A review of tertiary BIM education for advanced ... · A review of tertiary BIM education for advanced engineering communication with visualization Amarnath Chegu Badrinath, Yun‐Tsui

Chegu Badrinath et al. Visualization in Engineering (2016) 4:9 DOI 10.1186/s40327-016-0038-6

REVIEW Open Access

A review of tertiary BIM education foradvanced engineering communication withvisualization
Amarnath Chegu Badrinath, Yun‐Tsui Chang and Shang‐Hsien Hsieh*
Abstract

Background: Today, the architectural, engineering, construction, and operation (AECO) industry is motivated toemploy graduates educated about Building Information Modeling (BIM) tools, techniques, and processes, whichhelp them to better integrate visualizations and data into their projects. In line with today’s AECO industrynecessities and government mandates, globally active BIM educationalists and researchers are designing BIMeducational frameworks, curricula and courses. These educationalists and researchers are also generating solutionsto the obstacles faced during integration of BIM education into tertiary education systems (TESs). However, BIMresearchers have taken few efforts recently to provide an overview of the level of BIM education across the globethrough review and analysis of the latest publications associated with BIM education in TESs. Hence, this studyattempts to fill this gap by providing a review of the efforts of globally active educationalists and researchers toeducate AECO students about BIM in the context of advanced engineering education with visualization.

Method: In our study, an investigation of texts in the field of academic BIM education was conducted. Keywordssuch as “BIM education”, “BIM curriculum”, “BIM course”, and “visualization in engineering education” were used tosearch for publications ranging from 2010 to the present day. Textual and content analysis were employed toarrange BIM-related qualitative textual data into similar sets of conceptual categories for the purpose of analyzingtrends in today’s global academic BIM education research.

Results: This study generated six conceptual categories by arranging qualitative textual data from 70 collected BIMpublications in order to build an understanding of active BIM educationalists and researchers efforts: (a) identifyingneeds for BIM in tertiary educational institutions (TEIs), (b) identifying essential BIM skillsets for BIM education, (c)developing BIM educational frameworks, (d) developing BIM curricula, (e) experimenting with BIM courses, and (f)developing strategies to overcome BIM educational issues. Through this process of review and analysis, currentresearch gaps in academic BIM education across the globe are identified.

Conclusion: This process of review and analysis of global BIM education research trends resulted in a conceptualcategorization of BIM educationalists and researchers’ efforts in TES. This categorization and review of the collectedpublications can serve as a knowledge base for: (a) identifying major issues involved in BIM education, (b)developing strategies to incorporate BIM into TES, and (c) developing BIM frameworks and curricula in the contextof tertiary education, which can assist BIM educators with taking BIM education in TES to the next level forvisualization in advanced engineering education. Through analyzing global BIM education research trends, thisstudy also provides future research suggestions on academic BIM education across the globe. Furthermore, ouranalysis highlights the relationship between current tertiary BIM education and visualization.

Keywords: Visualization in engineering education, BIM educational framework, BIM curriculum, BIM course, BIMcompetencies, BIM educational issues

* Correspondence: [email protected] of Civil, Engineering, National Taiwan University, No. 1, Sec. 4,Roosevelt Road, Taipei 10617, Taiwan

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Chegu Badrinath et al. Visualization in Engineering (2016) 4:9 Page 2 of 17

IntroductionTraditional Computer-Aided Design (CAD) drawings(i.e., graphical entities such as dots, lines, and curves)and 3D models (i.e., 3D based presentations, rendering,walk-through, etc. to enhance model-based visualiza-tions) have evolved into a new paradigm: intelligentBuilding Information Modeling (BIM). This tool consistsof data-rich smart objects (defined in terms of buildingelements and systems such as spaces, walls, beams, andcolumns) being aggregated for the digital representationof physical and functional characteristics of facilities.Intelligent BIM has multiple dimensions from 3D tonD—such as 3D-visualization, 4D-scheduling, 5D-estimation, 6D-facility management applications, and7D-sustainability—offering multiple benefits such asBIM model use throughout the building life cycle(Computer Integrated Construction Research Group2011; Succar 2015). Hence, intelligent BIM provides anopportunity for Architectural, Engineering, Construc-tion, and Operation (AECO) industry stakeholders toevaluate possible solutions and identify potential prob-lems of the final product before the start of actual con-struction. The most common use of intelligent BIM isvisualization, and the most essential part of visualizationin engineering is communication. Visualization can en-hance the communication between AECO industrystakeholders, and result in better understanding of whata client is asking for. Advanced visualization techniquesalso improve the efficiency of information exchange inthe context of AECO education in tertiary educationsystems (TESs), assisting AECO students in solving geo-metric tasks. Hence, the use of CAD and intelligentBIM, technological advances in spatial representation,and conceptual skills by which users can make intuitivedecisions about spatial problems are all essential to de-livering better education for AECO students. Moreover,introducing AECO students to modern BIM technology,tools, and related processes will allow them to be furthercompetitive and flexible in a rapidly changing Informa-tion Technology (IT) environment (Hsieh et al. 2015).Based on today’s AECO industry expectations and gov-

ernment mandates, many educational institutions acrossthe globe are investigating how to incorporate BIM inTESs (Becker et al. 2011; Salman 2014; Rooney 2015). Inaddition, globally active BIM educationalists and re-searchers have invested huge efforts in delivering BIMeducational frameworks, designing BIM curricula, con-ducting BIM courses, and developing new strategies forovercoming the obstacles faced during BIM implementa-tion. Relatedly, a few BIM educationalists and re-searchers have delivered overviews of BIM educationaltrends in the past (Barison & Santos 2010c, 2011; Wonget al. 2011; Lee & Dossick 2012). Recently, NATSPEC, anon-profit organization published an update on the state

of BIM awareness and adoption in countries such as theUSA, Canada, the Czech Republic, Finland, theNetherlands, Norway, the UK, South Africa, China,Hong Kong, Singapore, Japan, Australia, and NewZealand. NATSPEC’s study revealed that BIM educationand its uptake are still at different levels of implementa-tion across the globe, and provided an outline declaringthat current BIM education tends to focus on the use ofparticular BIM software. In the end, NATSPEC’s reportemphasized the need for education connected to openBIM, BIM management, and a collaborative workingenvironment for them (Rooney 2015). Open BIM andBIM management in academic BIM education refers toeducating AECO students on how students of differentdisciplines need to collaboratively design, construct, andoperate buildings based on open standards and work-flows. However, NATSPEC’s study failed to documentcompletely the status of BIM education and awarenessin each country. Another drawback was that the reportwas purely based on the responses provided by a globalgroup of parties with an interest in BIM. Moreover, norecent efforts have been undertaken by BIM researchersto review and analyze the latest BIM publications inorder to provide an overview of the state of BIMeducation worldwide.In line with today’s necessities, this study reviewed and

analyzed 70 BIM education-related publications rangingfrom 2010 to the present day from 24 countries bycombining textual and content analysis. This process ofliterature review of global BIM education researchtrends resulted in six conceptual categories of BIM edu-cationalists and researchers’ efforts in TESs as describedin Fig. 1: (a) identifying needs for BIM in tertiary educa-tional institutions (TEIs), (b) identifying essential BIMskillsets for BIM education, (c) developing BIM educa-tional frameworks, (d) developing BIM curricula, (e)experimenting with BIM courses, and (f ) developingstrategies to overcome BIM educational issues. An inter-active map, in which detailed information behind thisconceptual categorization and associated BIM educationpublications are visualized, is accessible through thefollowing link: https://public.tableau.com/views/Acade-micBIMEducation/Dashboard1?:embed=y&:display_count=yea&:showTabs=y. These categories show thatthese global BIM educationalists and researchers havebeen addressing the questions of (a) “why” we needBIM education for TEIs, (b) “what” to teach in aca-demic BIM education, and (c) “how” to develop aca-demic BIM education at different working levels (i.e.the framework, curriculum, and course levels) andovercome related barriers, in order to take BIM edu-cation in TESs to next level. These categories are ar-ranged according to the flow of BIM educationdevelopment flow to help BIM educators to

https://public.tableau.com/views/AcademicBIMEducation/Dashboard1?:embed=y&:display_count=yea&:showTabs=y



