A Dissertation Submitted in Partial Fulfilment of the Requirements for

the

Degree of

BSc. (Hons) in Architectural Technology

By

Stephen Donoghue

Word Count: 8940

April 2015

Department of Built Environment and Extended Campus,

IT Carlow

“Except where stated otherwise, this dissertation is based entirely on the author’s own work”

ROLE OF AN ARCHITECTURAL TECHNOLOGIST AS A BIM INFORMATION MANAGER IN A DESIGN TEAM: A

STUDY IN AN IRISH CONTEXT

i

DECLARATION OF AUTHORSHIP

I declare that all material in this dissertation is entirely my own work except where

duly acknowledged.

I have citied the sources of all quotations, paraphrases, summaries of information,

tables, diagrams or other materials; including software and other electronic media in

which intellectual property rights may reside.

I have provided a complete bibliography of all works and sources used in the

preparation of this submission.

I understand that failure to comply with the Institution's regulations governing

plagiarism constitutes a serious offence.

Student Name (Printed): ________________________________________

Student Number: ________________________________________

Signed: ________________________________________

Date: ________________________________________

ii

ACKNOWLEDGEMENTS

I would like to take this opportunity to thank the people that have made this dissertation

possible, a particular thanks to my supervisor Sujana Sudhir whose guidance,

encouragement and support enabled me to develop a greater understanding of this topic.

I wish to extend my sincerest gratitude to all the lecturers within the Built Environment at the

Institute of Technology Carlow, for their continuing support during the course of my studies.

In particular I would like to thank Noel Dunne whose expertise and involvement has been

invaluable, Martin O’Neill, Dan O’Sullivan, Margaret Doyle Hughes and Jer Keohane, who all

made contributions towards this dissertation.

I would also like to express my appreciation to Malachy Matthews from Dublin Institute of

Technology, Robin Stubbs from Waterford Institute of Technology and Katherine Keane from

Cork Institute of Technology for providing information from their respective Institutions.

I wish to thank Ralph Montague, Chair of the RIAI committee on BIM and Rich DePalma,

Chair of the CITA BIM Education Forum for freely giving their time, experience and

knowledge during the course of my studies.

I would also like to take this opportunity to thank my fellow classmates who have been a

welcome source of laughter and distraction on many occasions during the more challenging

periods of this dissertation and course in general.

Finally I would like to take this opportunity to thank my family, friends and in particular my

gorgeous wife, for their patience, love and words of encouragement during the long hours

spent researching and developing this dissertation.

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ABSTRACT This dissertation was undertaken to establish what additional skills an Architectural Technology graduates in Ireland needs to become a BIM Information Manager. Irish based practices are implementing BIM at a greater rate and it has become increasingly important to investigate the ability of Architectural Technologists to fulfil some of the additional roles and responsibilities associated with BIM.

A national matrix of BIM learning outcomes for graduating Architectural Technologists was essential for this study. In order to establish a list of capabilities expected of graduates, a national matrix of BIM learning outcomes for graduate Architectural Technologists needed to be complied. Therefore, the BIM learning outcomes were collected, compared and combined, from four of the Institutions currently providing level 8 Architectural Technology in Ireland to create a single list of BIM skills expected from graduates. To investigate if these were the skills expected or experienced by the Irish construction industry a leading industry expert was interviewed.

Irish based design firms are having to adopt UK standards and guidelines, along with the roles and responsibilities associated with them due to the lack of guidance from Irish Government and construction federations. To ascertain the relevance of the roles and responsibilities associated with BIM Information Manager in an Irish context, the experiences of the aforementioned BIM expert were reviewed.

The study has revealed that Irish based design teams are adopting UK standards and guidelines as previously mentioned, however, the learning outcomes gained by graduates in Irish Institutions are significantly different to those gained by their UK counterparts. Whilst this dissertation created the first national matrix of the current BIM learning outcomes in Ireland it is extremely important at this point that the Institutions, along with industry experts come together to establish a standard set of relevant, up-to-date BIM learning outcomes that will be adopted across the country.

Ireland has an opportunity to learn from the mistakes of others and ensure that future graduates are recognised as world leaders in BIM.

