Inclusion in Danish Architectural Education and Design Practice

In wishing to make our physical environment inclusive, this paper investigates the complexity and challenge of design process, focussing on the Danish distinction between architect and bygningskonstruktør (constructing architect) in both qualifications and practice. The paper looks at the division of the roles in relation to the knowledge acquired during their education; and discusses the kind of knowledge on inclusion they gain, mobilise and share during the actual design process. The findings from nine qualitative interviews highlight two key areas. Firstly, there is a need to develop shared knowledge on inclusion between architects and bygningskonstruktører; secondly, team structure and communication strategy needs to be critically reviewed and appropriated to optimise knowledge allocation and dissemination within a team and practice at large.