Fig. 1 Conceptual categorization of academic BIM educationalists and researchers’ efforts in TESs


understand issues they ought to consider in differentphases of BIM education development. Thiscategorization and review of the publications collectedin this study can serve as a knowledge base for: (a)realizing major issues involved in BIM education, (b)developing strategies for incorporating BIM into TES,and (c) developing BIM tertiary education frameworksand curricula that can assist BIM educators in takingBIM education in TESs to the next level in the con-text of advanced engineering education with visualiza-tions. Through analyzing global BIM educationresearch trends, this study also provides future re-search suggestions on academic BIM education acrossthe globe. Furthermore, our analysis highlights the re-lationship between current tertiary BIM educationand visualization. This study mainly concentrates ondelivering an overview of BIM teaching at universities:i.e., on academic BIM education and not on BIMtraining in the AECO industry.

Overview of latest academic BIM education publicationsIn our study, an investigation of the latest publicationson academic BIM education has been conducted.Keywords such as “academic BIM education”, “BIMcurriculum”, and “BIM course” were used to select

publications ranging from 2010 to the present day usingdifferent search engines (e.g., Google Scholar, Scopus),resulting in the collection of 70 academic BIM educationpublications. The composition of these publications isshown in Fig. 2. Almost half of the publications arepublished in 2015 (30 out of 70), showing that the im-portance of BIM education at TESs has recently beenrecognized by educationalists and researchers in AECOdisciplines across the globe. Among these 70 publica-tions, the majority of them are conference papers (50out of 70, accounting for 71 %). Only 17 of them arejournal papers, while 2 are reports and 1 is a book chap-ter. The composition of publication types across theliterature shows that there are plenty of sharing of casestudies of and experiences with BIM education inacademia through international conferences, yet there isa shortage of publications in international journals con-stituting deeper research into academic BIM education.These academic BIM education publications were

authored by researchers from 24 countries (the USA,Brazil, Mexico, the UK, Ireland, Finland, Denmark,Belgium, the Netherlands, Austria, Portugal, Latvia,Turkey, Egypt, the UAE, Israel, Nigeria, Indonesia,Singapore, Malaysia, India, Hong Kong, Taiwan, SouthKorea, and Australia). The global distribution of these

Fig. 2 Number of academic BIM education publications by publication type and author location


70 publications is shown in Fig. 2. Researchers in USA,Australia, and Brazil have published more BIMeducation-related publications than other countries inthe period evaluated (30, 8, and 7 publications, respect-ively). Their intensive discussion and development ofacademic BIM education provided rich experiences andknowledge from which educationalists and researchersin other regions and countries could learn. As forEurope, there were only 2 publications authored by UKacademics, despite the strong need for academic BIMeducation in the UK due to the 2016 BIM mandate planreleased by the government, and despite the existence ofa national organization promoting academic BIM educa-tion there (i.e., the BIM Academic Forum by UK BIMTask Group) (Underwood & Ayoade 2015). UK BIMeducation researchers could share more of their experi-ences with and knowledge about academic BIM educa-tion in the future. Beside the UK, there were only 8publications concerning academic BIM educationauthored by researchers in 8 European countries (i.e.,Ireland, Finland, Denmark, Belgium, the Netherlands,Austria, Portugal, and Latvia). Language barriers need tobe overcome for educationalists and researchers in thisregion to share more of their efforts to the global tertiaryBIM education community. Compared with the Euro-pean region, researchers from 7 Asian countries havepublished 9 publications in which they share their

experiences with academic BIM education. This showsthat Asian countries are not only keen to promote BIMat the moment (Cheng & Lu 2015), but also that re-searchers in this area are keen to promote academicBIM education and exchange their experiences.

Identifying needs for BIM in tertiary educationalinstitutionsTertiary education, also referred as third-stage, third-level, and post-secondary education, is the educationallevel following the completion of a secondary educa-tion institution. At this higher education level withinAECO departments, integrating BIM in their curriculais the most essential step for them to cope withtoday’s AECO industry requirements. TEIs mustdeliver BIM education with different course levels incurricula by adopting BIM in AECO departmentswithin major core courses and expanding the curric-ula to create a BIM learning spectrum with variousmodes of collaboration. With respect to the aboverequirements, it is also recommended to set-up multi-disciplinary schools and BIM educational institutionsto facilitate BIM learning through industry and aca-demia (AIA-CA 2012; McDonald & Donohoe 2013).Several of the publications we collected identified theneed for BIM in TESs (Agboola & Elinwa 2013;Sampaio 2014; Rooney 2015).


For instance, Agboola and Elinwa (2013) suggested theneed for a global accreditation model to enhance uni-formity in TESs. Agboola and Elinwa's study providedan overview of the Nigerian National Universities Com-mission’s accreditation of engineering education, andmade recommendations to policy-makers in governmentand the educational sector about how to redesign,upgrade, and modify existing initiatives to produce grad-uates who can compete favorably in the engineeringsector worldwide. Sampaio (2014) identified the role ofengineering schools in promoting BIM concepts, anddescribed several educational measures on offer at theTechnical University of Lisbon, Portugal. She highlightedthe importance of teaching BIM in TEIs, the involve-ment of students in research projects, and the dissemin-ation of BIM through short courses and workshopsaddressed to the AEC community outside the school.Recently, the NATSPEC’s global summary report, basedpurely on responses received from a global group of par-ties with interest in BIM, advocated the need for TEIswith backing from industry and government to fully in-corporate BIM education into curricula (Rooney 2015).This report attempted to fully document the status ofBIM education/awareness by considering three key fac-tors—education/training, initiatives/organizations, andawareness/uptake—in countries such as Canada, US,UK, the Netherlands, the Czech Republic, Finland,Norway, South Africa, China, Hong Kong, Singapore,Japan, Australia, and New Zealand. NATSPEC’s reportrevealed that BIM awareness and uptake appear to stillbe on the rise, with BIM widely adopted by practitionersin the AECO industry, and with the governments of afew countries such as UK and Singapore actively pro-moting and mandating the use of BIM. Together, thesestudies recommend the need for a global accreditationmodel, multidisciplinary schools, and BIM educationalinstitutions with industry and government backing to fa-cilitate BIM learning throughout industry and academia.Even though the NATSPEC report has highlighted the

present need for BIM education at TESs worldwide, onlya few publications in recent years have discussed and an-alyzed the specific needs of the AECO industry with re-gard to academic BIM education in the contexts ofdifferent countries (e.g., McDonald & Donohoe 2013;Agboola & Elinwa 2013). Discussion on academic BIMeducation in the contexts of different countries is a poten-tial research direction for BIM education researchers tofollow in order to meet the industry need of cultivatingBIM-ready graduates in different places around the world.

