Exploring Risk Identification Practices in Architecture Graduation Projects in KSA

Graduation Projects (GPs) express one of the most demanding academic milestones for undergraduate architecture students requiring simultaneous management of design complexity, institutional constraints, and personal resources. Despite this, risk management remains absent from most architecture curricula worldwide. This study investigates risk identification practices among 74 undergraduate architecture students from public and private Saudi universities through a structured survey instrument. Findings show that psychological stress, time management pressures, and design/technical complexity are the highest-severity risks chosen by students. Additionally, 54% of students reported receiving no formal risk management training and only 23% identify risks proactively at early project stages. Students rely mainly on reactive, individually devised response strategies, with limited engagement of risk identification and management formal tools such as risk registers or phased scheduling. Drawing on Project Management Institute (PMI) and ISO 31000 frameworks, this study proposes context-specific risk taxonomy for architectural graduation projects. Recommendations include three categories of institutional intervention: curriculum-embedded risk literacy modules, structured milestone-based supervision protocols, and equitable access for resources across different university types. This study’s findings contribute empirical evidence specific to the KSA higher education context and offer actionable directions for architecture programs seeking to align graduate readiness with Vision 2030 professional development objectives