Design quality manual : improving building performance / Martin Cook

The Design Quality Manual: Improving building performance-- Contents-- Acknowledgements-- Abbreviations and acronyms-- 1 Introduction-- 1.1 Overview of design quality and building performance-- 1.2 Building procurement systems-- 1.3 Chequered history of building procurement systems-- 1.4 Cultural context of building procurement systems - public v. private?-- 1.5 Architects and social status-- 1.6 Architecture: art, profession or commercial enterprise?-- 1.7 Client's changing needs and objectives-- 1.8 References-- 2 Building procurement-- 2.1 Evolution of the building industry and professionalism -- 2.2 Modern building procurement systems2.3 Traditional building procurement-- 2.4 Variants of the traditional system-- 2.5 Design and build-- 2.6 Variants of design and build-- 2.7 Management contracting-- 2.8 Construction management-- 2.9 Design and manage-- 2.10 British Property Federation system-- 2.11 Project management-- 2.12 Professional development system-- 2.13 New Engineering Contract-- 2.14 Private Finance Initiative-- 2.15 Building procurement guidance-- 2.16 Chapter summary-- 2.17 References-- 3 Schools-- 3.1 Historical evolution of schools-- 3.2 The modern era of school building-- 3.3 Twentieth century schools3.4 Twenty-first century schools-- 3.5 PFI schools in England and Wales - Introduction-- 3.6 PFI schools in England and Wales - Design Quality Matrices-- 3.7 PFI schools in England and Wales - Overall summary matrix-- 3.8 PFI schools in England and Wales - Architecture-- 3.9 PFI schools in England and Wales - Environmental engineering-- 3.10 PFI schools in England and Wales - User comfort-- 3.11 PFI schools in England and Wales - Whole life costs-- 3.12 PFI schools in England and Wales - Detail design-- 3.13 PFI schools in England and Wales – Conclusions -- 3.14 PFI schools in England and Wales - Recommendations3.15 PFI schools in England and Wales - Summary-- 3.16 PFI schools in Northern Ireland - Introduction-- 3.17 PFI schools in Northern Ireland - Description of the project-- 3.18 PFI schools in Northern Ireland - Design Quality Matrices-- 3.19 PFI schools in Northern Ireland - Overall summary matrix-- 3.20 PFI schools in Northern Ireland - Architecture-- 3.21 PFI schools in Northern Ireland - Environmental engineering-- 3.22 PFI schools in Northern Ireland - User comfort-- 3.23 PFI schools in Northern Ireland - Whole life costs -- The colour plate section3.24 PFI schools in Northern Ireland - Detail design-- 3.25 PFI schools in Northern Ireland - User satisfaction-- 3.26 PFI schools in Northern Ireland - Conclusions-- 3.27 PFI schools in Northern Ireland - Recommendations-- 3.28 PFI schools in Northern Ireland - Summary-- 3.29 International case studies-- 3.30 Further international case studies-- 3.31 References-- 4 Hospitals-- 4.1 Historical evolution of hospitals-- 4.2 The modern era of hospital building-- 4.3 Twenty-first century hospitals-- 4.4 Benchmarking hospitals - Introducing a design quality method -- 4.5 Benchmarking hospitals - The Design Quality Matrices

Everyone involved in a building project wants to achieve a better building but design quality means different things to clients, users, architects, cost consultants and contractors. Negotiating design priorities is an important part of the development process. The Design Quality Manual helps give an objective evaluation of the qualitative aspects of design. Matrices with five defined levels of quality have been developed that cover the key areas of architecture, environmental engineering, user comfort conditions, whole-life costs, detail design and user satisfaction. These can be scored by a v