Shaping the Architects of Tomorrow, Interplay of Teaching Philosophies and Practice Requirements: An Empirical Taxonomy of Professional Architectural Practice in the UAE

Abstract

The UAE’s thriving real estate market has resulted in a highly diversified built environment, attracting architects from around the world. However, this has also led to a misconception within the architectural practice and its regularization, particularly concerning acceptable professional qualifications. Therefore, this study aims to address these issues and provide a blueprint for policymakers and stakeholders. This study provided a comprehensive overview of architectural practice in the UAE by identifying the services offered by professionals in the built environment and categorizing them based on their qualifications and professional titles. The study adopts a classical research method, which includes a literature review, unstructured interviews, a statistical survey, and analysis. The study identifies 13 building designs and allied services commonly provided by professionals in the built environment in the UAE. The professionals providing these services are categorized based on their qualifications and professional titles, which include registered architects, architect engineers, architectural consultants, engineering consultants, and project managers. Furthermore, the study clarifies the definition of an acceptable qualification for a principal architect, which can be used as a reference by young professionals to understand the trends in architectural qualification and practice. The results of the study can also be used by policymakers and stakeholders to address the issues in professional practice and improve the quality of architectural services in the UAE.

1. Introduction

The business of real estate and the built environment have become highly impulsive owing to technological advancement and an effective global network. During the past decade, the field of building design and construction has reached new heights of innovation through adaption of amazing geometric forms, pursuing algorithms, 3D printing, BIM modeling, bioclimatic façade, smart protocol, etc. Building professional and allied industries, particularly construction and material industries, have proposed several competitive methods and practices to change the classic business model to a contemporary and futuristic model of business. Advancement in construction and material industries has made professionals and clients aware of the latest building innovations and available technology such that they both became significant participants in the complete business chain. Clients have become more focused on the design and construction of projects and, hence, building design service providers have started realizing the client’s requirements and needs about services. In the field of building design, the client expects to have one window operation, that is, expecting all the design solutions under one roof because the client considers it very easy to discharge or list their design needs and co-ordination within one design office. In due course, building design firms considered this factor a major reason for offering various design services under the same roof.

Professional architectural practice is highly diversified and there is a correlation between architectural research, design, and professional practice. This correlation describes the way architects work and conduct research about people and policymakers to produce some built form as mentioned by [1]. Furthermore, ref. [2] mentioned that architecture always evolves with technological advancement and users’ needs; therefore, the architectural realm focuses on capturing the needs of people and thoughtful designs to implement in dwellings, localities, and societies. This design approach promotes the concepts of co-ordination and interest among professionals to anticipate and produce futuristic design ideas for people.

In modern times, technology and inventive intrusion are vital for architectural inquiry and design, and this method has found its way to architectural practice. Creativity through technology is indispensable to define a characteristic in professional practice, and this practice assists architects to produce a tangible design for common usage buildings [3]. However, changing social norms of society or region affects architectural design and the final produced design [4]. However, ref. [5] emphasized that existing modern architecture cannot be fully defined without such social reflections and intervention that help to create popular architecture. Besides this, architectural design and practice are highly affected by users’ culture and background (anthropology). This helps architects to produce imaginative designs within the realm of certain culture and social setup, thereby minimizing the degree of ambiguity about the intended use of a building [6]. The notion of creating a form that signifies a specific typology is not universally applicable; while building means may indicate structure, cladding choices may be primarily financial considerations. This contrasts with post-modern architectural concerns that prioritize formal signs for functionality. Additionally, some architectural innovations transcend typology, and in the context of the UAE, novelty may be preferred over repeating established typologies. Therefore, the key interest of a modern designer/architect is not only to design immaculate buildings, but also to contribute to a relationship between space, people, and their social norms [7]. Learning about society and social context is vital to infuse creativity in students of architecture. Students learn to resolve social issues and context through contemporary knowledge and the latest applications [8]. In analogical thinking, familiar contexts are used to motivate students to find out problems on their own, revise and reconstruct the characteristic elements of their designs, fill the gap between their existing concepts and the concepts they are learning, and ultimately solve their design problems. While some historians consider modern architecture to be the result of social and political revolutions, as some pioneering architects embraced leftist ideas, others see it as primarily driven by technological and engineering developments [9]. Whereas, others regard it as a matter of taste, a reaction against eclecticism, and the lavish stylistic excesses of previous eras [10].