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Table of Contents DECLARATION OF AUTHORSHIP .................................................................................... i

ACKNOWLEDGEMENTS ...................................................................................................ii

ABSTRACT ....................................................................................................................... iii

LIST OF TABLES AND FIGURES ........................................................................................ vi

TABLES ............................................................................................................................ vi

FIGURES .......................................................................................................................... vi

LIST OF ABBREVIATIONS ................................................................................................. vii

DEFINITIONS ..................................................................................................................... viii

CHAPTER 1.0: INTRODUCTION ......................................................................................... 1

1.1 INTRODUCTION .................................................................................................... 1

1.1.1 What is BIM ..................................................................................................... 1

1.1.2 Why is it Important? ......................................................................................... 3

1.1.3 BIM Challenges & Opportunities ...................................................................... 3

1.1.4 BIM in Education .............................................................................................. 4

1.1.5 Conclusion ....................................................................................................... 5

1.2 AIMS ....................................................................................................................... 5

1.3 OBJECTIVES ......................................................................................................... 5

1.4 METHODOLOGY.................................................................................................... 5

1.5 SCOPE AND LIMITATIONS ................................................................................... 6

CHAPTER 2.0: LITERATURE REVIEW ............................................................................... 7

2.1 INTRODUCTION .................................................................................................... 7

2.2 CHANGING ROLE OF AN ARCHITECTURAL TECHNOLOGIST IN THE

CONTEXT OF BIM ................................................................................................. 7

2.2.1 Governance of Architectural Technologists in Ireland ...................................... 7

2.3 BIM LEARNING OUTCOMES OF ARCHITECTURAL TECHNOLOGY

GRADUATES ......................................................................................................... 8

2.3.1 BIM in Education in the UK .............................................................................. 8

2.3.2 BIM in Education in Ireland ............................................................................ 10

2.3.3 BIM in the Irish Construction Industry ............................................................ 11

2.4 BIM INFORMATION MANAGER ........................................................................... 12

2.4.1 What is a BIM Information Manager ............................................................... 12

2.4.2 Roles and Responsibilities of a BIM Information Manager ............................. 12

2.5 CONCLUSION ...................................................................................................... 14

2.5.1 Conclusion ..................................................................................................... 14

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CHAPTER 3.0: METHODOLOGY ...................................................................................... 15

3.1 INTRODUCTION .................................................................................................. 15

3.2 ARCHITECTURAL TECHNOLOGY GRADUATES ............................................... 15

3.2.1 UK Reference Benchmark ............................................................................. 15

3.2.2 BIM Learning Outcomes in IT's ...................................................................... 16

3.2.3 Irish Industry Experiences .............................................................................. 16

3.2.4 Comparison ................................................................................................... 17

3.3 BIM INFORMATION MANAGER ........................................................................... 17

3.3.1 UK Reference Benchmark ............................................................................. 17

3.3.2 Irish Industry Experiences .............................................................................. 18

3.3.3 Comparison ................................................................................................... 18

3.4 CONCLUSION ...................................................................................................... 18

CHAPTER 4.0: FINDINGS / DISCUSSIONS ...................................................................... 19

4.1 INTRODUCTION ................................................................................................. 19

4.2 BIM CAPABILITIES / COMPETENCIES OF ARCHITECTURAL

TECHNOLOGISTS ............................................................................................... 19

4.2.1 Irish Graduates compared to UK Graduates .................................................. 19

4.2.2 Irish Graduates compared to Irish Industry expectations ................................ 20

4.3 BIM INFORMATION MANAGER .......................................................................... 29

4.3.1 Roles and Responsibilities in Ireland versus the UK ...................................... 29

4.3.2 Architectural Technologists as BIM Information Managers ............................. 29

4.4 CONCLUSION ...................................................................................................... 30

CHAPTER 5.0: RECOMMENDATIONS .............................................................................. 32

5.1 RECOMMENDATIONS ......................................................................................... 32

REFERENCES ...................................................................................................................... i

BIBLIOGRAPHY ...................................................................................................................ii

