Purpose Building Information Modelling (BIM) is becoming the new norm in the AEC industry and also part of many construction project management (CPM) programmes. The purpose of this paper is to address the difficulty and challenges in walking the narrow line between an industry-ready BIM and a BIM that is good for student learning and offers a realistic and practical, but simultaneously achievable, learning environment. Design/methodology/approach An action research was conducted in an undergraduate CPM education setting. Findings Key challenges encountered were availability of appropriate teaching and learning resources for BIM; finding the balance between theory and practice, technology and process, and traditional and emerging CPM methods; and facilitating staff’s professional development. Closer look was given to the teaching and learning resources for BIM. Theoretical resources that are available for education in the form of books, articles and websites are easy and straightforward to locate. Likewise, a good share of various tools are available for educational purposes. On the other hand, actual building models represent a challenge in terms of preparing and optimising usage of the model for high-quality educational purposes. Several different approaches for obtaining BIM resources were identified with various challenges and benefits. Originality/value The results and recommendations will assist educators to better understand and overcome the practical challenges related to BIM education, especially those related to teaching and learning resources.
Risks and uncertainties are inevitable in construction projects and can drastically change the expected outcome, negatively impacting the project’s success. However, risk management (RM) is still conducted in a manual, largely ineffective, and experience-based fashion, hindering automation and knowledge transfer in projects. The construction industry is benefitting from the recent Industry 4.0 revolution and the advancements in data science branches, such as artificial intelligence (AI), for the digitalization and optimization of processes. Data-driven methods, e.g., AI and machine learning algorithms, Bayesian inference, and fuzzy logic, are being widely explored as possible solutions to RM domain shortcomings. These methods use deterministic or probabilistic risk reasoning approaches, the first of which proposes a fixed predicted value, and the latter embraces the notion of uncertainty, causal dependencies, and inferences between variables affecting projects’ risk in the predicted value. This research used a systematic literature review method with the objective of investigating and comparatively analyzing the main deterministic and probabilistic methods applied to construction RM in respect of scope, primary applications, advantages, disadvantages, limitations, and proven accuracy. The findings established recommendations for optimum AI-based frameworks for different management levels—enterprise, project, and operational—for large or small data sets.
This article is a first step in a longitudinal research in New Zealand context to identify what impact national education approaches have on uptake of BIM education in individual tertiary institutes. Although BIM and BIM education as research topics are on rise, there is limited research on national approaches and their impact on width and depth of BIM education and through that graduate capabilities and BIM adoption by the industry. Case study approach has been selected to investigate first the challenges encountered by the tertiary institutes, how these can be addressed at national level and in later stages what the impact has been to the width and depth of BIM education and graduate outcomes. Only a limited number of countries such as United Kingdom have introduced national approaches to BIM education. In New Zealand National BIM Education Working Group (NBEWG) was established in December 2014. The group has representatives from eight tertiary institutes who have strong interest in including BIM as part of their programmes. NBEWG promotes integration of BIM into all architectural, engineering and construction programmes in New Zealand by providing national curriculum guidelines and guidance in adopting BIM curriculum. A survey was conducted among the institutes to identify the key challenges encountered in BIM integration. Among these were knowledge and skill gaps among faculty, crowded curricula, and limited time for development work.
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