This study investigated barriers to the effective use of CAD/BIM in response to the dearth of data from Nigerian schools of architecture relative to information obtained from practice. This is important to bridge the gap between skill sets required in practice and those obtained from architecture graduates. Objectives of the study were to establish barriers that influence effective use of CAD/BIM tools in Nigerian schools of architecture as well as to identify means of addressing these barriers within the curriculum from the perspective of students. A mixed methodology was employed via questionnaire responses from 64 MSc students at the department of Architecture, Ahmadu Bello University Zaria as well as suggestions for improvement. Quantitative data were analysed in SPSS v. 21 for means (M) and Relative importance Index (RII). Suggestions proffered by respondents were assessed using content analysis. Results reveal that requirements for high computer specifications (RII=0.92), expensive cost of computers (0.91), requirements for intensive training (0.81), inadequate integration within the curriculum (0.81), lack of steady power supply (0.77) and time to master skills (0.76) were the most important barriers to effective CAD/BIM use in architecture education. Overall, government and institutional related barriers recorded the highest means (M 3.68 each). The study recommends government action via policies supporting clear BIM standards, local manufacture and assembly of high-tech computers to mitigate importation costs as well as added funding to higher institutions to augment research, power supply and ICT facilities. At departmental level, CAD/BIM tutorials should be integrated within studio sessions as seminars from 200L. At 400L and MSc levels, studio should support collaboration with students from other allied professionals. Recruitment requirements in future also need to include CAD/BIM proficiency to improve quality of teaching staff and learning experience of students.

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Residential satisfaction has been employed to assess housing environments across several disciplines. However, measurement of variables remains an issue across large and small samples. This study assesses residential satisfaction in Gombe, Northeast Nigeria using the Housing Habitability System framework to ascertain it's consistency across different locations and sample sizes. A mixed methodology including informal interviews and a questionnaire survey of 41 public housing residents in Gombe analysed in SPSS for descriptive and inferential statistics revealed that findings were consistent with four characteristics of residential satisfaction studies employing the framework identified across the country from previous studies. Specifically, results established that residents of public housing in Gombe were generally dissatisfied with their housing environments. Additionally, satisfaction followed the dwelling-neighbourhood-management sequence found in literature. Eight components extracted from principal component analysis reflect housing conditions in the study area. The study concludes that measurements based on tenets of Housing Habitability System framework produces consistent results across regions and different sample sizes and is beneficial for comparative purposes towards improvement of residential satisfaction research in Nigeria.

Good learning environments are often directly linked with academic success though controlling for other factors such as socioeconomic status and entry qualifications are constantly required. This study, re-examines the above premise using qualitative open-ended responses from 29 students majoring in architecture from Ahmadu Bello University as studies investigating this category of respondents are sparsely undertaken. Results from qualitative content analyses of 81 phrases reveal that although learning environment influences academic performance, a number of respondents, particularly males, categorically stated that it has no influence on their academic performance. The findings thus assert that providing conducive learning environments may not always translate into good grades to students. Socialisation and interactions between staff and students as well as student-to-student interactions emerged as mediators in the learning environment-academic performance relationship. The need for socialisation and support was pertinent for lower levels, while inadequacy of facilities notably classrooms and studio space influenced postgraduate students more. IEQ variables such as noise and thermal comfort, security as well as assessment modalities also influence academic performance.

The clamour for better quality graduates by architects in the Nigerian Construction Industry (NCI) necessitates a look into the core competencies and the adequacy of architecture education in preparing architecture graduates for professional practice. 116 self-report likertscale questionnaires from architecture graduates (2009-2015), academics and employers were analysed to establish core competencies developed by the graduates while in school. Descriptive statistics, t-tests as well as Mann-Whitney tests for differences in ratings were employed for the study. Results reveal the perceived adequacy of architecture education for the future career of graduates from the academic perspective. Graduates were most proficient at design related competencies while AutoCAD was still considered the most important CAD competency for architecture graduates in the NCI. The study recommends more frequent evaluations of competencies for employability in collaboration with industry as well as embracing BIM related software in line with global best practices. Keywords: Academics, Architecture, Employers, Graduates, Professional competencies, NCI