APPENDIX A

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LIST OF TABLES AND FIGURES

TABLES Table 1 Example Summary Report – Architects / Designers

Table 2 Comparisons in BIM Learning Outcomes

FIGURES Figure 1 BIM Maturity Diagram

Figure 2 BIM Academic Framework

Figure 3 Methodology Framework

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LIST OF ABBREVIATIONS

AEC Architecture Engineering Construction

AIM Architectural Information Model

BAF BIM Academic Forum

BEP BIM Execution Plan

BIM Building Information Modelling

BrIM Bridge Information Model

BSIM Building Services Information Model

CAD Computer Aided Design

CDE Common Data Environment

CIAT The Chartered Institute of Architectural Technologists

CIC Construction Industry Council

CITA Construction IT Alliance

CIT Cork Institute of Technology

CPIC Construction Project Information Committee

DIT Dublin Institute of Technology

EIR Employer’s Information Requirements

FETAC Further Education and Training Awards Council

FM Facilities Management

FIM Facilities Information Model

GMIT Galway-Mayo Institute of Technology

HEA Higher Education Authority

HEIs Higher Education Institutions

IT Information Technology

IT Carlow Institute of Technology Carlow

LOD Level of Detail

LOI Level of Information

MIDP Master Information Delivery Plan

MPDT Model Production and Delivery Time

PQQ Pre-Qualification Questionnaires

QAA Quality Assurance Agency

RIAI The Royal Institute of the Architects of Ireland

SIM Structural Information Model

UK United Kingdom

WIP Work in Progress

WIT Waterford of Technology

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DEFINITIONS

Awareness: a person should be aware that specific regulations, issues, concepts,

procedures, etc. exist and where they are relevant or might apply. A

thorough knowledge is not required. This is about knowing that

something exists and may have an impact. (RIAI, 2010, p. 6)

Knowledge: a person, in addition to being aware that a concept, regulation, issue,

procedure, etc. exists must also have some degree of knowledge of

how it applies, and be able to apply it independently at a basic level.

Knowledge means knowing enough about something to be able to

work with it without necessarily having to bring in someone with more

expertise. (RIAI, 2010, p. 6)

Understanding: Means that a person has a comprehensive knowledge of a concept,

regulation, issue, procedure, etc., including how it applies, and is able

to apply it at a complex level. The applicant should be capable of

guiding and advising others in this area and of applying this

knowledge in a new and unforeseen circumstances. (RIAI, 2010, p. 6)

Ability: means that the person can bring all of his/her knowledge and skills to

bear in the successful delivery of that particular element of a

professional architectural service. (RIAI, 2010, p. 6)

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CHAPTER 1.0: INTRODUCTION

1.1 INTRODUCTION Construction, Project Management and Collaboration involves continuously exchanging ever

changing information amongst stakeholders. The construction industry is jam-packed of in-

efficiencies with regard to information exchange, i.e. the right people having the right

information at the right time or information duplication.

1.1.1 What is BIM BIM is widely used as an acronym for ‘Building Information Modelling’ which is commonly

defined using the Construction Project Information Committee (CPIC) definition as:

‘…digital representation of physical and functional characteristics of a facility creating a

shared knowledge resource for information about it forming a reliable basis for decisions

during its life cycle, from the earliest conception to demolition.’ (RIBA, 2012, p. 3)

Table 1 on the following page is a summary report associated with an Architect / Designer

which outlines the various stages of a construction project. It also shows the activities, tools,

benefits, costs and education associated with those phases, and puts into prospective what

is required to make BIM as beneficial as possible and why it should be implemented into

Architectural practices as soon as possible.

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Example summary report: Architect / Designer

Work Stage Preparation Design Pre-Construction Construction Use

Activities Agree responsibilities and implement BIM specification/execution plan. Attend BIM Kick Off Meeting. Modelling existing conditions/ Site analysis. Produce COBie Drop 1

Build a concept model with a PAS1192:2 based change control process. 3D coordination & Design Review. Prepare project brief

Finalise the BIM and process model to be adopted. COBie Drop 3. 3D coordination drawing production

Monitor and manage process of BIM, changes & RFI's where relevant

Monitor model performance in use. Attend post project evaluation

Tools Briefing. Scanning. Surveying. Viewing. Collaboration. Workflow

Authoring. Design. Reviewing. Visualisation/Rendering. Collaboration. Workflow. Publishing

Authoring. Design. Analysis. Checking. Collaboration. Workflow. Publishing

Scanning. Surveying. Validation. Collaboration. Workflow

Scanning. Surveying. Validation.

Education How to: identify and capture project requirements.

Skills: laser-scan models / model functional specification of requirements / Visualisation / Data Drop 1

How to: identify, capture and evaluate project design options. Skills: modelling ability of design alternatives

Analysis and communicating design alternatives through use of BIM analysis tools, environmental, structural, energy, noise, etc.

How to use product information sets in modelling tools and perform analysis/reporting on information.