Identifying essential BIM skillsets for BIM educationDifferent AECO industry specialists need distinct BIMknowledge and skillsets. AECO students, who will be fu-ture BIM specialists, need to be trained to acquire such

essential competencies. Planning this training mustconsider various aspects: technical aspects (includingmodelling, drafting, and model management), oper-ational considerations (including designing, simulat-ing, and quantifying), functional concerns (includingcollaboration, facilitation, and project management),implementation (including component development,standardization, and technical training), administrativeprocedures (including tendering and procurement,contract management, and human resource manage-ment), support (including data and network support,equipment, and software troubleshooting), managerialconcepts (including leadership, strategic planning, andorganizational management) and R&D (includingchange management, knowledge engineering, and in-dustry engagement) (Succar & Sher, 2014). Here, theterm BIM specialist refers to any of BIM modelers,BIM analysts, BIM application/software developers,BIM managers/coordinators, BIM consultants, andBIM researchers. BIM educationalists train these fu-ture specialists with the unique BIM skillsets requiredby adopting certain training techniques.Active BIM educationalists in Brazil and Australia

have put efforts in identifying essential BIM skillsets forBIM education in their TEIs. Barison and Santos (2010b,2011, 2012a) conducted an extensive literature survey toguide the drafting of BIM skillset requirements of AECOindustry specialists. In 2010, they provided a preliminaryoutline of BIM specialists and their responsibilities. In2011, this team emphasized the need for educationalinstitutions to focus education on cultivating in theirstudents the educational competencies required for themto become BIM managers and specialists. Through theirtechnical literature review, they revealed that a BIMmanager must be adept at working with computers andhave detailed planning skills in order to create a goodvisualization of the building before its construction.Considering BIM implementation in Brazil context in2012, they provided a brief report on BIM skills thatneed to be considered in academic institutions at thegraduate level. Recently, Gardner et al. (2014) fromsouthern Australia highlighted essential BIM skills suchas collaboration, communication, leadership, and facili-tating change management alongside technical skillsthrough interviews with local BIM specialists.Even though these researchers have attempted to iden-

tify the essential BIM skillsets to be taught in TEIs, onlyBIM skillsets for a few AECO disciplines and BIM spe-cialists have been addressed. For instance, in Barisonand Santos’ works, only the competencies of BIM man-agers (Barison and Santos 2010a) and the BIM compe-tencies for the field of architectural and civil engineering(Barison and Santos 2012a) have been addressed withrespect to BIM education. More research needs to be


done to fill this gap in order to know how to educatecompetent BIM graduates in TEIs in the future.

Developing BIM educational frameworkA BIM educational framework is an organized set of cri-teria or learning outcomes that defines the BIM contentfor AECO students to learn throughout their tertiary edu-cation levels in order to be transformed into BIM-readygraduates. In recent years, there have been several studiesabout delivering educational frameworks that can enhanceBIM education within TESs. To deliver an overview ofBIM educationalists’ efforts to deliver these frameworks,we have identified the specific development methods andAECO applications they have focused on. The sectionbelow describes these subcategories in detail.

With novel methodsBIM educationalists in Australia and Brazil have beenworking on methods to develop BIM educational frame-works. MacDonald (2012) from University of Technol-ogy Sydney, Australia has developed an “IMACframework” with four stages: illustration, manipulation,application, and collaboration. These stages relate to dif-ferent levels of achievement and each consists of twocomponents: a benchmarking tool and a guide for im-plementation, thereby assisting educators in benchmark-ing their curriculum and in developing their ownstrategies. Here, we further describe in detail the activ-ities within the IMAC framework in each stage. (a) Inthe illustration stage, building information models areused to illustrate key concepts in students’ respectivedisciplines. (b) In the manipulation stage, students inter-act with and manipulate existing models. (c) In theapplication stage, students solve discipline-related prob-lems arising from the basic theoretical knowledge theyhave acquired thus far. (d) In the collaboration stage,students from different disciplines work together onjoint projects.Following a series of work on academic BIM education

in Brazil, Barison and Santos (2013) have reviewed andanalyzed 306 documents using the content analysismethod to establish educational activities. They addressseveral variables that may influence the choice of educa-tional activities in order to plan educational activities forthe teaching and learning of BIM in the context ofmodel authoring. These variables include the learningobjectives and requisites, the structures of the subjectsto be taught, the phase in the teaching process, the tea-cher's teaching experience, the available teaching timeand resources, and the type of required learning.

In AECO departmentsAECO departments refer to those departments in TESsconnected with the AECO industry: e.g., architectural

engineering (AE), civil engineering (CE), construction en-gineering and management (CEM), quantity surveying(QS), building and real estate (BRE), etc. Active BIM edu-cationalists and researchers in USA and Israel have devel-oped BIM educational frameworks to apply in CE and QSdepartments, which are further discussed in detail below.

� Construction Engineering and Management
Active educationalists (Sacks & Pikas 2013, Pikaset al. 2013) from the Civil and EnvironmentalEngineering Department at the Technion-IsraelInstitute of Technology, Israel conducted a series ofstudies to compile a framework for BIM educationthat lays out necessary topics and levels of achieve-ment required at each stage of a degree program forCEM. They also contributed towards creating a setof procedures that educators can use for identifyingtheir local requirements and for building compre-hensive BIM education into their CEM curriculum.They highlighted the requirement of high-level com-petence in performing 4D visualization of construc-tion schedules in BIM education for CEM.
� Quantity SurveyingAli et al. (2015) from Universiti Teknologi Malaysiadeveloped an educational framework for QS thatcharts a route on how knowledge related to BIMprinciples and its applications can be imparted tointerdisciplinary design and construction with aprimary focus on the QS scope of work. Through ananalysis of past BIM education frameworks, theydivided the QS BIM framework into four objectives:visualization, quantification, planning/scheduling,and management. These developed frameworks canassist educators with integrating BIM into theirrespective departmental courses.

� MultidisciplinaryAs mentioned in the first conceptual category above(i.e. identifying needs for BIM in TEIs), setting upmultidisciplinary schools and BIM institutions isrecommended in order to facilitate BIM learningthrough industry and academia (AIA-CA 2012;McDonald & Donohoe 2013). BIM educationalistsand researchers in South Korea, Australia, Brazil,and Singapore have contributed to developing BIMeducational frameworks for multidisciplinary BIMeducation to produce BIM-ready graduates.In 2011, South Korean BIM activists developededuBIM, the first private BIM “U-education system”(i.e. customized self-learning system) with an openBIM library. The system specifically uses a BIMeducation process based on worker competencies,present structure of the overall system and services,educational experiences, and recommendations. Theunique feature of this BIM U-education system is its


capability of supporting learners’ acquisition of BIMprocesses by work type (Jeon & Eom 2011). Mostrecently, BIM educationalists in Singapore designeda truly qualified BIM educational program to de-velop and implement an internationally recognized,standalone, post-graduate education program andsubsequent certification for qualified BIM practi-tioners. This research was created as a foundationfor the education model of the Institute of VirtualDesign and Construction, a private educationalinstitution registered in Vietnam and Singapore. Italso describes in detail three essential levels of aBIM curriculum: L1: BIM modelling by providingintroduction, modelling and procedures, and datamanagement; L2: BIM coordination by educatingstudents about collaboration, calculation, estimationand scheduling, sustainability and coordination; andL3: BIM management by educating students aboutadvanced modeling, technologies, management, andtraining (Hoang & Bedrick 2015).