Regarding connecting people in the design process, ref. [11] added that, architects today engage people in design processes in different ways and at different scales of future making. Improvising while learning, becoming, and living are contemporary themes in participatory design that can accommodate uncertain and changing situations. But design identity and character are always desired by people in their buildings, therefore architecture has always distinguished itself from other forms of art because it plays a functional as well as an aesthetic role, offering shelter, of course, but also shaping our daily experiences. Architecture can affect business productivity, the growth of communities, mental health, and even physical health. However, in the field of the built environment, the argument of “superiority” between an architect and engineer always keeps the discussion alive. However, experts in the field agree that an architect conceptualizes, designs, and draws up plans for buildings, whereas an engineer focuses more on the technical and structural side [12].

In general, many professional designers have been trained and conventionally worked under a controlled environment and regime administered by certain ethics and codes. The guidelines of professional bodies specify the codes and set the limitation and scope of services. It is also noted that, over a longer period of time, there has been a shift in what the architectural profession considers ethical. Thirty years ago, models for practice such as design–build were often perceived as compromising design quality and execution, but today, there has been a turnaround and the significance of this shift seems to have been overlooked in the broader discussion.

Transformation in design practice and business also moved international professional associations and regulatory bodies across the globe to amend their respective regulations and professional activities. Professional architectural bodies in the UK, USA, and EU respond to changing trends of business needs and services have relaxed the service codes of building design professionals [13]. Another factor that affects the design process at a professional level is the design philosophy of architectural schools. Design teaching perspective shares common characteristics of opinion or outlook of a philosophy, discipline, belief, social movement, economics, cultural movement, or art movement. The learning process in architecture schools infuse students to create distinguishable buildings that can inspire people through their design inside and outside [14,15,16]. The treatment of technology and materiality varies significantly across professional programs. While some curricula include design–build activities or require professional internships, others synthesize all ‘realities.’ Additionally, there is significant variation in the amount of structural engineering coursework, with some programs including extensive coursework while others have much less.

Figure 1 shows a summary of the above discussions; it demonstrates that contemporary architectural practice is highly diversified and challenging. New technologies such as IT, generative/predictive design, and construction have set new benchmarks for architectural practice. Furthermore, client awareness about many aspects of building design is also an important factor in design practice, which is a new phenomenon. Moreover, end users’ preferences have become a dominant factor in the design of buildings; therefore, a modern architect takes into consideration the social, cultural, and ethical background of the end users. In addition, architectural schools and their teaching methodology/philosophy are considered one of the factors that influence architectural practice. The preferences of users are a crucial consideration, as they often conflict with the preferences of other project stakeholders and those affected by the project. It is important to recognize that different projects involve different clients and publics, and their level of involvement in the decision-making process can vary. This raises ethical concerns in architectural practice, particularly with regard to who has a say in shaping the built environment and who is left out of the conversation.

In the above discussions, various factors that affect architectural practice, particularly technological, client, end users, and social and cultural factors were enumerated. The following section examines the effects of architectural schools and professional bodies on architectural practice. In this regard, this paper is divided into various sections enumerating the various factors that play a vital role to produce architect and architectural practice. In Section 2, schools of architecture and their teaching philosophies have been discussed. Whereas, in Section 3, the role of professional architectural bodies is analyzed to figure out issues of architectural practice. However, Section 4 has identified the research gap and identified that in UAE the role of architects, architectural engineers, and building engineers is not well defined and differentiated. Based on these initial aspects, the research framework has been established in Section 5, followed by Section 6, Section 7, Section 8 and Section 9, which constitute the different stages of methodology, i.e., aim, objectives, data collection, and analysis. In the last Section 10, this study has concluded the research and workout suggestions and guidelines.

2. Effects of Architectural Schools on Architectural Practice

Architectural schools are a major source of opinion forming among students of architecture, and their teaching setup, philosophies, and influence shape students of architecture at an early stage of learning. It is interesting to note that in the 17th century, the school of architecture was first established in France and students enrolled in apprenticeships rather than formal education in universities [17]. This later became the method of learning and practice in the field. For instance, The Staatliche Bauhaus, commonly known as the Bauhaus, was a German art school that was operational from 1919 to 1933, founded by Walter Gropius. The Bauhaus combined crafts and the fine arts and was famous for its approach to design, which was publicized and taught. This art and architectural school has exerted significant influence worldwide as it was characterized by economic sensibility and simplicity with a focus on mass production. The timeline of Bauhaus work shows that the main factors that influenced the Bauhaus were modernism, the English arts and crafts movement, and constructivism. The Chicago School of Architecture has significantly influenced architectural studies and practice. Design movement and functionalism are the key features instigated by the school. Furthermore, the school also introduced new technologies, particularly the use of steel frame construction and spatial aesthetics. It also introduced the trend of blending American architecture with European modernism [18,19]. In addition to above, refs. [20,21] mentioned that social research, critical theory, and a thinking process are the hallmarks of architectural education introduced in architectural education by the Frankfurt School. The school established the standards to adapt critique, social research, and philosophy in architectural design. Furthermore, it promotes architectural work that highlights the relationships between architecture and its social ground or context.