Delivery and analysis of Data Drop 2

How to: Prepare construction information, graphical and schedules, technical specifications and bills of quantities.

How to: support / lead coordination of services / structures using BIM tools. Delivery / contribution of Data Drop 3

How to: use BIM tools, model or output information to monitor & manage progress. To track changes & RFI's where relevant

How to: support performance in use. Attending post project evaluation

Benefits Improved clarity of project brief and client / owner understanding

More effective design, review and coordination. Easier to assess options, costs and outcomes

Improved multi-discipline construction model, improved predictability and fewer claims

Less changes to design during construction and improved compliance / design quality

Ability to learn from whole life performance and learn from operational data and modifications

Upgrade costs per person

P P P N B

P = Power (Authoring / Analysis) £2-5k pa N = Normal (Review / Mark-up) £1-3k pa B = Basic (View/Schedule) £0-1k pa

Table 1: Ref: BIM Technologies Alliance - BIM Investment Guide

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1.1.2 Why is it Important? The construction industry has been given an opportunity with the development of Building

Information Modelling (BIM) in recent years to address many in-efficiencies within the sector.

However, "change is always a challenge and particularly so for a traditionally conservative

sector like construction (Earley, 2014, p. 16), therefore stakeholders, if left to their own

devices may never fully utilise BIM. Fortunately, the UK Government have mandated that all

UK, central Government projects valued at £5 million or over must be delivered to Maturity

level 2 (which can be seen in Figure 1 below), using BIM from May 2016 (Trada, 2012, p. 1),

thereby removing any complacency from the industry.

Figure 1: BIM Maturity Diagram - (BSI, 2013, p. vii)

The reason behind this 'push' is to derive significant improvements in cost, value and carbon

performance (BAF, 2013, p. 4). Similar requirements are expected in France from 2017 and

while there are no sign of government mandates in Ireland, many multi-national companies

here are already demanding similar procurement methods.

1.1.3 BIM Challenges & Opportunities In addition to the challenge of up-skilling the current workforce, the UK mandate has

significant implications for higher education in developing future built environment

professionals with the necessary skills to work in new ways, beyond their traditional

disciplines (BAF, 2013, p. 4).

Altogether this provides the construction industry with its greatest challenge and opportunity,

to revolutionise working practices with the aim of increasing productivity and efficiency (BAF,

2013, p. 4). Additional roles and responsibilities have emerged and this study will

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investigate the BIM capabilities / competencies expected from level 8 Architectural

Technology graduates in the Republic of Ireland, as these individuals are likely to be

involved in the process of BIM Management in the future.

1.1.4 BIM in Education The Building Information Modelling (BIM) Academic Forum (BAF) was established in the

United Kingdom (UK) in 2011 to focus on the development of a 'BIM academic framework',

the aim of which was to propose a roadmap towards a longer-term vision of embedding BIM

learning at the appropriate levels within 'discipline-specific' undergraduate and postgraduate

education. BAF has begun to breakdown and establish the potential learning outcomes

required at levels 4-7 of Higher Education Institutions (HEI's), which are (BAF, 2013, p. 5)

the equivalent to levels 6-9 in Ireland. However, BIM is a relatively new working method and

it was necessary to carry out this study to focus on the situation in Ireland.

The strengths and gaps between what is expected from an Architectural Technologist and

what is required of a BIM Information Manager will be highlighted once both skill-sets have

been established. These are relatively new issues and to-date no similar studies have been

carried out in Ireland which is the main reason behind this paper.

Higher Education Institutions (HEI's) are already experiencing the demands from industry for

BIM-ready graduates, i.e. those capable of articulating the benefits of BIM; able to use

aspects of the technology relevant to their discipline; aware of the challenges imposed by

existing methodologies and capable of delivering change. The increasing awareness of BIM

across industry will drive this demand exponentially over the coming years and the response

from academia will be tested. The larger firms both in contracting and consultancy have

already embraced the benefits of BIM and most have a BIM strategy at the heart of their

operations (BAF, 2013, p. 12).

