Building Information Modelling (BIM) Adoption Model for Architectural Education

Abstract

The purpose of this study is to design a Building Information Modelling (BIM) integration model for architectural education in adopting BIM culture. Most of the current models on BIM adoption are directed toward the realm of construction industries (consultant firms and contractors) and less on higher education institutions. The discourse on education is mostly concerning experimentation on curricular integration and the lack of general concepts of integration. The main research inquiry of this study is concentrated on which criteria are best suited to the education culture. Utilizing reflective discussion of past experiences and a semisystematic literature review, detailed criteria to capture the multidimensional facets of BIM adoption are proposed. The study proposes the model that offers six main integration criteria: (a) institution vision and priorities, (b) infrastructure, (c) curriculum integration, (d) human resources, (e) knowledge organization, and (f) change management. The application of the model may be limited to architectural schools which are still in the initial process of BIM adoption but the comprehensiveness of the model may possibly be developed as the basis for readiness assessment, roadmap development, and exchange terminologies between education and the wider context of architecture, engineering, construction, operation and management industries.

The Awareness Of Implementing Building Information Modelling (Bim) For Educators In Malaysia Tvet Institutions: A Systematic Literature Review

“…BIM has led to the dependency on technological usage to manage data for delivery and collaboration between construction parties (Ismail et al, 2019). However, the interest and awareness of BIM and its implementation in practice and academia vary significantly from country to country (Maharika et al, 2020). Thus, the Malaysian government has highly encouraged the application of BIM to transform the Malaysian construction industry to a higher level.…”

“…A study conducted by (Maharika et al, 2020) found that most of the current models on BIM adoption are directed toward the area of construction industries (consultant firms and contractors) and less toward higher education institutions, mainly concerning experimentation on curricular integration and the lack of general concepts of integration. Zhang et al…”

“…Educational institutions are exploring strategies to incorporate BIM education in their undergraduate curriculum. The criteria of the curriculum must also involve the process of integration (Maharika et al, 2020). Instead of integrating BIM into the AEC profession, it was suggested that BIM-based curricula should be developed where construction knowledge is fused into these curricula (Lassen et al, 2018).…”

“…While in the initial entry phase of the adoption, the institution may formulate learning objectives and learning plans and develop courses/ modules that integrate BIM into the curriculum. The process-oriented teaching approach in the project-based course is the strategic entry point to understanding BIM (Wang & Leite, 2014; Maharika et al, 2020). A recent study conducted by (S. N. S. Yusoff et al, 2021) has found that the Government of Malaysia has started to put more initiatives to complement BIM in the education system by having MoUs with universities and provided to educators with a 5-month BIM Training program where the participants are awarded Professional Certificate TVET refers to Technical Vocational Education and Training as a higher educational institution that aims to produce students with the knowledge and diverse skills base for improving the quality to become skilled workers when venturing into the working world (Yunos et al, 2019).…”

Integration of Environmental Bim Analysis With Design Projects in the Pedagogy of Architectural Education

“…On top of these, the vision and mission of the institution must also support a dynamic paradigm of pedagogical changes to incorporate the needs of the ever-evolving built environment industry. (Fadjar Maharika et al, 2020). Another issue is a lack of study on how to effectively integrate the course that deals with environmental BIM analysis in architecture education within the existing curriculum.…”