Successful education of professionals for supporting future BIM implementation within the architecture engineering construction context

Farzad Pour Rahimian, Jack Steven Goulding, Tomasz Arciszewski

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Scientific advances and innovative technologies in Architecture, Engineering, and Construction (AEC) projects are shaping the way in which decisions are made. These decisions are forming the governing foundations for determining and delivering progressive changes in order to address issues pertaining to Society, Knowledge, Economy, and People. These central tenets help support, underpin and drive societal drivers. However, whilst the AEC sector as a whole has been categorised as ‘fragmented’ (Egan, 1998; Latham, 1994; Hampson and Brandon, 2004; Wolstenholme, 2009), the consequence of this has somewhat hindered progress in the use of such innovative technologies (Pour Rahimian et al., 2011). That being said, from a United Kingdom (UK) perspective, there has been a resurgence to address these challenges in order to exploit the full potential of such technologies. In doing so, the UK Government mandated the implementation of Building Information Management (BIM) Level 2 in all public projects from 2016. This required AEC firms to use exchangeable digital building models amongst project parties to enable 2D/3D spatial compliance with British Standard BS1192:2007.
LanguageEnglish
Title of host publicationOnline Learning for STEM Subjects
Subtitle of host publicationInternational Examples of Technologies and Pedagogies in Use
EditorsMark Child, Robby Soetanto
Place of Publication[Abingdon]
Pages143-163
Number of pages21
Publication statusPublished - 16 Jan 2017

Fingerprint

information management
Information management
Education
engineering
education
knowledge society
driver
firm
economy

Keywords

  • BIM learning outcomes
  • education professionals
  • teaching engineering

Cite this

Pour Rahimian, F., Goulding, J. S., & Arciszewski, T. (2017). Successful education of professionals for supporting future BIM implementation within the architecture engineering construction context. In M. Child, & R. Soetanto (Eds.), Online Learning for STEM Subjects: International Examples of Technologies and Pedagogies in Use (pp. 143-163). [Abingdon].
Pour Rahimian, Farzad ; Goulding, Jack Steven ; Arciszewski, Tomasz. / Successful education of professionals for supporting future BIM implementation within the architecture engineering construction context. Online Learning for STEM Subjects: International Examples of Technologies and Pedagogies in Use. editor / Mark Child ; Robby Soetanto. [Abingdon], 2017. pp. 143-163
@inbook{d8d73850949b43ca8c2275b067f26002,
title = "Successful education of professionals for supporting future BIM implementation within the architecture engineering construction context",
abstract = "Scientific advances and innovative technologies in Architecture, Engineering, and Construction (AEC) projects are shaping the way in which decisions are made. These decisions are forming the governing foundations for determining and delivering progressive changes in order to address issues pertaining to Society, Knowledge, Economy, and People. These central tenets help support, underpin and drive societal drivers. However, whilst the AEC sector as a whole has been categorised as ‘fragmented’ (Egan, 1998; Latham, 1994; Hampson and Brandon, 2004; Wolstenholme, 2009), the consequence of this has somewhat hindered progress in the use of such innovative technologies (Pour Rahimian et al., 2011). That being said, from a United Kingdom (UK) perspective, there has been a resurgence to address these challenges in order to exploit the full potential of such technologies. In doing so, the UK Government mandated the implementation of Building Information Management (BIM) Level 2 in all public projects from 2016. This required AEC firms to use exchangeable digital building models amongst project parties to enable 2D/3D spatial compliance with British Standard BS1192:2007.",
keywords = "BIM learning outcomes, education professionals, teaching engineering",
author = "{Pour Rahimian}, Farzad and Goulding, {Jack Steven} and Tomasz Arciszewski",
year = "2017",
month = "1",
day = "16",
language = "English",
isbn = "9781138934443",
pages = "143--163",
editor = "Mark Child and Robby Soetanto",
booktitle = "Online Learning for STEM Subjects",

}

Pour Rahimian, F, Goulding, JS & Arciszewski, T 2017, Successful education of professionals for supporting future BIM implementation within the architecture engineering construction context. in M Child & R Soetanto (eds), Online Learning for STEM Subjects: International Examples of Technologies and Pedagogies in Use. [Abingdon], pp. 143-163.

Successful education of professionals for supporting future BIM implementation within the architecture engineering construction context. / Pour Rahimian, Farzad; Goulding, Jack Steven; Arciszewski, Tomasz.

Online Learning for STEM Subjects: International Examples of Technologies and Pedagogies in Use. ed. / Mark Child; Robby Soetanto. [Abingdon], 2017. p. 143-163.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Successful education of professionals for supporting future BIM implementation within the architecture engineering construction context

AU - Pour Rahimian, Farzad

AU - Goulding, Jack Steven

AU - Arciszewski, Tomasz

PY - 2017/1/16

Y1 - 2017/1/16

N2 - Scientific advances and innovative technologies in Architecture, Engineering, and Construction (AEC) projects are shaping the way in which decisions are made. These decisions are forming the governing foundations for determining and delivering progressive changes in order to address issues pertaining to Society, Knowledge, Economy, and People. These central tenets help support, underpin and drive societal drivers. However, whilst the AEC sector as a whole has been categorised as ‘fragmented’ (Egan, 1998; Latham, 1994; Hampson and Brandon, 2004; Wolstenholme, 2009), the consequence of this has somewhat hindered progress in the use of such innovative technologies (Pour Rahimian et al., 2011). That being said, from a United Kingdom (UK) perspective, there has been a resurgence to address these challenges in order to exploit the full potential of such technologies. In doing so, the UK Government mandated the implementation of Building Information Management (BIM) Level 2 in all public projects from 2016. This required AEC firms to use exchangeable digital building models amongst project parties to enable 2D/3D spatial compliance with British Standard BS1192:2007.

AB - Scientific advances and innovative technologies in Architecture, Engineering, and Construction (AEC) projects are shaping the way in which decisions are made. These decisions are forming the governing foundations for determining and delivering progressive changes in order to address issues pertaining to Society, Knowledge, Economy, and People. These central tenets help support, underpin and drive societal drivers. However, whilst the AEC sector as a whole has been categorised as ‘fragmented’ (Egan, 1998; Latham, 1994; Hampson and Brandon, 2004; Wolstenholme, 2009), the consequence of this has somewhat hindered progress in the use of such innovative technologies (Pour Rahimian et al., 2011). That being said, from a United Kingdom (UK) perspective, there has been a resurgence to address these challenges in order to exploit the full potential of such technologies. In doing so, the UK Government mandated the implementation of Building Information Management (BIM) Level 2 in all public projects from 2016. This required AEC firms to use exchangeable digital building models amongst project parties to enable 2D/3D spatial compliance with British Standard BS1192:2007.

KW - BIM learning outcomes

KW - education professionals

KW - teaching engineering

UR - https://www.routledge.com/Online-Learning-for-STEM-Subjects-International-Examples-of-Technologies/Childs-Soetanto/p/book/9781138934443

M3 - Chapter

SN - 9781138934443

SP - 143

EP - 163

BT - Online Learning for STEM Subjects

A2 - Child, Mark

A2 - Soetanto, Robby

CY - [Abingdon]

ER -

Pour Rahimian F, Goulding JS, Arciszewski T. Successful education of professionals for supporting future BIM implementation within the architecture engineering construction context. In Child M, Soetanto R, editors, Online Learning for STEM Subjects: International Examples of Technologies and Pedagogies in Use. [Abingdon]. 2017. p. 143-163