According to [22], architectural schools worldwide offer various study plans and syllabi befitting their educational outcomes and professional needs. A balanced architectural teaching is not always limited to building design; apart from incorporating design philosophies, it also assimilates building systems (structure, services, control, maintenance), environmental issues (sustainability, climate change), and technology (IoT, smart agenda, automation, construction tech). It is highly important that design studios in architecture schools should be blended with diverse courses delivered to students to produce practical designs utilizing the latest innovation and predictive creativity. The solution to complexities in architectural design is only possible through the induction of various courses in architectural studies; therefore, a valid architecture reveals the well-designed modern space for the society in which it is located. Because of complexities in architectural design, architecture should be taught through a long-term cohesive study program [20]. Meanwhile, ref. [23] stress that it is obvious that architectural practice in the field is directly related to background knowledge and understanding of architecture and theme of the subject matter. However, it is common knowledge that architecture studio and design philosophies are fundamental subjects in architectural education in institutions of higher learning around the world and the output of an architectural design studio reflects the methodology to solve problems through design [24]. However, due to its evidence-based nature, the studio demands an evaluation approach that is intersubjective, given the development of method, representational skills, and philosophical vision. The project-based studio approach is a distinguishing feature of architecture education when compared to other degree paths.

In addition to teaching methodology in architectural schools, an assessment and testing protocol is also important, which correlates positively with learning outcomes. Indeed, the quality and standard of assessment directly affects the learning ability of students [25]. Regarding assessment in architectural schools, ref. [26] added that self assessment and critique in architecture helps architects in everyday practice by setting design challenges specified by users or the owner and resolute answers with his own knowledge and creativity. Such self-assessment in design practice strengthens the design and develops the skill to recognize the situation through logic and design.

Discussion above is further supported by the accreditation council of architects in Australia and added that an architecture and its teaching are a highly diversified field and schools have options to adapt to different accredited architectural curricula. The curriculum outlines the set of core courses that determine program specializations; for instance, the Bachelor of Architecture program comprises at least six design courses, construction, architectural history, basic environment, structure, services, and management; whereas, the Bachelor of Science in Architectural Engineering is more oriented toward less design, advanced construction and structural consideration, building science, management, and costing, etc. In general, there is no significant difference in the structure of these programs, delivery modes, content, and assessment because they are required to meet the requirements of professional accreditation. However, effective assimilation of technology and construction knowledge is a challenging and difficult aspect of the curriculum [27].

Because of diverse people, culture, environment, and technology (PCET), architecture is always evolving and changing; this process presents the differences in the past and present. Therefore, the outcome of architectural practice and associated businesses must respond to relevant situation results from (PCET), and it is very important to plan a long-term architectural practice. However, it is imperative that architects must have the skill to identify and repel negative aspects and movements to meet future demands, while responding to new demands of (PCET). Consequently, architectural education must include both endurance and development to meet futuristic demands of design and profession [28]. Besides the influence of curriculum design and teaching methodology on architectural practice, rapid globalization has set new standards and challenges for architectural education to meet different and critical requirements of modern time [14,15]. Globalization has also provided opportunities for students to learn in international institutes and fresh graduates can either return to their homeland or find placement in international cities thereby promoting a diverse design ideology [16].

The above discussions are summarized in Figure 2. It shows that various architectural programs focus on different core areas of architecture, namely architectural philosophies, social aspects, and innovation, including the common education of architecture. The main objective of these programs is to allow the students to specialize in the building science and art of architecture, and to fulfill the requirements of practicing architecture. Programs such as Architectural Engineering, also known as Building Engineering, is a four-year program and oriented toward technological aspects, moderate design, construction (structure, materials, building components) and operation of building systems (services, HVAC, fire safety, transport, etc.). However, the Bachelor of Architecture or Bachelor of Science in Architecture or Bachelor of Art and Architecture is a five-year program leaned toward inclusive design, urban planning, urban design, social research, critique, research, construction, structure, and building services.

Most of these programs are offered under a protocol of professional bodies of architects and these professionals accredit architectural programs. These bodies outline the accreditation guidelines for each type of programs and intermittently review the program and students’ outcome. The main objective of such bodies is to help architectural schools develop and improve their programs to meet the contemporary needs of architectural practice.

