Construction education requirements for achieving level 2 and 3 BIM

Adedotun Olanrewaju Ojo, Farzad Pour Rahimian, Jack Goulding, Christopher Pye

Research output: Chapter in Book/Report/Conference proceedingConference contribution book

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 practice-based, 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.
LanguageEnglish
Title of host publicationARCOM Doctoral Workshop on Construction Education in the New Digital Age
Pages34-48
Number of pages15
Publication statusPublished - 4 Nov 2015

Fingerprint

Education
Construction industry
Industry
Communication
Life cycle
Defects
Chemical analysis

Keywords

  • construction education
  • learning requirements
  • BIM learning outcomes
  • level 2 BIM
  • level 3 BIM
  • UK AEC industry

Cite this

Ojo, A. O., Rahimian, F. P., Goulding, J., & Pye, C. (2015). Construction education requirements for achieving level 2 and 3 BIM. In ARCOM Doctoral Workshop on Construction Education in the New Digital Age (pp. 34-48)
Ojo, Adedotun Olanrewaju ; Rahimian, Farzad Pour ; Goulding, Jack ; Pye, Christopher. / Construction education requirements for achieving level 2 and 3 BIM. ARCOM Doctoral Workshop on Construction Education in the New Digital Age. 2015. pp. 34-48
@inproceedings{fdede34295e74240938b04ccbced61e5,
title = "Construction education requirements for achieving level 2 and 3 BIM",
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 practice-based, 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.",
keywords = "construction education, learning requirements, BIM learning outcomes, level 2 BIM, level 3 BIM, UK AEC industry",
author = "Ojo, {Adedotun Olanrewaju} and Rahimian, {Farzad Pour} and Jack Goulding and Christopher Pye",
year = "2015",
month = "11",
day = "4",
language = "English",
pages = "34--48",
booktitle = "ARCOM Doctoral Workshop on Construction Education in the New Digital Age",

}

Ojo, AO, Rahimian, FP, Goulding, J & Pye, C 2015, Construction education requirements for achieving level 2 and 3 BIM. in ARCOM Doctoral Workshop on Construction Education in the New Digital Age. pp. 34-48.

Construction education requirements for achieving level 2 and 3 BIM. / Ojo, Adedotun Olanrewaju; Rahimian, Farzad Pour; Goulding, Jack; Pye, Christopher.

ARCOM Doctoral Workshop on Construction Education in the New Digital Age. 2015. p. 34-48.

Research output: Chapter in Book/Report/Conference proceedingConference contribution book

TY - GEN

T1 - Construction education requirements for achieving level 2 and 3 BIM

AU - Ojo, Adedotun Olanrewaju

AU - Rahimian, Farzad Pour

AU - Goulding, Jack

AU - Pye, Christopher

PY - 2015/11/4

Y1 - 2015/11/4

N2 - 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 practice-based, 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.

AB - 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 practice-based, 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.

KW - construction education

KW - learning requirements

KW - BIM learning outcomes

KW - level 2 BIM

KW - level 3 BIM

KW - UK AEC industry

UR - http://www.arcom.ac.uk/workshop-past.php

UR - http://www.arcom.ac.uk/-docs/workshops/2015-11_Birmingham_Proceedings.pdf

M3 - Conference contribution book

SP - 34

EP - 48

BT - ARCOM Doctoral Workshop on Construction Education in the New Digital Age

ER -

Ojo AO, Rahimian FP, Goulding J, Pye C. Construction education requirements for achieving level 2 and 3 BIM. In ARCOM Doctoral Workshop on Construction Education in the New Digital Age. 2015. p. 34-48