A well-defined educational framework is important forthe delivery of BIM education. However, compared withthe considerable amount of publications discussing cur-riculum development and experimenting with coursesfor BIM education we found, only a few publications dis-cuss the development of educational frameworks foracademic BIM education. Moreover, only a few AECOdepartments have attempted to design educationalframeworks specific for BIM. More research should bedone in the future corresponding to these research gaps.Moreover, few publications discussed the relationshipsand differences between BIM education in differentlevels of TESs (e.g. undergraduate, graduate, and post-graduate institutions). This is another research directionfor BIM researchers to consider in order to design aBIM education framework that meets the needs of dif-ferent educational levels.

Developing BIM curriculaBIM-related curriculum development is a process of im-proving the current curricula of AECO departments.The process of introducing BIM into AECO depart-ments has revealed that this process is more complexthan just adding new courses into the curriculum. Agenerally adopted process for curriculum developmentincludes five steps: (1) analysis, (2) objective design, (3)selection of appropriate teaching, learning, and assess-ment methods, (4) formation of curriculum implementa-tion and evaluation committee, and (5) curriculumreview. BIM has the potential to be an intrinsic part ofAECO industry disciplines: thus, many criteria need tobe considered while planning and developing BIM

curricula. These criteria include prerequisites, goals, ob-jectives, contents, teaching methodologies, andevaluations.A large and growing body of literature has investigated

BIM curriculum design. To start with, Barison andSantos (2010a, 2010b) conducted an extensive literaturesurvey to analyze current strategies of planning a BIMcurriculum, describing how a few BIM courses havebeen planned, introduced, developed, and evaluated.Barison and Santos also discussed issues that arise whilepromoting BIM education and suggested different ap-proaches to incorporate BIM into curricula. Further,Becker et al. (2011) reviewed research that used scien-tific methodologies to make predictions about trends inBIM education. They also made specific recommenda-tions for constructing curricula that could providestudents with expected proficiencies.Besides these literature review papers on BIM curricu-

lum design, there have been several studies surveyinghow BIM is incorporated into AECO programs and cur-ricula. Becerik-Gerber et al. (2011) surveyed how theeducational innovations of distance learning, multidis-ciplinary collaboration, and industry collaborations havebeen incorporated into 101 U.S. AEC programs in thesubject area of BIM. They also surveyed the challengesfaced while incorporating BIM into constrained curriculaand the various approaches that have been undertakento address them. Their study showed that currently,BIM is mostly used in teaching design visualization andconstructability activities among these AEC programs,and these two aspects are also the areas in which pro-grams would like to further expand the use of BIM.Joannides et al. (2012) evaluated the current implemen-tation of BIM and identified trends in the teaching ofBIM in 81 architecture and construction academic pro-grams in the USA. Their results showed that more archi-tecture schools have implemented BIM into theircurriculum than construction schools, and that manymore construction schools focus on 4D and 5D modelsin teaching scheduling and estimating compared witharchitecture schools.In the next section, to present a detailed overview on

BIM educationalists’ efforts towards BIM curriculumdevelopment, we have identified their focuses on specificdevelopment methods and on specific AECO applications.The section below describes these subcategories in detail.

With novel methodsIn TESs, curriculum development involves the use ofseveral methods, tools, and techniques. Several BIMeducationalists and researchers have been focusing onthe development of such methods, tools, and techniquesfor their BIM curricula.


A team of educationalists from Australia worked onBIM competency identification to facilitate the develop-ment of BIM learning modules. This team also devel-oped an integrated approach to BIM competencyassessment, acquisition, and application (Succar & Sher2013; Succar et al. 2013). Brazilian educationalists andresearchers produced curriculum development tools util-izing best practices that can assist teachers in planningbasic BIM and collaborative design courses (Barison &Santos 2014). Also, a few BIM educationalists from theUSA developed BIM curricula by employing severaltechniques such as flip classroom techniques, and laterdiscussed their pros and cons (Dossick et al. 2015).

In AECO departmentsIn AECO departments, BIM educationalists and re-searchers in AE and CEM departments are actively de-signing BIM-based curricula. A few initiatives were alsoundertaken in designing multidisciplinary team-basedBIM curricula for training AECO students to gain col-laboration, communication and coordination skillsets.

� Architectural Engineering
Architectural engineering, also known as buildingengineering, is the application of engineeringprinciples and technology to design andconstruction. Students in such a department shouldpossess a global perspective on how to address thevisual, technical, functional, and aesthetic aspects ofinhabited spaces within the parameters of ecologicalcontexts.BIM educationalists from Turkey and USA madeprogress in developing effective approaches todesign BIM education in the context of anarchitecture program (Elinwa & Agboola 2013;Cribbs et al. 2015). Elinwa and Agboola (2013) fromEastern Mediterranean University, Turkeyconsidered an effective approach to educationaldesign in architecture schools through theenhancement of their architectural program’scurriculum with BIM pedagogy so that the programcan meet current architectural challenges.
� Construction Engineering and ManagementConstruction engineering and management (CEM)is the overall planning, coordination, and control ofa project from beginning to completion, aimed atmeeting the client’s requirements in order toproduce a functionally and financially viable project.Globally, CEM programs are actively seeking tointegrate BIM into their curricula.For instance, Lee and Dossick (2012) analyzedvarious applications of BIM in CEM programs fromthe literature, and established a BIM educationalprogram in their curriculum for educating students

that would be well prepared for the constructionindustry. The study indicated that the CEMcurriculum was designed by educationalists withcourses in numerous categories, such as stand-aloneBIM courses, MEP lab courses, engineering graphicscourses, cross-curriculum teaching modules,capstone courses, scheduling and estimating courses,and project management courses. The study alsosuggested introducing general types of BIMtechnology to support the CEM curriculum with 3Dvisualization, 4D scheduling, 5D estimation, andlaser scanning technology, and described further onhow to integrate BIM into other CEM courses suchas construction contracts, construction surveying,facility management (FM), construction safety,construction estimating, construction planning andscheduling, project administration, capstone courses,and integrated studios. In the same series of studies,Lee et al. (2013) further conducted research with amain objective of identifying the best approach toincorporate BIM into the CM curricula at EastCarolina University and University of Washington.Here, Lee et al.’s study mainly reported on somepublished cases, learning outcomes, challenges ofBIM in construction education, and associatedindustry perspectives. They also developed detailedguidelines for integrating BIM technical andmanagement skills into construction education.Likewise, BIM educationalists Liu and Hatipkarasulu(2014) from The University of Texas at SanAntonio, USA designed a course titled “BIM forCM”. Its combined lecture–lab structure providedan example of BIM content being delivered in anewly developed construction program for students,thereby serving different needs of students atdifferent levels of computer skills and with differentindustry experiences. In addition, Liu andHatipkarasulu discussed subjects covered within thisstandalone course, its grading structure, contentdelivery methods, term projects, student feedback,and lessons learned. Recently, Salazar et al. (2015)described the approach taken in developing a BIM-based platform and virtual prototype to efficientlyincorporate virtual construction in CE courses. Inthis study, his team built a BIM-based platform tosupport delivery of construction methods and virtualconstruction courses at two different universities—-Worcester Polytechnic Institute, USA andUniversidad Autonoma de Yucatan, Mexico—inboth undergraduate and graduate courses. Theirstudy results indicated that their approach satisfiestheir educational needs within the constraintsimposed by time and continuous technologicalchange.