3. Analysis of the Principal Professional Bodies of Architecture

Professionals in general have a rigid mindset but their input helps to improve the overall structure of the professional body and serves the community and civil society. The main goal of professional architectural bodies is to develop and regulate professional codes of conduct, educational standards, and criteria. These defined protocols not only help the fresh graduates go into practice but also safeguard the professional practice. Historians believe that architecture had taken root in the United Kingdom (UK); therefore, the Royal Institute of British Architects (RIBA) is considered the oldest and ancient body of architects founded in 1837. In the UK, architecture is very popular among young learners; new university applicants enter architecture as their first choice; data show that approximately 5.6% of the total applications in each university are for architecture programs [29].

In 1857, architect Richard Upjohn formed The American Institute of Architects (AlA) to promote architects and architecture. Currently, 88,000 architects worldwide are members of AIA; they work closely with other professions of the built environment and endeavor to develop standard legal documents that define the relationship and terms in design and construction projects. AIA work covers a wide range of topics, including sustainable projects, small projects, and owner–contractor agreements [30]. Besides AIA, the National Council of Architectural Registration Boards, USA (NCARB) provides an opportunity for architects to certify their credentials/qualification, allowing them to apply for licensure in all 55 USA jurisdictions. An NCARB certificate is also applicable to support registration in Canada, Mexico, Australia, and New Zealand [31].

In Canada, the Royal Architectural Institute of Canada (RAIC) was established in 1907 and it is a national organization that represents architects and architecture. The RAIC is the primary body working for excellence in the built environment in Canada and addressing important issues of society. Besides, the RAIC also formulates and regulates policies for architecture students, intern architects, architects in practice, retired architects, and professional organizations in Canada [32].

In Japan, the Japan Institute of Architects (JIA) has a long historical background dating back to 1870; however, the contemporary body of the JIA was formed in 1987. The key focus of JIA policy includes: improve social systems relating to architecture, improve the quality of architects, disseminate the culture of architecture, research and study relevant architecture and town development, develop next-generation architects, support architects’ duties, international co-operation and co-ordination, and certify registered architects [33].

In Europe, the Architects’ Council of Europe (ACE) was founded in Treviso (Italy) on 11 May 1990 through the merger of the Council of European Architects (CEA) and the Liaison Committee of the Architects of the United Europe (CLAEU). The main objective of the ACE is contrived to maintain and ensure a high level of effectiveness within architectural practice and to ensure unified professional policy throughout Europe. Besides the ACE, Bund Deutscher Architektinnen und Architekten (BDA) is the architectural body in Germany governing sixteen Federal State Chambers of Architects in the country. The main objective of BDA is to register and safeguard the public, national, and international interest of the architecture community [34].

The above discussions revealed that, in the developed world, professional architectural bodies work as nonprofit organizations under a charter of governance. These bodies classify and precisely define the work of architects and define a broad outline of the role of an architect in the field. Their effectiveness has flourished because of continuous development, dedication, and taking architectural practice as a way of solving social issues particularly in the domain of the built environment. Figure 3 depicts the role of architectural bodies in developed regions such as USA, UK, Canada, and Japan. The figure shows that architectural bodies in such regions not only regulate and implement policies for professional architects and their licensing process, but also provide detailed guidance on curriculum development and program accreditation.

However, architectural practice is not defined as a separate entity in many developing countries, particularly in the Arab region. In Egypt, the present-day Egyptian Syndicate of Engineers (ESE) was formed in 1946 as a syndicate of engineering professions; however, it only became active in the year 1952 because of social and political development. According to its framework, the syndicate defines the role of engineering professionals, including architecture. ESE permits professional registration after three years of experience in a relevant field of engineering. In addition, the organization also works closely with engineering and architecture schools to formulate a curriculum to meet the needs of contemporary time as well as professional needs [35]. In Saudi Arabia (KSA), the Saudi Council of Engineers (SCE) was established through a royal decree in 2002. The SCE works to promote the professions of both architecture and engineering, setting their scope and practice codes. In addition, it is also responsible for professional licensure, regulations, curriculum development, and assessment [36].

Furthermore, in non-Arab (Asian) developing counties such as India, the Indian Institute of Architects (IIA) and Council of Architects India (COA) are the national bodies of architects in the country. The IIA was established in 1917 and has approximately 20,000 members. These bodies are responsible for producing unified professional policies for architects in India and to register fresh graduates. In addition, they formulate guidelines to endorse identity, aesthetic, scientific values, and technology both in practice and architectural education [37,38]. In Pakistan, the Pakistan Council of Architects and Town Planners (PCATP) was established in 1983 to acknowledge architect and town planner as professions in Pakistan. The main objective of the council is to execute core functions or subsidiary actions to establish these two professions in the country. The PCATP has developed the standards for the professional conduct of both professions and established the platform for registering graduates of both professions. Furthermore, it assists the government and other national institutions in the built environment and education in these professions [39].

