Construction education requirements for achieving level 2 and 3 BIM

Pye, CJ; Adedotun, O; Pour Rahimian, F; Goulding, J

Abstract

The Architecture Engineering Construction (AEC) Industry is well noted for its fragmented nature, leading to
several flaws in communication and information processing, which have led to a proliferation of adversarial
relationships amongst project participants, thereby affecting the integrity of design information throughout the
project life cycle. Likewise, Construction Education is bedevilled by multitudinous issues due to its practicebased, interdisciplinary nature of the industry, its professional and institutional history, and its evolving context
and composition. These challenges have influenced the purpose of construction as well as the requirements or
strategies needed to achieve it. The purpose of this paper is to examine the nature of Construction Education and
learning requirements for successful training and implementation of Level 2 (with the aid of a process map) and
also of Level 3, to meeting the ever-changing nature of the AEC industry. This process map seeks to identify the
educational requirements for existing industry practitioners and for fresh graduates entering into the industry. In
order to achieve this aim, a case study methodology was adopted using semi-structured interviews with BIM
experts in purposively selected organisations in the UK, which were further analysed using single case narrative
and cross-case synthesis techniques. The BIM sub-processes at each project phase of the construction process
were extracted from the interviews conducted. Then the process map linking all the BIM activities in the project
was developed. In conclusion, the process map formalises the knowledge and skills set required to successfully
implement Level 2 and 3 BIM, facilitating project collaboration, communication flow and agreement amongst
project participants on construction processes throughout the project lifecycle. The finding of this research are
highly aligned with the seminal literature which argued that new skills required for the creation and management
of a BIM model fall into the three categories of technological tools, organisational processes, and project team
roles and responsibilities, and that these three skill sets contribute to the success of the entire BIM project and
adoption in any organisation.

Citation

Pye, C., Adedotun, O., Pour Rahimian, F., & Goulding, J. (2015, November). Construction education requirements for achieving level 2 and 3 BIM. Presented at ARCOM Doctoral Workshop on Construction Education in the New Digital Age, Birmingham City University, Birmingham

• Presentation Conference Type: Other
• Conference Name: ARCOM Doctoral Workshop on Construction Education in the New Digital Age
• Conference Location: Birmingham City University, Birmingham
• Start Date: Nov 4, 2015
• Publication Date: Nov 4, 2015
• Deposit Date: Nov 20, 2019
• Publicly Available Date: Nov 20, 2019
• Publisher URL: http://www.arcom.ac.uk/-docs/workshops/2015-11_Birmingham_Proceedings.pdf
• Related Public URLs: http://www.arcom.ac.uk/workshop-past.php
• Additional Information: Event Type : Workshop