Within the last decade, the architecture world has seen the rise of a new digital technology called Building Information Technology, or BIM, that has constituted a paradigm shift to the profession. Although the last few years have shown promising results in the implementation of BIM despite a sluggish start a decade ago, researchers posit that the uptake rate of the technology could have been better if not for the lack of a holistic and consistent approach taken by tertiary education in supplying their graduates with industry compatible knowledge of BIM. This thesis explores the desired factors in developing an effective way to implement BIM into architecture education with the aim to propose a framework of recommendations that is able to support the integration of BIM principles into the Part I and Part II architecture programmes in Malaysia in accord to the needs of the local industry.Existing research often engages either only the industry or the Higher Education Institutions (HEI)s, but seldom both, to reformulate its curriculum to accommodate BIM. Even a number of research that claimed to have engaged both parties, have onlydone so on a selective basis rather than nation-wide scale.The current research on the other hand have engaged both the industry and all the accredited public architecture schools in the country through survey questionnaires from the initial stage of the research to ensure the framework of recommendations is tailored to suit both ends of the profession; hence, balancing the needs and desires of the industry with academic expertise and aspirations of the HEIs. Significant findings from the results of the various surveys taken on both the industry and HEIs have shown that the BIM uptake in Malaysiaâs architecture industry is relatively low at approximately 20% and CAD is still the gold standard for the industry and government. However, BIM awareness is very high and the majority in the industry are strongly considering to adopt BIM in the future. Current BIM users in the industry were in favour of continuing utilising BIM in the future despite admitting that BIM has brought certain challenges to the practice that needed to be addressed effectively. Contrary to the industry, the public HEIs have fared better with all but just one have already introduced BIM into their curriculum. However, these HEIs have not adopted a much aligned and coherent approach in integrating BIM into their curriculum. Most of the HEIs have developed their BIM syllabus in-house without formal engagement with the industry or other HEIs.Inferences gained from the analysis of findings from both surveys were appraised and cross checked with the literature review, accreditation requirements by Lembaga Arkitek Malaysia (LAM) and Malaysia Qualifications Agency (MQA), and subsequently used to develop and construct a theoretical framework of recommendations for BIM integration into the architecture programme in Malaysia.This theoretical framework was then presented and validated by the various HEIs before being refined prior to the establishment of the final framework that will later be presented to LAM as a tool that can be used to assist and guide HEIs to integrate BIM into their curriculum. Apart from that, the framework should also be able to provide LAM with additional insights in regards to developing the accreditation criteria for BIM syllabus in architecture curriculum.
|Date of Award||7 Feb 2019|
- University Of Strathclyde
|Supervisor||Michael Grant (Supervisor) & David Grierson (Supervisor)|