Joannides, M M; Olbina, S and Issa, R R A (2012) Implementation of building information modeling into accredited programs in architecture and construction education. International Journal of Construction Education and Research, 8(2), pp. 83-100. ISSN 1557-8771
Abstract
There are many benefits of building information modeling (BIM) to the construction industry when compared to the traditional approach to design and construction. To properly prepare students, many schools are introducing BIM in their coursework as a response to the current and future needs of the construction industry. The aim of this research was to evaluate the current implementation of BIM and to identify trends in the teaching of BIM in architecture and construction academic programs. A survey that investigated the implementation of BIM into accredited programs in architecture and construction education was sent to architecture and construction schools in the U.S. The survey results indicated that most architecture and construction schools either have an interest in or have already implemented BIM into their curriculum. The majority of the schools expected students to have a basic knowledge of BIM upon graduation; perceived BIM as important to industry; and planned to fully integrate BIM into their curriculum. The results show that more architecture than construction schools have implemented BIM into their curriculum. Construction schools were more likely to use four-dimensional (4D) and five-dimensional (5D) models in teaching construction scheduling and estimating when compared to architecture schools.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | 3D coordination; BIM; education; estimating; scheduling |
| Index terms: | coordination, construction industry, implementation, design and construction, construction scheduling, building information modelling, estimating, program, construction education, survey, scheduling |
| Subjects: | information systems, industry analysis, project controls, software systems, management, financial and cost management, data collection methods, professional education, contractual arrangements, operations research |
| Topics: | Cost Management, Research Practice, Digital Applications, Organizational Design, Time Control, Procurement, Education |
| Descriptive scope: | 4 PCTE |
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