� MultidisciplinaryA multidisciplinary approach to BIM educationinvolves gathering students from multiple disciplinesto redefine problems outside normal boundaries andreaching solutions based on understanding of realAECO-industry projects, processes, and currentissues. It is vital to see that educators at theuniversity level adapt BIM curricula for theirstudents so that they not only understand the basicconcepts and proper usages of BIM, but also learnin an environment where collaboration is not merelyencouraged but engrained in the culture.Canada, the USA, and Hong Kong’s BIMeducationalists and researchers invested their effortsin designing curricula for multidisciplinary designstudios. These multidisciplinary design studiosinvolve AECO students in the disciplines of CM,building technology, MEP, and QS (Wong et al.2011; Demirdoven 2015; Henderson & Jordan 2015).Wong et al. (2011) at PolyU in Hong Kongincorporated BIM into their CM, buildingtechnology, and QS curricula while focusing on theinstitutional policy. Moreover, BIM courses at B&REin PolyU was introduced at different education levelssuch as the diploma, undergraduate and graduatelevels. Likewise, Demirdoven (2015) from the USA,who belongs to a department of architectural, civiland environmental engineering, visualized thebenefits of BIM-based interdisciplinary courseworkfor training senior and graduate level students at theIllinois institute of Technology, Chicago.Recently, Henderson and Jordan (2015) took theunique approach of proposing a trans-disciplinary“building life-cycle” graduate curriculum, attemptingto design an academic program that resolves manyof the conflicts and problems in educatingprofessionals within the building industry: i.e.owners, designers, contractors, facility managers andusers. The core of this trans-disciplinary buildinglife-cycle program was divided into four majorsyllabus components: demand, acquisition offacilities, facilities in use, and demolition/reuse. Thistrans-disciplinary curriculum is markedly differentfrom other multi-disciplinary BIM curriculumsdeveloped to-date. In addition, BIM educationalistsCribbs et al. (2015) developed a BIM curriculum forenhancing the educational value of an existinggraduate-level BIM course at Arizona StateUniversity (ASU). Here, the curriculum designedultimately provided students with experiencethrough an applied project that would benefit themdirectly in the industry. BIM education andcurriculum development has evolved at ASU’sDesign School from 2008 to date with many

enhancements. In 2008, they performed a survey togauge industry requirements; in 2009, theyintroduced education about theoretical BIM; in2010, they disconnected BIM from other modules;in 2011 they made improvements; in 2012, theyincluded collaboration of students from AECOdisciplines; and in 2014, they vertically integrated allthe courses. They stated that, in essence, the use ofBIM facilitates a complete visualization of resultantphysical systems and management implications ondesign decisions. Hence, integration of BIM into theprocess allows students to simulate the “complexwhole” of a proposed building. The approach forBIM education deployed by authors is regarded as astepping stone towards an integrative design-building program at ASU in which a model-baseddeliverable becomes commonplace.

As we have reviewed, there are many BIM education-alists and researchers working on BIM curriculum devel-opment, adopting several methods in several AECOdepartments, especially construction engineering andmanagement departments. However, corresponding ef-forts towards several core AECO departments (e.g.architectural and civil engineering) are missing. BIM re-searchers and educationalists across the globe should ad-dress this gap in the near future.

Experimenting with BIM coursesGlobally, educationalists and researchers are experiment-ing with BIM and integrating it within AECOdepartmental core courses with novel methods (openresources, professor-student collaboration, project-basedlearning, team processes, industry–academia alliances,career-oriented BIM education, etc.) and with novelthemes (sustainability with green concepts, projectexecution-planning processes, etc.) for assessing keybenefits of BIM in order to advance their curricula. Inrecent years, there has been an increasing amount of lit-erature on planning, designing, testing and evaluatingBIM courses. To deliver an overview of BIM education-alists’ efforts in experimenting with BIM in AECOdepartment courses, we have identified their focuses onspecific methods, concepts adopted, and discipline-specific AECO applications. The section below describesthese subcategories in detail.

With novel methodsIn TES, teaching methods consist of several tools andtechniques, which are used by academics to achieve adesired level of learning in students. Moreover, to makea particular teaching method appropriate and efficient,the characteristics of learners and the type of learningshould be taken into consideration. Several BIM


educationalists have been experimenting with BIM inAECO department courses while adopting severalmethods.A few BIM educationalists from the UAE experimen-

ted with BIM courses by employing several techniquessuch as adopting alliance types and sharing faculty,students, and educational institution resources (Heintz2010). Dederichs et al. (2010) from Denmark investi-gated changes in collaboration over time as well as thefunction of trans-professionalism by characterizing thecollaboration of professor and students during a courseat the CE Department of Technical University, Denmark.Trans-professional practices are defined here as methodswhere specialists have deep insights in other specializa-tions relevant for the overall process. Adopting thesetechniques will help to reduce the segregation of rolesplayed by different professionals in the traditionalconstruction process and reduce the hindrance causedby the rapid growth in professional practice. During thiscourse, students were active, worked independently, andappreciated trans-professionalism. In addition, teamworkamong students and professors resulted in uniform teamstructure and decision making by consensus, which inturn resulted in overall good solutions.Wu and Issa (2013) expected to facilitate rethinking

and enhance collaboration between educational and pro-fessional communities to promote career-oriented BIMeducation. A comparative BIM survey was conducted toidentify discrepancies between existing BIM curriculumdevelopment and industry expectations, which finally re-sulted in rethinking and enhancing collaboration be-tween industry and academia. Meanwhile, Suwal et al.(2014) from the School of Civil Engineering and BuildingServices (SCEBS) of Metropolia University of AppliedSciences, Finland highlighted the present lack of skilledBIM educators, calling for the education of BIM educa-tors. Their study described both the initiation andresults derived from an “OpeBIM” (BIM for teachers)program implemented to educate teachers in BIMeducation.In recent months, Wu and Luo (2015) from California

State University, USA provided a timely example ofdeveloping effective measures using a “project basedlearning” (PBL) technique to enhance student learningoutcomes for BIM implementation in the domain ofsustainability. PBL is recognized as an effective student-centered pedagogical approach focusing on real-worldissues, which allows students to build knowledge and todevelop critical thinking, creativity, leadership, and com-munication. In this study, PBL was able to uncoverissues that are atypical in conventional lectures. Grahamet al. (2015) from North Carolina A&T State University,USA discussed experimentation with a dedicated standa-lone BIM course and BIM-integrated senior capstone

course in alliance with an industry partner. They alsooutlined the alliance formation process as well as issuesand challenges faced. Modified techniques such as“collaborative team teaching” were embraced in thiscourse: e.g., teaching BIM in a senior capstone coursewith assigned industry BIM experts; the official classinstructor being a senior faculty member with expertisein BIM, Architecture, and CM; and other faculty mem-bers being tasked with specific responsibilities in orderto achieve the goals of the alliance. Another team ofarchitecture department educationalists, Gegana andWidjarnarso (2015) from Indonesia, presented two sam-ples on how a BIM course has been integrated in curric-ula of TEIs in Indonesia. Their results showcased howBIM can be integrated in school curricula by adoptingseveral techniques and methods to expand BIM coursesinwards or outwards, to existing or new courses, toinner exploration or multidiscipline collaboration.These cases clearly represent that BIM educationalists

are recently exhibiting special attention towards design-ing courses with several techniques and strategies fordelivering BIM education to AECO students.