In the United Arab Emirates (UAE), architects and allied professions are always in high demand, and the country has witnessed high growth and development between 1998 and 2008 with remarkable architectural masterpieces, including the tallest building in the world. In this regard, some of the highly acknowledged architectural works developed by international and regional architects include Burj al Arab and Burj Khalifa in Dubai, the Louvre Museum and Shaikh Zayed Mosque in Abu Dhabi, the Infinity Building, and O² [40]. The diverse population in the UAE has discharged the best of their knowledge and expertise in the fields of trade, commerce, technology, education, medicine, industry, and particularly in the built environment. The diverse population and their learning backgrounds set a natural course of development, making the UAE economy thrive in a short time and placing it among the leading countries of the world. The variety of design thoughts from numerous schools of design has highly influenced architectural education and practice. The UAE is a highly diversified country and home to almost 52 nationalities [41].

In developed regions, policies of architectural practices and services are classified and controlled by government commissioned institutes and organizations. In the UAE, apart from the Society of Engineers UAE (SOEUAE), there is no specific organization that represents only architects. The SOEUAE registers both architects and engineers, and it was formally formed on 3 April 1979 by the Ministry of Labor and Social Affairs under Ministerial Decree No. 33 1979 to facilitate the increasing demand in professional expertise and accreditation of engineers in the UAE. The society is a semi-government and nonprofit organization with 40,000 members. The main objective of the SOE is to accredit engineering certifications and regulate professional practices, standards, and specifications [42].

Table 1. Role of professional architectural bodies.

Country	Professional Degree	Professional Recognition Body and Appointment	Arch. Licensing Authority
UK	BA, BSs. Arch B. Arch	ARB and RIBA—Govt Chartered	Architects Registration Board (ARB)
USA	BSs. (Arch) or (Arch. Engg.) (M. Arch)	NCARB- Govt Chartered, NAAB and AIA	NCARB
Canada	B. Arch, BSs. (Arch) or (Arch. Engg.)	RIAC—Govt Chartered	Architects are licensed by provincial or territorial associations of architects
Australia	B. Arch, BSs. (Arch) or (Arch. Engg.)	Architects Accreditation Council of Australia (AACA) and Territory Architect Registration Boards	Territory Architect Registration Boards
Germany	BSc. Arch, BA	German Chamber of Architects (Bund Deutscher Architekten)	Bund Deutscher Architekten (BDA)
UAE	B. Arch, BSs. (Arch) or (Arch. Engg.)	SOEUAE (society of engineers)	Municipalities
Egypt	BSs. (arch) or (Arch. Engg.)	Egyptian Syndicate of Engineers	Egyptian Syndicate of Engineers
Jordon	BSs. (Arch) or (Arch. Engg.)	Syndicate of Jordanian Engineers	Syndicate of Jordanian Engineers
KSA	BSs. (Arch) or (Arch. Engg.)	Saudi Council of Engineers (SCE)	Saudi Council of Engg. (SCE) and Municipalities
India	B. Arch	COA, IIA (National Body of Architects)	COA (Council of Architects India)
Pakistan	B. Arch	PCATP Govt-Chartered; IAP (International Professional- Chattered)	Building Control Authorities and Municipalities

summarized the information about various architectural bodies in both developed and under developing regions defining and managing professional registration process, program recognition and architectural licensing.

4. Research Gap

There are various international and regional architectural firms/individual architects working in the UAE; however, the role of architects, architectural engineers, and building engineers is not well defined and differentiated. The absence of such key information creates confusion in terms of understanding and identifying a professional and principal architect. Consequently, it is difficult to understand the classification and range of architectural services individuals/firms offer to the public. Furthermore, the absence of a comprehensive code of conduct for architects also makes it difficult to safeguard both the rights of clients and professional architects. There is a delusion that an architectural engineer and architect are the same entity and profession; however, this is not entirely correct because the curricula of both programs are quite different. Indeed, architectural study (training) is more crammed with design philosophies and practice, whereas architectural engineering study leans toward building structure and construction aspects with minimal design, as discussed in Section 2. Discussions with regional academicians, architects, and engineers revealed an interesting fact that within the Arab region, people generally do not prefer using the word “architect” and there is more recognition for the term “architectural engineer”. Perhaps, this is true because many schools of architecture in the Arab region prefer to offer Architectural Engineering programs rather than Bachelor of Architecture.

Regarding architectural practice, there are no significant and specific laws that prevail in the UAE; however, there is a set of established rules for construction comprising 25 articles, which includes a description about architectural practice, administered by the UAE Civil Code. The code contains significant information under the captions Architectural Liability, Delay, and Termination of Architectural Service. It is notable that in the UAE Civil Code, the term “Consultant & Consultancy” is very well defined and various aspects of consultancy are explained in detail. Perhaps, the state considers architectural practice as a typical consultancy work but not as an independent professional entity [42].

