trades collaborate.

These realities need to be taught on-site and contractually. Sometimes, an architect’s office does not have the financial capacity to enable shadowing for all their young staff, especially so if they do not deliver their schemes. A contractor’s office could be an opportunity to learn.

Looking back at my education and individual route into the profession, I have always been a three-dimensional thinker and excelled when I had the opportunity to build things. This approach supported my drawings and paper designs, and today, it informs how I undertake project set-up and initial concepts. I have a passion for making things with my hands, and I am naturally comfortable getting my hands dirty to collaborate with the people who are physically creating these designs to find the best solutions.

My MArch studio, led by Toby Burgess and Arthur Mamou-Mani, taught me how to link these different layers of thinking to develop my design skills. Our first brief was to build a large model out of wood that was as cost-effective as possible, and this has informed my approach ever since.

Making can play a significant role in architectural education, as it did in mine. However, constructing buildings in a commercial and formal setting involves many other aspects that students and young architects should have greater exposure to.

These include the contract sum, trades, construction workers, contingency, and collaboration. These aspects of work are hard to grasp in theory and could be attained by jumping ship from the conventional architectural route for a while.

A cohort of curious, energetic, educated, and creative architecture trainees would be a fantastic addition to the construction industry, which, within the UK, is struggling compared to better-respected sectors in the EU. They need skilled and young workers to deliver complex and considered designs that meet today’s ever-evolving architectural standards and requirements.

Through this, collaboration between architects and contractors could be improved, providing many benefits. The 42% of carbon emitted annually by the construction industry could be collaboratively deconstructed and reduced, leading to better-informed industry knowledge and collaboration to tackle climate change through material itineraries and passports.

Emerging architects stand to benefit greatly from exposure to the construction industry

Collaboration is critical in construction. The role frequently involves managing multiple trades, balancing competing priorities, and navigating the complexities of the site and its relationship with the surrounding community – all crucial parts of if and how projects get built.

Unfortunately, architectural education doesn’t always prioritise these collaborative skills, and practice often accepts toxic leaders. The myth of the ‘star architect’ perpetuates an individualistic image that rarely aligns with the realities of practice.

Yet, construction has shown me the immense satisfaction of working as part of a cohesive team. Despite tight schedules and demanding programmes, the willingness of construction professionals to share their expertise and mentor younger colleagues is inspiring. It highlights the value of teamwork in delivering successful projects.

Emerging architects stand to benefit greatly from exposure to the construction industry, where a fast-paced environment and a culture of knowledge-sharing accelerate learning, leadership, and effective high-stakes decision-making.

As retrofitting schemes become more important, how do we adapt the route to becoming an architect to ensure on-site experience, especially before qualifying, is more accessible to everyone? Architects must engage closely with the site to gain expertise in retrofitting and working within an existing context.

There are continuous lists of problem-solving that require detailing abilities, craftsmanship understanding, construction sequences, prioritising sustainable approaches to waste, and developing a conscious judgement for what should go to landfill from existing buildings.

So, how do we ensure the new cohorts attain the site experience and exposure they require? A stint in construction could be what architectural education is missing.