Sacks, R and Pikas, E (2013) Building information modeling education for construction engineering and management. I: Industry requirements, state of the art, and gap analysis. Journal of Construction Engineering and Management, 139(11): 4013016, ISSN 0733-9364
Abstract
As building information modeling (BIM) becomes increasingly standard practice in the construction industry, universities providing construction engineering and management education seek to incorporate BIM concepts and skills in their degree programs. The goal of this research was to compile a framework for BIM education that lays out the necessary topics and the levels of achievement required at each stage of degree programs. Industry's requirements for graduate engineers were elicited through surveys, workshops, analyses of job advertisements, and in-depth interviews. An outline of 39 topics in three broad classifications was established. Targets for competency in each topic were developed using the cognitive domain of Bloom's taxonomy, which expresses the learning objectives on six levels (from understand to evaluate). Gap analysis, which compared the state of the art in leading universities to industry requirements, led to the compilation of a framework for the development of BIM content for undergraduate and graduate construction engineering and management degree programs. The requirements and framework are intended to provide educators with essential knowledge as they develop and implement BIM content in their programs.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | engineering education; information technologies; information technology; three-dimensional models |
| Index terms: | construction engineering, undergraduate, taxonomy, construction industry, workshop, gap analysis, building information modelling, engineering education, engineer, state of the art, program, information technology, interview, survey |
| Subjects: | curriculum development, data analysis and analytics, construction type, profession, data collection methods, research dissemination and communication, computing systems, professional education, information systems, industry analysis, software systems, engineering methods, performance measurement |
| Topics: | Digital Applications, Education, Engineering Principles, Research Practice, Construction Technology, Roles and Professions |
| Descriptive scope: | 5 PCTEA |
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