5. Aim

The aim of this study is to clarify the roles of architects and allied professionals in the field and to determine various services they offer in the UAE.

6. Objectives

The objectives of the study are outlined below, which were formulated to accomplish the aim of the study.

• A literature review to build a knowledge base to determine various factors that affect architectural practice and the role of professional bodies for architects.
• Data collection through a questionnaire survey to establish the views of built environment professionals.
• To benchmark architectural practices in the UAE.

7. Research Framework and Validity

It is obvious that architectural practice in the UAE is carried out both by architectural engineers and architects; however, there is a gap in the general understanding of their role to act as a principal architect. Newcomers in the design sector are astonished to see engineers working as architects and vice versa. The purpose of this paper is to trace various services offered through the changing relationships between architectural engineering and architecture through architectural practice. This work will draw a line between the roles of an engineer and an architect practicing building design, thereby distinguishing the role of an architect trained to design better than other allied professions. Architectural practice and its operation were also examined in this research. This paper makes a strong argument for the establishment and involvement of a professional architectural body in setting and promoting the architectural profession in the UAE. The study aims to clarify the misconception or understanding about the roles of architects and architectural engineers.

The strength in this paper lies in the empirical nature of its investigation to elucidate the scope of architectural practice in the UAE. This study demonstrated that the role of professional architectural bodies is very important to determine the direction of architecture profession. Furthermore, the feedback of professional bodies is necessary in architectural schools to train fresh architects according to the defined future needs of the profession. The study also demonstrated that knowledge or familiarity with factors such as technology (material, construction, IoT, smart building), training (education, curriculum, internship), social (context, users’ feedback, client awareness), and rules (codes, accreditation, scope, licensing) is also important to establish an architectural practice, as shown in Figure 4.

From the research framework and informal discussions with professionals, the following problems related to architectural practice are organized in a matrix, as presented in

Table 2. Matrix of architectural practice in the UAE.

No	Matrix of Factors Influence Architectural Practice
1.	Determine project feasibility	Technology and Codes
2.	Determine design requirements	Social and Codes
3.	Determine const. requirements	Social and Codes
4.	Determine/design structural guidelines	Technology and Codes
5.	Suggest construction guidelines	Technology and Codes
6.	Provide cost estimation	Social and Codes
7.	Supervise/manage construction	Technology and Codes
8.	Prepare contract documents	Social and Codes
9.	Work as a small-scale developer/builder	Technology and Codes
10.	Building services design/layout	Technology and Codes
11.	Facility management guidelines	Technology and Codes
12.	Internship requirement	Education and Training
13.	Role of architectural studies	Education and Training
14.	Role of professional bodies	Codes
15.	Importance of users’ feedback	Social
16.	Influence of clients’ awareness	Social
17.	Importance of professional registration and licensing	Codes

. The matrix was eventually elaborated and apprised through a questionnaire to obtain the response of professional architects and allied professionals in order to evaluate the importance of the problems highlighted.

8. Research Methodology

This study adopted a classical methodology of research based on triangulation of three strong pillars of this research, namely a literature review, validation of the framework through unstructured interviews, and findings of the questionnaire survey. Unstructured interviews and a questionnaire survey were conducted to ascertain the various services architectural offices offer in the UAE. Profile factors (independent variables) such as qualification, designation, and locations were added to the questionnaire to perform factor analysis and categorize the professional architectural services offered by individuals and firms.

The primary research data was collected through a questionnaire survey. The survey was conducted using close-ended structured questions and the responses were measured using a nominal scale, that is “1” stands for disagree, “0” stands for not sure, and “2” stands for agree. A nominal scale is practically a viable method for collecting steady responses and it is also known as a categorical variable scale because of its usability [43]. A nominal scale was used for classification and labeling of variables. Furthermore, this scale was also employed to differentiate objects in terms of their category and, hence, it is practically good for tags or labels to identify or classify an object [44]. Therefore, this study used a nominal scale to classify and categorize the professional services offered by architects and allied professionals.

The collected data were analyzed using SPSS computational software based on both descriptive and empirical research techniques, mainly factor analysis. A research sample constitutes a random cluster of architects, architectural engineers, civil engineers, and construction managers working in design firms practicing in the municipal areas of three emirates of the UAE, that is, Ajman, Sharjah, and Dubai.

The questionnaires deal with written and tangible interpretations from the respondents, whereas interviews allow informal communication between the interviewer and respondents. The participants, including academics, architects, architectural engineers, civil engineers, and construction managers, participated in the unstructured interviews and the questionnaire survey. A total of 150 questionnaires were distributed in offices in Dubai, Sharjah, and Ajman, and 104 (69%) professionals provided timely responses to the survey. Furthermore, 94% of the respondents (ninety-eight samples) replied confidently to all the questions, whereas 5% of the respondents (six samples) answered timidly.