“If we had commitment from everyone, we could implement BIM in a clever way that would

facilitate everyone in our industry. Leadership from the Irish government and all relevant

public organizations would be very welcome to ensure its timely and efficient

implementation. It’s a huge opportunity for the Irish sector to actually move forward more

quickly in this area and for Irish companies to become world leaders in the use of BIM

technologies at home and abroad.” (Thomas, 2014, p. 23)

5

1.1.5 Conclusion Whilst the Irish construction sector has stagnated since 2008, leading to a substantial

amount of expertise either leaving Ireland or becoming re-trained, significant global

advances / changes have taken place in the industry in the meantime. Now that Ireland is

beginning to gear up for a new surge in the construction sector, this study investigates if

Architectural Technologists are ready for the vastly different working methods which they are

going to encounter.

1.2 AIMS The aim of this dissertation is to identify what if any additional skills are required by

Architectural Technology graduates in Ireland, to become competent BIM Information

Managers in the future.

1.3 OBJECTIVES To achieve this aim it is intended;

1. To review the changing role and context for Architectural Technologists in the

modern design team.

2. To establish the BIM learning outcomes expected of a level 8 Architectural

Technology graduates.

3. To identify the capabilities / competencies required by Irish BIM Information

Managers in design teams.

4. To identify the strengths and gaps in the skill sets of Architectural technology

graduates today, compared with the requirements of a BIM Information Manager.

5. To recommend what additional skills graduates need to become BIM Information

Managers.

1.4 METHODOLOGY These objectives have been achieved by creating a current National Matrix of BIM learning

outcomes for level 8 Architectural Technology graduates which was compared with an

established UK framework and the Irish construction industry experiences. This identified

areas of strength and weakness in the skill-sets of Irish graduates.

The requirements of a BIM Information Manager in Ireland was determined by analysing and

comparing the roles and responsibilities set out in UK publications with specific experiences

and expectations from Irish construction industry experts.

6

These emphasised the additional skills that level 8 Architectural Technology graduates

would have to acquire before being in a position to become a competent BIM Information

Manager, which have been outlined in chapter 6.

1.5 SCOPE AND LIMITATIONS This dissertation will focus on the BIM learning outcomes gained by Architectural

Technology graduates in the Republic of Ireland over the course of their studies at FETAC

level 6, 7 and 8. This provides a clear set of skills and expertise’s that students have

acquired throughout their degree program. While level 8 Architectural Technology is

currently being taught in five Institutions in the Republic of Ireland, feedback was only

received from four of the Institutions. Unfortunately, Galway-Mayo Institute of Technology

(GMIT) choose not to take part in this study.

While a consorted effort to clearly and definitely define the expected BIM skill set of level 8

Architectural Technology graduates has been made, it must be noted that this is in theory

only. Some graduates may acquire far greater capabilities in relation to BIM while many

more may not have all of the skills outlined in the final matrix by the time they complete their

course work.

BIM Management is divided into five roles; BIM Coordination Manager, BIM Interface

Manager, BIM Task Team Manager, BIM Task Information Manager and finally a BIM

Information Manager, (BSI, 2013, p. 19). However, this paper will examine the skill-sets

required to become a BIM Information Manager only, in an Irish based design team. This

will allow for a more in-depth investigation.

Interviews were only carried out with one BIM consultancy firm in Ireland, whilst the views of

one individual or company are a poor representation of the Irish construction industry as a

whole, the decision was taken to accept the expertise of the market leaders as reliable, due

to the limited time and resources available.

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CHAPTER 2.0: LITERATURE REVIEW

2.1 INTRODUCTION BIM is key to the future of the industry “It’s not just a matter of buying the software, there’s

training and rethinking our processes. It’s going to take a while to convince everybody, but

those who have jumped already are making big strides and are leading by example.”

(Thomas, 2014, p. 23)

During the course of the literature review, investigations have established internationally

accepted BIM capabilities / competencies of a level 8 Architectural Technologist. This was

achieved by compiling and reading relevant documents from the Royal Institute of the

Architects of Ireland, Chartered Institution of Architectural Technologists, UK BIM Academic

Forum, Construction Industry Council, etc.

The literature review also highlights the capabilities / competencies expected from a BIM

Information Manager as set-out in (Council (a), 2013) and the (Council (b), 2013).

2.2 CHANGING ROLE OF AN ARCHITECTURAL TECHNOLOGIST IN THE CONTEXT OF BIM

2.2.1 Governance of Architectural Technologists in Ireland Two organisations currently represent Architectural Technologists in Ireland, the Royal

Institute of the Architects of Ireland (RIAI) and the Chartered Institute of Architectural

Technologists (CIAT). These two organisations along with the Higher Education Authority

(HEA) and the five Institutes of Technology currently running FETAC level 8 Architectural

Technology courses in Ireland are responsible for establishing the learning outcomes of

Architectural Technologists.

