This paper reflects upon the mechanisms that enable development of curricular approaches to multidisciplinary architecture/engineering higher education. Building upon recent calls for integrated multidisciplinary building design practice, academics at UCL, industry partners and respective professional bodies embarked upon developing a new course that challenged disciplinary boundaries and defined the needs of a new design professional. Whilst there have been attempts internationally to better integrate architecture as well as engineering education, efforts have largely been focused on bolt-on solutions based on pre-existing education programmes. In addition, there has been little discussion (empirical or theoretical) on practical measures associated with developing multidisciplinary education in the built environment. Drawing on mixed data including documentary evidence, semi structured interviews and observations, the study begins to shed light on the approaches underpinning the development of a multidisciplinary built environment MEng course at UCL that integrates architecture, building services and civil engineering. The paper’s contribution is threefold. First, the findings have implications for developing multidisciplinary built environment education curricula, through revealing key mechanisms including the need for shared attitudes and expectations. Second, the paper highlights the conditions that enable the negotiation of multidisciplinary curricula including institutional support, shared values and a collective need and willingness to explore new solutions. Third, the paper reflects upon the value of design studio learning as a critical integrative component to the delivery of multidisciplinary education in the built environment and STEM more widely.

本文探讨了使课程开发多学科建筑/工程高等教育的机制。在最近要求综合性多学科建筑设计实践的呼吁的基础上，UCL的学者，行业合作伙伴和各自的专业机构着手开发一种新课程，该课程挑战了学科界限并定义了新设计专业人员的需求。尽管国际上一直在尝试更好地整合建筑和工程教育，但努力主要集中在基于现有教育计划的附加解决方案上。此外，关于在建筑环境中开展多学科教育的实践措施（经验或理论）的讨论很少。利用包括文献证据，半结构化访谈和观察在内的混合数据，该研究开始阐明为UCL的多学科建筑环境MEng课程的开发提供支持的方法，该课程融合了建筑，建筑服务和土木工程。论文的贡献是三方面的。首先，通过揭示关键机制，包括对共同的态度和期望的需求，这些发现对制定多学科的建筑环境教育课程具有启示意义。其次，本文重点介绍了谈判多学科课程的条件，包括机构支持，共同价值观以及集体需求和探索新解决方案的意愿。第三，