The collected data was analyzed using factor and cross tabulation analyses to represent the findings. This research has worked out relative findings and recommendations on the classification of design/architectural services, the opinion of professionals with different qualifications, and the effect of locations on the views of respondents.

Table 3. List of variables and responses.

Dependent Variables	Scale Applied	Respondents Independents Variables
		N	BSc. Arch/ B. Arch	BSc. Arch Engg.	BSc. Civil Engg.	BSc. Bldg. Engg./Cons. Mngmt.	Average
Determine design requirements	Nominal	98	50	20	16	12	24.5
Determine const. requirements	Nominal	81	25	22	20	14	20.25
Determine/design structural guidelines	Nominal	58	21	12	18	7	14.5
Suggest const. guidelines	Nominal	59	12	17	21	9	14.75
Provide cost estimation	Nominal	55	15	20	17	3	13.75
Supervise/manage const.	Nominal	66	19	12	13	22	16.5
Prepare contract documents	Nominal	70	30	14	22	4	17.5
Work as a small-scale developer/builder	Nominal	54	16	12	20	6	13.5
Building services design/layout	Nominal	52	16	10	20	6	13
Facility management guidelines	Nominal	35	12	9	8	6	8.75
Internship requirement	Nominal	88	45	12	13	18	22
Role of architectural studies	Nominal	86	41	10	12	23	21.5
Role of professional bodies	Nominal	40	12	8	10	10	10
Importance of users’ feedback	Nominal	56	18	12	16	10	14
Influence of client awareness	Nominal	54	17	13	15	9	13.5
Importance of prof. registration and licensing	Nominal	84	35	25	15	9	21

portrays the overall listing of all variables applied in the survey with their average frequency, whereas, the detailed analysis has been discoursed in Section 9.

9. Data Analysis

Study data was analyzed in three layers. First, “professional qualification” factor was analyzed using mean frequencies and cross tabulation. Next, “professional designation” factor was analyzed using mean frequencies and cross tabulation. Then, “practice location” factor was analyzed using mean frequencies and cross tabulation.

Figure 5 depicts the data analysis of “professional qualification” factor, which revealed that there is a general agreement among professionals in the built environment on all the 17 variables listed in Table 2 and Table 3. However, in each qualification, there are variations in the degree of engagement with each service.

Professionals with (BSc. Architecture/B. Architecture) qualifications are highly engaged in services such as preparing project feasibility, design requirements, construction requirements, structural guidelines, contract and tender documents, and facility management guidelines. Furthermore, this group of professionals have more consideration for variables such as internship requirement, architectural studies, users’ feedback, and client awareness. Professionals with (BSc. Arch. Engineering and Civil Engineering) qualifications are mostly involved in services such as project feasibility, costing and estimation, construction and structure, small-scale developer, and building services design. It is significant to note that overall less than 20% of the professionals validated the importance of the role of architectural studies, the role of professional bodies, the importance of users’ feedback, and the effect of clients’ awareness. This shows that only few professionals understand the importance of these factors in overall practice and, hence, there is a need to provide or establish a platform through professional bodies to initiate a dialogue between professionals, users, and clients.

Figure 6 shows the data analysis of “designation” factor. It shows that there is a general agreement among various designations (architect, civil engineer, and construction manager) on all the 17 variables listed in Table 2. However, there is a disparity in the frequency of opinion for each designation (architect, engineer, and construction manager) because of the practice conditions of the listed services.

Cross tabulation of listed services vs. designation shows that architects are highly engaged in practices such as determining project feasibility, determining design requirements, determining const. requirements, providing a cost estimation, supervising/managing construction, and preparing contract documents. However, data analysis shows that civil engineers are actively offering services such as determining/designing structural guidelines, working as a small-scale developer/builder, and building services design/layout.

Location is an important factor in the context of architectural practice in the UAE. Data on the services offered was collected from Ajman, Sharjah, and Dubai. Figure 7 shows the data analysis of the services and locations (emirates of UAE). The analysis shows that the emirate of Sharjah is leading in terms of offering a variety of architectural services in the UAE, followed by Dubai, and then Ajman. Although the emirate of Dubai is considered as the financial and trade hub of the UAE, the respondents ranked it second to Sharjah. Perhaps a slowdown in the real estate market hampered architectural business in Dubai but not in Sharjah because the prices of real estate are more affordable than in Dubai.

