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contributor authorYean-Yng Ling
contributor authorYih-Wann Tan
date accessioned2017-05-08T21:20:21Z
date available2017-05-08T21:20:21Z
date copyrightOctober 2001
date issued2001
identifier other%28asce%291052-3928%282001%29127%3A4%28190%29.pdf
identifier urihttp://yetl.yabesh.ir/yetl/handle/yetl/47561
description abstractConsultant architects and engineers (AE) are usually selected based on their skills. Additionally, the selection of consultants may also be based on a series of attributes known as the “network factor.” Attributes of the network factor include the reputations of AE and past, ongoing, and future relationships with clients, contractors, and other consultants. The purpose of this study is to identify network attributes that are relevant to AE selection. Data from parties who select and hire AE (i.e., project owners and design/build contractors) as well as data from AE themselves were collated from standard questionnaires posted to respondents. The results of the study reveal that the reputations of AE are the most important network attribute in determining AE selection. To increase the chances of AE being engaged as design consultants, it is important to have a reputation of being trustworthy, professional, and honest. In addition, design/build contractors tend to select AE who have harmonious relationships with them, with the project owner, and with other consultants in the project team. Finally, the study also concludes that it is advantageous for AE to adopt agreeable personalities in professional contexts in order to establish harmonious relationships with clients, contractors and other consultants, thus increasing the demand for their professional services.
publisherAmerican Society of Civil Engineers
titleRelevance of the Network Factor in Selection of Consultants
typeJournal Paper
journal volume127
journal issue4
journal titleJournal of Professional Issues in Engineering Education and Practice
identifier doi10.1061/(ASCE)1052-3928(2001)127:4(190)
treeJournal of Professional Issues in Engineering Education and Practice:;2001:;Volume ( 127 ):;issue: 004
contenttypeFulltext


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