In 2001, the RIAI published a report entitled 'A Statement Policy on Architectural Education',

in which Architectural Technologists are referred to as Architectural Technicians, the Council

revised the title of the membership in January 2009. The policy states that "Architectural

Technicians should have an understanding of information technology as it relates to the

construction industry and an ability to communicate through this medium and they should

also have the ability to communicate graphically using contemporary media". However, BIM

or the capabilities / competencies expected from Architectural Technicians is not mentioned.

RIAI Council made a decision in 2006, that the requirements for practice as an Architectural

Technologist in Ireland should be laid out clearly in a single document and convened the

RIAI Architectural Technology Task Group to carry out this task (RIAI, 2010). From this the

8

RIAI developed a report entitled the 'RIAI Standard Knowledge, Skill and Competence for

Practice as Architectural Technologist' in 2010, which is a document relating to the

standards expected from Architectural Technologists across all aspect of the profession.

Stated in the document 'the RIAI regards the professional Architectural Technologist as a

technical designer, skilled in the application and integration of construction technologies in

the building design process' (RIAI, 2010, p. 3). The document gives a breakdown of these

skills in the following seven categories; context, technology, regulation, procurement,

communication, management and professionalism. However, BIM is only mentioned once,

in the communication section, item No.2 states that the 'ability to use information

technologies commonly required to support the building design process - relates to the broad

range of IT applications in the work of an Architectural Technologist, including CAD, BIM and

related analytical calculation software, multimedia packages, web based document control,

etc.' (RIAI, 2010, p. 10). Neither of the documents relating to the education of Architectural

Technologist in Ireland from the RIAI gives any indication to the specific BIM capabilities /

competencies expected from graduates.

Similarly, it was established having been in contact with CIAT, that all of the educational

establishments that they accredit have to map their individual program content in line with

CIAT's own Quality Assurance Agency (QAA) Subject Benchmark Statement. However,

CIAT intentionally does not specify learning outcomes and therefore hasn't created a list of

BIM capabilities / competencies expected from graduating level 8 Architectural

Technologists. Therefore, the information available and researched for this paper has been

primarily focused on UK publications and documents, as the UK construction industry has

made significant strides in an effort to implement BIM and now ranks second behind Finland

in leading the implementation of BIM in terms of infrastructure spend (BAF, 2013, p. 6).

2.3 BIM LEARNING OUTCOMES OF ARCHITECTURAL TECHNOLO GY GRADUATES

2.3.1 BIM in Education in the UK In December 2011, BIM Academic Forum (BAF) was established in the UK to provide

guidance and consistency to the UK Higher Education Institutions (HEIs), who are

responding to the changing needs across the UK construction industry due to their

Government strategy. The core team of BAF comprised of leading industry and academic

experts from around the UK (including Malachy Matthews from Dublin Institute of

Technology and Jim O Connor from Galway-Mayo Institute of Technology) and their focus,

9

together with the training and education task group was to develop a 'BIM academic

framework'.

"The framework, which is shown on the next page of this document, covers three levels of

need: strategic, management and technical... the framework endeavours to interpret broad

outline headings (resulting from the initial review of BIM learning needs for Government

departments) into learning outcomes. These consist of a stem statement followed by a

series of more detailed outcomes taken from the titles of relevant current sector National

Occupational Standards. This will hopefully help to give substance to each area and focus

on the various functional contexts in which the learning can be applied.

At the moment the term 'understand' is used in each of the learning outcome stems. This is

partly because what is proposed is a short course that may not allow for going beyond the

basic understanding. However, it is quite possible to alter this stem learning verb to indicate

a different depth of learning or different emphasis e.g. 'awareness' 'knowledge' 'ability' etc.

Each of the three level frameworks incorporates the overarching BIM introduction learning

outcome" (BAF, 2013, p. 7).

10

Figure 2: BIM Academic Framework - (BAF, 2013, p. 16)

BAF have drawn up a list of BIM learning outcomes expected from multiple disciplines, and

this can be found in Appendix A.

