Guo, B H W; Gonzalez, V A; Puolitaival, T; Enegbuma, W and Zou, Y (2023) Bridging the gap between building information modelling education and practice: A competency-based education perspective. International Journal of Construction Management, 23(15), pp. 2558-2569. ISSN 1562-3599
Abstract
This study reports a case study that investigates the gap between BIM tertiary education and the building industry’s needs in New Zealand (NZ). In specific, it aims to (1) identify the industry’s requirements on BIM competencies, (2) examine the status quo of BIM tertiary education in NZ, and (3) identify and analyse the gaps between current BIM education and the industry’s needs. Data were collected through BIM job advertisement to identify the industry’s requirements of BIM competencies and top BIM uses. Data of thirty-three courses were also collected from nine tertiary institutions. Results indicated that there were discrepancies between the type and level (i.e. cognitive levels) of BIM competencies. It was indicated that missing links existed in almost all BIM uses that were taught, except 4D modelling. A large proportion of learning outcomes were focused on 'understanding' for several BIM uses, while NZ BIM Handbook requires higher levels of application and evaluation. To bridge the gaps, core competence sets should be determined by disciplines. BIM competencies can also be classified based on BIM uses, BIM processes and phases, and project roles. This paper proposed a conceptual framework, which suggests the way ahead towards future competency-based BIM education.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | building information modelling; BUILDING INFORMATION MODELLING competence; BUILDING INFORMATION MODELLING job advertisement; competency-based education; constructive alignment; tertiary education |
| Index terms: | building information modelling, learning outcome, conceptual framework, case study, competence, tertiary, New Zealand, 4D modelling, building industry |
| Subjects: | student development, curriculum development, Geography, industry analysis, digital design, information systems, personnel development, theoretical framing, data collection methods |
| Topics: | Human Resources, Digital Applications, Geographical Context, Education, Research Practice |
| Descriptive scope: | 4 PCEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here