Given the number of different agencies and the complexity of institutional and professional relationships in the production, management and regulation of the built environment, many students entering built environment professions leave university education to take up work placements or employment without a sufficient understanding of the different actors and the formal and informal interactions and social relationships between them. Furthermore, destructive stereotypes may form during the educational process as students construct their own professional identity, in part learnt from their teachers and peers, and naturalised by the academic and professional institutions that form the context of their education – a process of enculturation termed ‘professional socialization’ by social scientists (Cuff, 1991: 118). These stereotypes may lead ultimately to inter-professional tensions and hostilities. Innovations in practice often involve challenges to established roles or joined-up thinking which breaches institutional structures, for all of which graduates may be ill-prepared
