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Abstract
The purpose of the study was to identify the major problems and conflicts that arise in the planning, designing and construction of educational facilities. The objectives of the study were to identify procedures being used by school personnel and architects in the planning, designing and building process, and what procedural steps school personnel and architects feel should be used. Comparisons were then made between the school personnel and the architects as to the recommended procedures in the building process.
Questionnaires were sent to both architects and school personnel in Arizona. Forty-eight percent of the questionnaires were returned. The data was statistically treated using frequencies, Spearman Rank Order Correlation Coefficient Rho and Mann-Whitney U Tests. Generally school prsonnel and architects agree on the procedural steps. Indications were that areas of difference resulted from communication problems. The procedural steps included:
The Planning Phase. (1) The development and administration of a comprehensive need assessment, (2) the selection of an educational planner, (3) the selection of an architect, and (4) the development of educational specifications.
The Design Phase. (1) The development of preliminary plans and schematic drawings, (2) the approval of preliminary plans and schematic drawings, (3) the development of working drawings and specifications and (4) the approval of working drawings, and specifications.
The Construction Phase. 1) The advertising for bids, (2) the awarding of bids and contracts, (3) the supervision of construction, (4) the development of a punch list, and (5) the awarding of final payments.
The use of these procedural steps and sequential methods as well as strict adherence to their component parts will assist the school district and the architect in minimizing conflicts which arise in the building of school facilities. There are several recommendations for further study. (Abstract shortened with permission of author.)