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Integrating building information modelling (BIM) into Engineering education: an exploratory study of industry perceptions using social network data

Conference Paper


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Abstract


  • Building Information Modelling (BIM) has been widely acknowledged as an emerging technological

    and procedural shift within the Architecture, Engineering and Construction (AEC) industry. BIM

    represents a methodology to manage the building design and project data in digital format throughout

    a building lifecycle. With the implementation of BIM, the design, construction and operation processes

    can be better streamlined to improve project efficiency. Because of its far-reaching benefits, there is a

    current push for BIM by governments worldwide, including Australia. However, a significant lack of the

    understanding of BIM and industry readiness has been identified as a major hindrance; hence, there is

    a growing demand for tertiary institutions to incorporate BIM into their architecture and engineering

    curricula to equip new graduates with such knowledge. A number of universities around the world are

    offering courses for various BIM applications. However, there remain numerous issues associated with

    the development and delivery of appropriate BIM courses that require careful considerations.

    This study presented in this paper was developed to answer the following question: what are the

    current issues perceived as critical by BIM professionals on the integration of BIM into universities’

    engineering curricula?

    METHOD

    An exploratory analysis was conducted by using a qualitative analysis of the data obtained from a

    popular online social network platform for professionals – LinkedIn. Data in the form of discussion

    posts and comments associated with BIM in education were captured from a BIM-specific discussion

    group using NVivo 10 software. To carry out the analysis, discussion posts and comments were coded

    to identify important themes emerging from the data. These themes were then examined, interpreted

    and discussed.

    The results showed that the themes emerged from the selected discussion posts were concentrated

    on the recommendations on how BIM can be integrated into a curriculum and the barriers to the

    integration. The need to teach BIM as a collaborative process rather just a software tool was

    highlighted, with the difficulty in bridging educational silos identified as one of the main barriers.

    BIM is an innovative concept that can help improve the efficiency of the AEC industry. To successfully

    integrate BIM into education, the industry perceived that there is the need for universities to be more

    innovative in developing a collaborative curriculum that requires integration across different

    educational disciplines. This represents a major challenge to be overcome not only for engineering

    education, but also other related disciplines within the AEC context.

Authors


  •   Panuwatwanich, Kriengsak (external author)
  •   Wong, Mei Liang (external author)
  •   Doh, Jeung-Hwan (external author)
  •   Stewart, Rodney A. (external author)
  •   McCarthy, Timothy J.

Publication Date


  • 2013

Citation


  • Panuwatwanich, K., Wong, M., Doh, J., Stewart, R. A. & McCarthy, T. J. (2013). Integrating building information modelling (BIM) into Engineering education: an exploratory study of industry perceptions using social network data. In C. Lemckert, G. Jenkins & S. Lemckert (Eds.), Proceedings of the 24th Annual Conference of the Australasian Association for Engineering Education AAEE2013 (pp. 1-9). Australia: Griffith School of Engineering, Griffith University.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2929&context=eispapers&unstamped=1

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers/1920

Start Page


  • 1

End Page


  • 9

Abstract


  • Building Information Modelling (BIM) has been widely acknowledged as an emerging technological

    and procedural shift within the Architecture, Engineering and Construction (AEC) industry. BIM

    represents a methodology to manage the building design and project data in digital format throughout

    a building lifecycle. With the implementation of BIM, the design, construction and operation processes

    can be better streamlined to improve project efficiency. Because of its far-reaching benefits, there is a

    current push for BIM by governments worldwide, including Australia. However, a significant lack of the

    understanding of BIM and industry readiness has been identified as a major hindrance; hence, there is

    a growing demand for tertiary institutions to incorporate BIM into their architecture and engineering

    curricula to equip new graduates with such knowledge. A number of universities around the world are

    offering courses for various BIM applications. However, there remain numerous issues associated with

    the development and delivery of appropriate BIM courses that require careful considerations.

    This study presented in this paper was developed to answer the following question: what are the

    current issues perceived as critical by BIM professionals on the integration of BIM into universities’

    engineering curricula?

    METHOD

    An exploratory analysis was conducted by using a qualitative analysis of the data obtained from a

    popular online social network platform for professionals – LinkedIn. Data in the form of discussion

    posts and comments associated with BIM in education were captured from a BIM-specific discussion

    group using NVivo 10 software. To carry out the analysis, discussion posts and comments were coded

    to identify important themes emerging from the data. These themes were then examined, interpreted

    and discussed.

    The results showed that the themes emerged from the selected discussion posts were concentrated

    on the recommendations on how BIM can be integrated into a curriculum and the barriers to the

    integration. The need to teach BIM as a collaborative process rather just a software tool was

    highlighted, with the difficulty in bridging educational silos identified as one of the main barriers.

    BIM is an innovative concept that can help improve the efficiency of the AEC industry. To successfully

    integrate BIM into education, the industry perceived that there is the need for universities to be more

    innovative in developing a collaborative curriculum that requires integration across different

    educational disciplines. This represents a major challenge to be overcome not only for engineering

    education, but also other related disciplines within the AEC context.

Authors


  •   Panuwatwanich, Kriengsak (external author)
  •   Wong, Mei Liang (external author)
  •   Doh, Jeung-Hwan (external author)
  •   Stewart, Rodney A. (external author)
  •   McCarthy, Timothy J.

Publication Date


  • 2013

Citation


  • Panuwatwanich, K., Wong, M., Doh, J., Stewart, R. A. & McCarthy, T. J. (2013). Integrating building information modelling (BIM) into Engineering education: an exploratory study of industry perceptions using social network data. In C. Lemckert, G. Jenkins & S. Lemckert (Eds.), Proceedings of the 24th Annual Conference of the Australasian Association for Engineering Education AAEE2013 (pp. 1-9). Australia: Griffith School of Engineering, Griffith University.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2929&context=eispapers&unstamped=1

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers/1920

Start Page


  • 1

End Page


  • 9