CV: Peter Walker

1957 Born Belfast, Northern Ireland.

1957 Born Belfast, Northern Ireland.

1963 Family moved to Cape Town.

1973 Family based in south west Scotland – Higher qualifications.

1975-78 Newcastle Polytechnic, diploma in quantity surveying.

1978 Turner and Townsend, Newcastle.

1980 University of East London – BSc in architecture and further post graduate qualifications to become fully qualified, partly through the Architectural Association.

1988 Fully qualified, having worked for large firm Farmer and Dark.

Conran Design Group - director of projects.

1991 Couves Architects - director.

1996 to present day Dewjoc - director. Set up and runs Newcastle office, while teaching part time at Newcastle University since 1997.

Consultant architect experience

Expert witness and given evidence on over 50 cases of architectural professional negligence.

Expert evidence provided on Bottle Bank Land Tribunal (Gateshead Hilton).

Five years as consultant architect to the Tyne and Wear Development Corporation.

Employed by London Underground for a design and procurement audit of architectural work on the Jubilee Line project.

Teaching and other education experience, includes:

Part time senior lecturer in architecture, department of architecture planning and landscape, University of Newcastle, 2000 – present

External examiner The University of Newcastle, Huddersfield University, The Queen’s University Belfast, University of Northumbria.

Publications and research, include:

Rethinking the Construction Process: Focusing the Construction Curriculum (2000), with Prof A Price, Dr H Boussabaine and Dr P McDermott.

From strategic adviser to design sub-contractor and back again in Sustaining Architecture in the Anti-Machine Age (2001), ed. I Abley and J Heartfield.

The Construction Companion to Risk and Value Mangement (2002), with Dr D Greenwood, pub: RIBA Enterprises, ISBN 1 85946 092 5

Chairman of CAPRIKON (The capture and reuse of information in construction) a joint Newcastle and Loughborough University research programme funded by the Education, Social and Physical Sciences Research Council


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