With novel themesBIM educationalists in the USA have taught severalnovel themes for AECO education by applying BIM.These educationalists experimented with BIM coursesby integrating novel themes such as sustainability withgreen concepts, project execution-planning processes,and laser-scanning technology for rehabilitation as themain focuses of their AECO department courses.Recently, Stone and King (2015) discussed the detailed

design of a course that requires AECO students to lookat the issues surrounding sustainable design through aninvestigation into “design for disassembly”: i.e., designingbuilding components for reuse, re-manufacture, orrecycle. This course illustrated the usage of BIM as adesign and research tool to help undergraduate studentsstudying for a fine arts degree in interior architecture atWoodbury University to accomplish their learning goals.The course can be understood in terms of three categor-ies. (1) Sustainability and life cycle analysis: to graspconcepts, principles, and theories of sustainability asthey pertain to building methods, materials, and systems.(2) Material characteristics: to help students to gainknowledge about material characteristics, includingstructural strengths and weaknesses, as well as materiallife cycle analysis implications. (3) Material connections:to help learners to comprehend how to design and em-body material connections and details.Ayer et al. (2015) explored the pedagogical benefits

and challenges associated with teaching a BIM projectexecution planning (PxP) course, which taught studentsabout both technical BIM computer skills as well as


high-level BIM PxP skills. In addition, it was the first in-depth course that students took in the CM program atArizona State University. Its unique features lie in its in-corporation of a detailed, hands-on project that requiredstudents to demonstrate their technical skills. Anotherexperimental BIM course, by Shanbari et al. (2015) fromUniversity of Florida, USA, explained how technologycan also be used as an integral part of constructionprogress documentation in new AECO projects, and toimpart students with knowledge about modern tech-nologies in the AECO industry. Laser-scanning technol-ogy was introduced in a graduate BIM class by givingstudents a thorough demonstration on how the equip-ment functions, and by providing students with anopportunity to scan campus buildings to collect thepoint-cloud data for their respective projects. Thereby,the confidence level of students in laser-scanning tech-nology and related processes was increased, giving thema competitive advantage in the job market.This process of BIM education in AECO-department

core courses with new concepts and directions adoptedto educate students on BIM will jointly benefit academia,students, and industry.

In AECO departmentsAECO departments refers to design studios and depart-ments in the fields of CM, CE, industrial technology,construction science, BRE, and other related disciplines.Core courses within these departments involve architec-ture, structure, sustainable design and construction,MEP coordination, cost estimation, scheduling, con-tracts, materials and methods, etc. BIM courses havebeen experimented with by BIM educationalists fromthe USA, the UK, Belgium, Latvia, China, Taiwan,Indonesia, Thailand, and Malaysia in the context ofAECO-related core courses. Efforts were also made tocombine AECO disciplines together in order to offerstudents with actual industry scenarios, allowing themto collaborate, communicate, and coordinate to success-fully complete the designed courses.

� Architectural Engineering
Before the industrial revolution, the architect was amaster of all practices involved in the buildingprocess. With modern trends and industrialization,there has been a paradigm shift from this whole to amultiplicity of specializations in the field ofarchitecture: this shift has altered the teaching andtraining processes for architecture students. SinceBIM is an instrumental application of virtual reality(VR), and stands out as a technological approach toenable productive teaching and constructivelearning, the integration of BIM and architecturalcurricula is promising for architectural education.
Architectural divisions associated witheducationalists and researchers from the USA,Belgium, the UK, Indonesia, and Thailand testedarchitectural courses by undertaking three majorsteps: incorporating BIM technology as a platform,introducing training for BIM products and relatedprocesses, and by sharing their experiences,problems encountered, and misconceptions aboutBIM curriculum with the architecture department.Holland et al. (2010) from Pennsylvania StateUniversity, USA integrated architectural designcourses using BIM as the technology platform, withtheir first course being integrated design studio andthe second course being a two-semester capstonedesign course series. In these courses, most of thestudents felt that a BIM collaborative studio was avery effective studio learning experience. In addition,students gained valuable lessons in team andinterdisciplinary work in an attempt to create a“more real-world” design process. All studentsagreed that 3D visualization and clash detectionallowed for a better understanding and coordinationof their design projects. Another team ofarchitectural department educationalists fromBelgium—i.e. Boeykens et al. (2013) from KULeuven—introduced a BIM course both as a productand a process, and they found this approach to beproductive. All project participants were convincedthat BIM training was a valuable exercise thatdelivered a massive amount of knowledge to bothstudents and educators. Salman (2014) from RobertGordon University gave an overview of how toprepare architecture students to cope with the UK’s2016 BIM mandate. His survey results from thearchitectural students indicated that for BIMeducation, teamwork with assigned responsibilitiesand collaborative learning is emerging as a veryimportant factor for effective learning. Architecturalcurricula are supplemented by BIM throughcontextual learning and teaching projects. This studyindicates that the AECO industry must push itsopportunities to enhance BIM practices forgraduates.Recently, Indraprahasta and Widjanarso (2015) fromInstitut Teknologi Bandung, Indonesia described theintegration of a BIM course into a designcurriculum by evaluating and sharing their first BIMcourse in an architectural school. Indraprahasta andWidjanarso also explored suitable ways in whichBIM can be further extended and integrated intointer-departmental courses. Another architecturaldepartment educationalist, Nakapan (2015) fromRangsit University, Thailand, has recently presentedan overview of problems encountered and typical


misconceptions about BIM curricula, based on ex-perience from implementation of one from 2010 to2015 taken by their first year architecture students.Their future work will focus on how to incorporateBIM design process into advanced design studios.The above studies make it clear that there areconsiderable efforts being undertaken byarchitectural division educationalists, with manyeducational strategies and teaching methods tointegrate and enhance BIM education withinarchitectural learning.

� Civil EngineeringCE is a professional engineering discipline that dealswith design, construction, and maintenance ofphysical and naturally built environments.Integrating BIM into CE will enhance thisdiscipline’s capabilities in meeting current industryrequirements. BIM educationalists from USA, UK,Latvia, and Taiwan related to CE divisions haveexperimented with BIM courses by combiningknowledge with experiences. They undertookextensive reviews and analyses of visualizationmethods, learning basics of BIM, using integratedBIM tools, incorporating BIM concepts, andindustry–academia collaborations for training CEstudents to work in a BIM-enabled world.Salazar and Gomez-Lara, M. de L (2013) describedthe progressive use and applications of BIM in majorqualifying projects by students at the WorcesterPolytechnic Institute’s (WPI) Civil and EE depart-ment. Salazar and Gomez-Lara’s study reviewed howintegrated BIM tools are used and how BIM con-cepts have been incorporated into the developmentof projects by introducing BIM education into thecurriculum. The level of sophistication and depthshown by those students who use BIM tools is in-creasing, surpassing simple graphic documentationof their design in 3D to the level of more-involvedinteroperability of building models with engineeringsoftware for structural and energy analysis.Recently, Veide and Strozheva (2015) describedvisualization methods of geometrical forms in thecontext of teaching CE students, and provided anexample of 3D modeling tasks in the learningprocess for 2nd year undergraduate students at RigaTechnical University, Latvia. Here, students wereeducated about how to make use of differentvisualization methods such as manual drawings,BIM, and AR technology to equip them withknowledge, cognition, and understanding aboutsustainability. The course was concluded with therealization that the introduction of modern BIMsoftware in the education process allows CEstudents to be competitive and flexible in a rapidly

