PurposeThis paper aims to create a social constructivist perspective on collaborative architecture that is complementary to the rational‐analytic perspective as embodied in the “hard” project management tools.Design/Methodology/approachTwo theoretical perspectives from the field of design methodology, “design as co‐evolution”, and “design as a social process”, form the base for an integrated perspective of collaboration. This integrated perspective describes in detail the social process among multi functional actors involved in co‐creational processes. A third theoretical framework discusses the process of maturing conflicts and conflict prevention using the integrated perspective on collaboration. Data from two empirical studies are used to illustrate both perspectives. The first study used a protocol study approach and the second a grounded approach.FindingsThis paper shows the similarities in design methodology and conflict literature by introducing a social constructivist perspective on collaborative architecture. Especially, the notion of cognitive errors as root cause of “conflictuous” situations becomes apparent. The paper describes in detail the role of perceptual differences that can make and break collaborative architecture.Practical implicationsBased on these findings some hypothetical intervention strategies are proposed that collaborating actors can apply in order to prevent “conflictuous” situations to grow beyond control and even bend those situations towards innovations. Actors engaged in multi functional and multi actor creational processes might benefit from building a rudimentary mental model representing the world of the other function or other organization.Originality/valueThe paper brings together the intra‐subjective and inter‐subjective level in the context of co‐creating (architectural) processes by combining two very different streams of literature, design methodology and maturing conflicts. In both streams one could identify a similar distinction between cognitive processes and social processes. Collaborative architecture without having social‐emotional conflicts is realized by explicating implicitly held knowledge, understandings and perceptions. An individual cognitive effort as well as a social‐interactive effort is needed in which actors explicitly discuss differences in perception before these perceptions evolve into misleading truths. As a basis for such synchronizing discussions the actors need to have some sort of rudimentary understanding of each other's thought world and trust in each other's professionalism and factuality. Thus, preventing conflicts is not about having more communication, but about different communication!

In this article we evaluate the manner in which we at the Faculty of Architecture and the Built Environment at the Delft University of Technology encourage the development of the capacity of reflection among our undergraduate students. First we explore the concept of reflection in relation to respectively experiential/reflective learning, reflection in/on action, reflection in higher education and reflection in design education. Next we describe our research object, our Bachelor course in Academic Design Reflection. Two research questions are at hand: (1) does the level of reflection increase during our course and (2) Can the operationalisation in our questionnaire of the definitions of reflection derived from theory statistically be confirmed? We measured and processed statistically the level of reflection of 100 students in 3 of their papers on their design. Results show there is a significant slight increase of this level among the three papers. Results also show that our model of classification is not statistically confirmed in the data. We conclude with a discussion on the implications for further research and for design education.

Large engineering projects such as urban development projects that are organised as publicprivate partnerships (PPPs) often encounter critical problems that directly affect the partnerships. Literature indicates that characteristics specific to PPPs contribute to these critical problems becoming dysfunctional conflicts. Consequently, objectives are no longer met and projects suffer. This study identified interventions that prevent these dysfunctional conflicts. In the literature, no interventions at an operational level that are suitable for use 'at the negotiating table' and are also applicable for urban development PPP projects were found. Hence, based on a review of literature on interventions, a perspective for action was developed on interventions that are likely to succeed. Subsequently, in a study of 10 cases of urban development PPP projects, these (and other) interventions were found. All interventions can be categorised under economic feasibility or social relationship. We conclude that dysfunctional conflicts in urban development PPP projects can be prevented by managing economic feasibility and social relationships. Under certain conditions, this also seems applicable to other PPPs.

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Faculty of Architecture and the Built Environment Management in the Built Environment A call for performance improvement Key Issues Barrier to subcontractor integra2on into the supply chain Change required to alleviate the barrier Financial Late and incorrect payments Tendering process Reten5on Fair payments from main contractors Main contractors need to focus on value rather than price Trust needs to exist between par5es Programming Unrealis5c programme 5mes Par5es should be involved in construc5on projects earlier Contractual Tradi5onal contracts do not encourage good working rela5onships New contractual documents or less reliance on contracts