|M.Sc Student||Pikas Ergo|
|Subject||Evaluation of University-level BIM Education in Construction|
Engineering and Management
|Department||Department of Civil and Environmental Engineering||Supervisor||Professor Rafael Sacks|
|Full Thesis text|
Many national construction industries worldwide are increasingly demanding the use of building information modeling (BIM), often together with complimentary novel management methods, for delivery of their construction projects. As a result, construction companies have started to look for graduates with BIM education and competency. This demand by the industry is reflected in the Smart Market Report published by (Young et al., 2009) in the following words: "Your career and the prosperity of your company depend on becoming familiar with the tools, processes and value propositions of BIM."
A number of universities have recognized the demand and in response they have started to integrate BIM in their construction management programs. Most of the universities are struggling as there is no common understanding of what the content, principles and methods to teach BIM should be. Furthermore, BIM is not an accreditation criterion; universities lack resources, especially human resources; and some are unwilling to assign credits within the curriculum.
The aim of this work is to develop better understanding of what industry expects, how to approach BIM education, and what are the expected benefits and/or challenges. The research methodology was based on action/empirical research, and included development of a central research method based on the cognitive domain of Bloom's Taxonomy. This domain of the taxonomy categorizes learning objectives (or, in the words of the American Society of Civil Engineer's "Civil Engineering Body of Knowledge" documents, it categorizes the expected level of students' achievements). The research steps included: literature study; elicitation of BIM education requirements; evaluation of best practice and proposal of a BIM education plan; experiments at the Technion over two semesters; and analysis/results.
A summary of BIM education items/subjects with expected levels of achievement was developed. Later it was used for analyzing best practices and systematic planning of BIM education at the Technion. The proposed plan was intensively executed, monitored and recorded over the two semesters of study year 2011/2012. Several observations were made, but the most important contribution is that an approach to BIM education was proposed and a planning methodology, with criteria for student assessment and for monitoring of the BIM education execution plan, was developed. Such a framework will be a vital resource for the hundreds of universities and colleges that are facing the challenge of updating their construction engineering and management (CEM) programs.