changing IT environment. Another team ofeducationalists—Adamu and Thorpe (2015) fromLoughborough University, UK—have recentlydiscussed how growing industry demand and theUK Government’s 2016 BIM mandate and its relateddeadline have provided a clear impetus for enhancedBIM teaching in UK higher education institutions,and reported on their approaches taken forpreparing CE students for a BIM-enabled world.Current trends towards incorporating BIM into CEcurricula from BIM educationalists illuminate thedifferent tools and practices that can enhance CEeducation.More recently, a BIM education and research teamat National Taiwan University, Taiwan has presentedunique BIM course development features: Hsiehet al. (2015) provided an overview of a basic BIMcourse “Technology and Application of BIM”,including the course description, teaching resourcesadopted, class activities, teaching methodologies,and evaluation using a lecture-lab blend with aflipped-classroom technique. Here, the courseequipped CE students with a “BIM basic toolbox”containing BIM foundation skillsets: i.e. knowledgeof BIM concepts and related processes, real casestudy-based BIM modeling, a BIM tools API,research skills, and industry collaboration. Almostall students’ team projects concluded by stating thatthey understood the ideas behind BIM modellingand its concepts. Finally, the team shows promisetowards delivering massive open online courses, i.e.BIM courses on Coursera platform.

� Construction Engineering and ManagementThe construction industry provides graduates withseveral types of job positions, such as projectengineer, document controller, manager, executive,coordinator, planning engineer, quantity surveyor,and estimator. The integration of BIM into CMcurricula for educating students so that they suitconstruction industry jobs is essential. This processof integrating BIM within a CEM department’scurriculum can furnish students with essential BIMconcepts, technology, and process-related know-ledge, and accommodate them within the currentAECO industry. CEM educationalists from the USA,the UK, and Malaysia have taken efforts to conductBIM courses for built environment, QS, and C&FMdepartments. These BIM courses were tested byadopting process-oriented teaching and learningapproaches, real case studies, AECO industryinvolvement, and constant tracking of learningoutcomes.BIM educationalists and researchers from the USA,Clevenger et al. (2010) presented efforts towards


developing exploratory teaching modules andpreliminary research findings at Colorado StateUniversity’s CM department to promote BIM-enabled learning. For instance, they used an editableand analyzable 3D BIM model as an exploration andvisualization method to support the teaching of thefundamentals of a pin connection. Peterson et al.(2011) from Stanford University in the USA andTwente University from the Netherlands haveshowed how the introduction of BIM allows educa-tors to design a class project that helps students tolearn to apply different project managementmethods to real-world project managementproblems. Mahbub (2015) from Universiti TeknologiMARA examined the need for BIM inclusion withintheir curriculum for QS students in Malaysia. Leite(2015) from University of Texas at Austin, USAprovided experiences on a BIM course theydeveloped and described lessons learnt throughteaching it over six semesters. This course wasexceptionally organized with novel educationalmodules and industry involvement with innovativeteaching approaches and process-oriented evalu-ation. Instructional approaches in the coursesincluded lectures, hands-on lab-based softwaretutorials, team-based learning (lab-basedassignments), and individual learning (readingassignments).Another active educationalist—Korman (2015) fromCalifornia Polytechnic State University, USA—hasintroduced CM students to sustainability conceptsby developing and implementing a variety of project-based service-learning projects. This course wasdesigned for enhancing student–faculty contact byallowing the students and faculty to work togetherin a fashion different from the traditional lecturer–listener relationship. In addition, this BIM coursewas uniquely developed and implemented with avariety of project-based service learning types aimedat integrating sustainability into an existingcurriculum. These include the REDUCE, BIM-E2,and RECA projects. In conclusion, Korman reportedthat service learning enhances a student’s educationin the areas of work ethic, critical thinking, problemsolving, social issues, and reasoning. Meanwhile, Liuet al. (2015) from University of Texas at SanAntonio, USA presented an introduction of the co-ordination process of a real-life building construc-tion project for a BIM course. Likewise, Miller andFarnsworth (2015) from the C&FM division ofBrigham Young University, USA provided a detailedexample of an introductory course integrating BIMfor C&FM students. This course was distinctive inits own way by permitting students to get hands-on

experiences in areas of both C&FM industries andby providing students with access to foundationalBIM knowledge, BIM itself, scheduling andestimating. Most recently, Wu et al. (2016) fromChina University of Technology, Taiwan haveproposed a blended learning environment that canprovide students the opportunity of “learning bydoing” through practice with online constructionprojects using web-based BIM & cost estimatingsystems. Furthermore, they used TAM3 (TechnologyAcceptance Model 3) theory to compare acceptancebetween expert and novice students on this blendedlearning model.From the above studies, we realize that globally, CMdepartment educationalists are optimistic towardsBIM education in TES and towards equippingstudents so they are prepared for currentconstruction industry requisites.

� MultidisciplinaryInterdisciplinary learning by integrating themethodologies and fundamentals used to studycommon corporate problems across many AECOdepartments is vital to solving today’s complexengineering problems. Moreover, AECOdepartmental course syllabi need to be enriched byengaging actual members of the AECO industry tosupport BIM, collaborative thinking, R&D, andteaching and consultancy opportunities. Thus,AECO educationalists’ engagement inmultidisciplinary education has recentlystrengthened.For instance, Solnosky et al. (2013, 2015) fromDepartment of Architectural Engineering,Pennsylvania State University, USA conducted aseries of studies presenting the development,implementation, and results of theirmultidisciplinary pilot program. This pilot programencompassed structural, mechanical, electrical, andconstruction engineering disciplines, and focused onpresent AEC industry needs. Their results indicatedthat the combination of BIM and integratedmultidisciplinary collaboration have satisfied theexpectations by industry reviewers (Solnosky et al.2013). They also presented a comparison of offeringsconstituent courses over four years and summarizedlessons learned and course management techniquesdeveloped (Solnosky et al. 2015). Three distinctmethods were utilized and discussed: proposingalternative designs for existing buildings,completing design for buildings in development,and completing design for AEI NationalCompetition. In conclusion, they emphasized afine balance of both IPD and BIM are necessaryfor the best outcomes.


Furthermore, Cribbs et al. (2015) reported oninstructors’ views of a cross-disciplinary approach toBIM education as a value-based approach to en-hance both CM and architecture programs. Here, anattempt was made by educationalists from ASU tocombine CM and architectural design students tocollaboratively work on a semester course projectthat included design building, BIM-integrated, andreal-world scenarios. They accomplished the coursewith the understanding that, through the use ofprocess mapping and planning at the onset of thecourse, each student would understand theimplications of BIM processes and the decisions thatmust be made to properly implement BIM on aproject. More recently, Palomera-arias and Liu(2015) from University of Texas at San Antonio, USAfocused on the process of developing laboratoryexercises for an MEP systems course, reporting on thespecific topics covered and the organization of thecourse during its first implementation along withdrawbacks and key benefits of using BIM as part ofthe teaching process.Meanwhile, Angel (2015) at University of NewMexico, USA enhanced interdisciplinary courses byintegrating advanced 3D scanning in multiple phasesand having more industry-academia collaborationfor teaching–learning processes. Batie (2015)described an introductory BIM course to placeAECO students in the role of a designer/builder bybeing responsible for the design and development ofa small commercial building project. Moreover, thecourse evaluation was based on how studentsaddressed the building design and design develop-ment, as well as their modeling abilities and invent-iveness. With these newly developed BIM courses atthe CM Department at East Carolina University,USA, students enhanced their estimating,scheduling, and project management abilities. Theseeducationalists’ focus in expanding the BIM coursewas specifically students who are interested in BIMmanagement positions.Aside from these experimental efforts on multi-disciplinary BIM courses made by BIM educational-ists and researchers in the USA, Kovačić et al.(2015) from the Institute for Interdisciplinary Build-ing Process Management of Vienna University ofTechnology, Austria also reported on an interdiscip-linary BIM design course. Through observationsgained from their focus group study on multidiscip-linary student teams, they concluded several recom-mendations for future interdisciplinary BIM courses:(a) impose a firm time schedule, (b) enforce verifiedsoftware combinations, (c) set clear rules andresponsibilities, and (d) design same input (course

credits) for same course output among multidiscip-linary students.