Analysis of the data shows that in general professionals in Sharjah are actively engaged in offering services such as determining project feasibility, determining design requirements, determining const. requirements, determining/designing structural guidelines, suggesting construction guidelines, providing cost estimation, supervising/managing construction, preparing contract documents, working as a small-scale developer/builder, and building services design/layout. It is significant to note that architectural services have experienced significant growth in Ajman, as shown in Figure 7. Data analysis shows that professionals in Ajman are involved in almost all the listed architectural/design services. Furthermore, architectural services in this emirate are not significantly affected by slowdown in real estate business thus architectural offices are busy with work. It is also significant to note that licensing and registration is an important consideration among all types of professionals working at various designations. However, users’ feedback and the role of professional bodies had the least consideration.

10. Conclusions

This study was motivated by a conversation between academicians and students about the role of architects and architectural engineers in the building design process. This discussion often generated different points of reference to architectural practice, particularly the role of the principal architect. This observation demonstrated that there are different established architectural groups practicing in the country and, hence, there is a need to clarify their legitimate roles in architectural practice. The findings of this study revealed that various professionals with different architectural and relevant backgrounds have significant differences in the services they offered. Professionals with an architectural background mostly offer design services such as preparing feasibility, design, guidelines for construction and contract, and tender documentation. Professionals with an engineering background are mostly engaged in construction management, structural design, and development. It is significant to note that unlike in other countries most professionals with either an architectural or an engineering background agree that professional bodies, users’ feedback, and client awareness do not play an active role in practice. These results suggest that architectural and engineering firms are impulsively practicing market related services to highlight their firm and entice more clients, without giving much consideration to their (users’/clients’) input.

According to previous research and data analysis, there exists a discrepancy between professional qualifications, practice specialties, and geographical location in the field of architecture. However, embracing diversity has been recognized as a crucial factor in fostering innovative architectural practices. Literature reviews have also indicated that continual educational progress and improvement have the potential to advance the way in which architectural design is approached. Despite this, there seems to be a disconnect between academic knowledge and innovation gained during architectural studies and their application in real-life architectural practice, leading to untapped potential and contributions that fresh graduates could offer the profession.

Nevertheless, there is a growing number of professionals and educational institutions that are consciously redefining and communicating the nature of architectural practice and developing curricula to reflect these changing trends. These institutions are embracing entrepreneurship and the importance of user feedback and are utilizing innovative design methods that cross over domains and social backgrounds. As a result, fresh architecture graduates are empowered to create buildings that integrate the physical domain with virtual realms to cater to the needs and demands of users and society at large.

In addition, the findings of this study also suggest that ignorance toward continuous professional development and inclusive architectural regulations is a major reason that professionals with various academic backgrounds are practicing architecture. The findings revealed that architectural practice in the UAE is highly competitive because of the diversified population and different qualifications. The confusion is always centered on fresh graduates and foreign architects in terms of their understanding of the role of the principal architect. Perhaps the single regulatory body of engineers and architects (SOEUAE) needs to restructure or review the scope and code to identify a separate set of rules and scope for architects and engineers. The results of this study also revealed that architectural curriculum in the country should be reviewed so that students of architecture can familiarize themselves with futuristic building design because the UAE always endeavors to be a trendsetter in terms of adapting technology, particularly in building design.

11. Recommendations

This study has provided an opportunity (blueprint) to initiate dialogue between academicians, regulators, and professionals to jointly work out the role of architects based on international standards. Such a dialogue will help to blend contemporary advances in building design with study and practice.

Architecture schools can focus on fostering diversity and inclusivity as a core value in the architecture curriculum and teaching methodology. Academic institutions can focus on incorporating a wider range of perspectives and experiences into their teaching materials and inviting instructors from diverse backgrounds to teach. Additionally, they can create safe spaces and support systems for marginalized groups and offer training for faculty and staff on diversity and inclusion. Teaching entrepreneurship in architectural education, schools can provide opportunities for students to develop skills in areas such as business planning, marketing, and fundraising. They can also encourage innovation by offering resources and mentorship to students interested in starting their own firms.

Regulators, such as municipalities and registration institutes, can prioritize the needs and preferences of users in the design process by engaging with social groups, communities, and users directly. They can also develop partnerships with community organizations and invite architecture students to participate in community service projects to gain a better understanding of the needs of local communities.

Lastly, regulators can encourage continuous learning and professional development among practicing architects by setting it as a condition for license or registration renewal. This can help ensure that architects stay up to date on best practices and new technologies and remain committed to meeting the needs of a diverse range of clients and communities.

Regarding future research in the domain of architecture practice and architectural studies, it is recommended that researchers can focus on topics such as “Curriculum learning and application in real practice”; “Issues and opportunities of continuous development in professional field” and “Effectiveness of diversity in academia and practice”.