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Abstract
School construction involves a relationship between a number of individuals, including the superintendent of schools and the architect. Role expectations held by the superintendent and architect can greatly impact the success or failure of a school construction project. Previous studies identified four areas of potential role conflict between superintendents and architects in the school construction process. The areas of planning, construction supervision, school construction cost and change orders were examined for differences in role expectations of superintendents and architects, dependent on the level of previous experience with school construction.
All Kansas school superintendents and architect members of the Kansas Chapter of the American Institute of Architects were surveyed for superintendent and architect role expectations in the four areas of the study. Survey data was treated with a one-way analysis of variance to determine pairs of significantly different subgroups.
The amount of prior experience with school construction was found to have little impact with regard to the role expectations of superintendents and architects. However, numerous areas were found to yield a significant difference between superintendents and architect subgroups. Survey analysis of the role of the superintendent in the areas of planning and construction supervision resulted in pairs of significantly different subgroups between superintendents and architects. Pairs of significantly different subgroups were noted for the role of the architect in the areas of construction supervision, school construction cost and change orders.
The findings suggested differing opinions regarding the role expectations of superintendents and architects. Superintendents assumed a high level of responsibility for each area of the study, and indicated a desire for architects to assume a high level of construction supervision and financial obligation. Architects indicated a willingness for involvement, but were unwilling to assume complete responsibility for construction supervision and certain financial items.
The recommendations included improved communication and discussion between superintendents and architects regarding role expectations during school construction.