As we have reviewed, many BIM educationalists andresearchers have recently experimented with courses foracademic BIM education in several AECO departmentsby adopting a variety of methods/concepts. Almost halfof the publications we collected fit into this category (33out of 70). Many new teaching methods and concepts(e.g., open resources, professor–student collaboration,project-based learning, industry–academia alliances,career-oriented education, and sustainability) have beenintroduced and tested in AECO department courses todeliver BIM education. These efforts and experiencesfrom global BIM educationalists and researchers are arich knowledge base that other BIM educators and re-searchers from other places in the world can utilize.Moreover, these BIM experimentation experiences inAECO department courses can be used to develop BIMeducational curricula in the future in order to advanceacademic BIM education further.

Developing strategies to overcome BIM educationalissuesStrategy is a plan of action designed to achieve a goal/solution to a problem. We are in need of strategies toovercome the difficulties faced by academics whileexperimenting with and integrating BIM into AECO de-partments. Globally, active BIM educationalists and re-searchers are integrating BIM into academia, and duringthis process, they have experienced some difficulties re-lated to policy, technology, and processes. Policy issuesinclude barriers such as lack of motivation, non-uniformglobal accreditation, professional accreditation issues,BIM curriculum issues, and diverse BIM modeling skillrequirements. Technology issues include problems suchas BIM tool selection, BIM software licenses, BIM tech-nical affairs, as well as the need for BIM IT lab facilities,object libraries, and coordination tools. Process issuesinclude problems such as weak ties between industryand academia, the need for trans- disciplinary, inter-level, and multinational collaboration, and incompleteBIM curricula. BIM activists and educationalists haveput effort into resolving these BIM educational issues.The first serious discussions and analyses of BIM edu-

cational issues were begun in early 2012 by Brazilian ed-ucationalists, and were taken up by Australianresearchers in mid-2013 with regard to BIM curriculaand more recently in Malaysia with regard to BIM-TES.Barison and Santos (2012b) addressed the mainobstacles encountered with BIM teaching and intro-duced new strategies to overcome them. In this study,obstacles were grouped into three categories: academicenvironment, BIM concepts, and BIM tools. Academic


environment includes time, motivation, resources,accreditation, and curriculum. BIM concepts includesindividualized instruction, traditional teaching, littleteamwork, and lack of collaboration. BIM tools includecreativity, learning, teaching, and knowledge. To over-come these obstacles, new strategies with three differentBIM course levels such as introductory, intermediary, andadvanced levels were presented. The introductory levelconsisted of a digital graphic representation course. Theintermediary level consisted of an integrated design studioand building technology courses. The advanced level in-volved an interdisciplinary design studio and CM course.Another team of educationalists, i.e. Panuwatwanich et al.(2013) from Australia, explored and discussed issues facedin the context of integrating BIM into curricula. Thisstudy found six major barriers to integrating BIM intohigher education: (1) disagreement over BIM concepts, (2)traditional program structures, (3) need for strong funda-mental knowledge, (4) need for industry involvement, (5)resistance to change, and (6) professional accreditationissues. Moreover, these challenges can happen to all disci-plines within AECO.Recently, Hedayati et al. (2015) studied obstacles to

implementing BIM in TES and made further recommenda-tions. They identified major barriers and asked both stu-dents and lecturers to rank them. Students ranked the topthree barriers as: (1) lecturers’ unwillingness to change trad-itional working practices, (2) high cost of and extensivetraining on software, and (3) older lecturers being uncom-fortable with newer technologies and practices. Lecturersranked them as: (1) unsuitability of some university projectsto BIM adoption, (2) the institution’s unwillingness to in-vest in new syllabi, and (3) legal barriers to starting a newBIM course. In addition, another survey was conductedamong lecturers to rank the strategies to overcome thesebarriers. The top three recommended strategies were: (1)training lecturers on new software technology, (2) realizingvalue from facilitating the construction process, and (3)purchasing software and technology.To our understanding, players in the BIM field are

working towards resolving these technology-, process-,and policy-related issues, thereby helping BIM educatorsto easily and seamlessly integrate BIM into TESs.

ConclusionThe objective of this review was to provide an overviewof the efforts of educationalists and researchers aroundthe globe to deliver academic BIM education inadvanced engineering courses with visualization compo-nents. Our study investigated the latest publications onacademic BIM education. Seventy publications rangingfrom 2010 to date from 24 countries were collected. Theprocess of literature review and textual analysis resulted insix conceptual categories into which BIM educationalists

and researchers’ efforts were grouped: (a) identifyingneeds for BIM in TEIs, (b) identifying essential BIM skill-sets for BIM education, (c) developing BIM educationalframeworks, (d) developing BIM curricula, (e) experi-menting with BIM courses, and (f) developing strategiesto overcome BIM educational issues. These categorizationand review of the collected publications can serve as aknowledge base for other BIM educators to: (a) realizemajor issues involved in BIM education, (b) develop strat-egies to incorporate BIM into TESs, and (c) develop BIMtertiary education frameworks and curricula that can takeglobal BIM education in TESs to the next level.Moreover, through analyzing global BIM education

research trends, this study provides future researchsuggestions for academic BIM education across theglobe. More detailed research needs to be conducted ondelivering academic BIM education in different nationalcontexts, AECO disciplines, and TES levels. Moreresearch on BIM educational frameworks and curricu-lum development needs to be done as well. Furthermore,our review and analysis of these tertiary BIM educationpublications highlight the relationship between academicBIM education and visualization: high visualization com-petencies in using 3D to nD BIM have been recognizedas one of the essential skillsets cultivated by academicBIM education across different AECO departmentsaround the world. In fact, these visualization skills arebeing taught in different AECO schools across the globecurrently. With the rapid diffusion of BIM in AECOeducation across the globe, advanced engineering com-munications through medium of visualization can beachieved and realized not only in academia but also inindustry in the near future.This study also provides a foundation for ongoing

study into major issues involved in delivering academicBIM education. Four questions have arisen that will beanswered going forward. First, is BIM just an addition tothe original curriculum? Second, what about BIM shouldbe learnt, and at which level of the educational process?Third, how do BIM education approaches differ aroundthe globe? Fourth, what are the education- and research-related issues faced by BIM education? Efforts are un-derway to develop strategies to address major obstaclesfaced by BIM teaching.

Authors’ contributionsACB carried out literature review, conceptual categorization and drafted themanuscript. YTC developed diagram, interactive map and co-drafted themanuscript. SHH guided the research and revised the manuscript.

Competing interestsThe authors declare that they have no competing interests.

Received: 13 February 2016 Accepted: 7 June 2016


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