2.3.2 BIM in Education in Ireland Ken Thomas, Head of School of Engineering, Waterford Institute of Technology (WIT)

believes that the higher education sector in Ireland has a duty to ensure graduates are at the

cutting edge or at least leading the way when it comes to BIM. He observes “they can bring

a lot of new ideas to companies that they join and hopefully you’ll have that bottom taking a

leadership role and implementing it from the top down." (Thomas, 2014, p. 23)

While Roger West, Associate Professor at the Department of Civil, Structural and

Environmental Engineering at Trinity College Dublin states “Irish graduates in 2014 will be

ahead of the game which is great, they may even become the BIM Information Manager in

11

the company that employs them. To that extent they’re a step ahead; hopefully the bulk of

the industry will follow suit.” (West, 2014, p. 21).

Extensive research and a recognition of the current knowledge gap in practice and

application of BIM at both undergraduate level and within the industry has led Cork Institute

of Technology (CIT) to establish a multi-disciplinary CIT BIM Focus Group that has begun to

integrate BIM methodologies and technologies into its existing undergraduate architectural,

engineering and construction (AEC) courses, (McKenna, 2014, p. 23)

2.3.3 BIM in the Irish Construction Industry Irish contractors are having to compete in an increasingly competitive market with tightened

margins between success and failure. Now, survival often depends on their ability to adapt

to change, and, according to several firms, the adoption of BIM and the willingness to

change traditional ways of working has improved levels of efficiency and led to more jobs,

(Brennan, 2014, p. 17)

If BIM is used correctly, it results in increased efficiency, productivity and profitability for

everyone in the construction industry from pre-construction to the final execution of works.

Ireland has a Construction IT Alliance (CITA) which set up a BIM Education Forum in early

2014, whose initial purpose is to get industry talking about education and BIM. “Our target is

to release a document to not only academic but also industry stakeholders at the end of the

year which will really highlight where we as a group see BIM and how it fits into the

education process.” (DePalma, 2014, p. 25)

This document will also highlight some of the challenges education facilities will have and

are currently having in implementing BIM into AEC and facility management (FM) courses.

“The primary challenge is getting the expertise into universities to be able to teach subject

matter. That expertise is hard to come by. Funding is another major issue; third level

institutions have limited funds and to have full-time staff and bring experts in is financially

challenging.” (DePalma, 2014, p. 27)

Rich DePalma, Chair of the CITA BIM Education Forum also believes that the link between

academia and industry needs to be reflected. “The main way we’re going to try and do that

is to open up a dialogue with professional bodies. They accredit the institutions and the

different programmes therein, so making sure BIM is on their agenda when they come to

accredit universities will have a positive effect”. However, one of the things the Forum needs

to ensure, he observes, is that graduates who are leaving third level institutions have the

12

skills sets to participate and add value to the companies that hire them. “One of the things

we’re trying to preach is that it’s not about a bolt-on programme. BIM needs to be integrated

into your programmes so that effectively, you’re not teaching BIM, you’re teaching design

and you’re choosing BIM as a tool to do so.” (DePalma, 2014, p. 27)

2.4 BIM INFORMATION MANAGER

2.4.1 What is a BIM Information Manager The title of BIM Manager is often confused because it encompasses five roles under the one

umbrella; BIM Coordination Manager, BIM Interface Manager, BIM Task Team Manager,

BIM Task Information Manager and finally BIM Information Manager, (BSI, 2013, p. 19).

"There is a lack of clarity regarding the role of a BIM Information Manager, but if the lead

designer role remains, it is clear that the information manager’s role cannot conflict with the

design responsibilities of this role. A sensible interpretation is that the information manager

becomes responsible for managing the inputs of each designer into the project model and

for ensuring that the right party is working on the right aspect of the design at a given time by

managing the design programme that dictates when each party enters their shared

information into the project model" (RIBA, 2012, p. 13).

The information manager has no design related duties. Clash detection and model

coordination activities associated with a ‘BIM Coordinator’ remain the responsibilities of the

design lead.

"The BIM Information Manager is not just nice to have but rather a fundamental member of a

model-based design process. The BIM Information Manager's multi-faceted skills have a

direct effect on the quality of projects and the reduction of overall project execution time.

This streamlined workflow provides architects more time for design, more value for clients

and more profit", (Gallello, 2008)

2.4.2 Roles and Responsibilities of a BIM Informati on Manager The Construction Industry Council (CIC) have prepared a couple of documents, "Building

Information Model Protocol” & “Outline Scope of Services for the Role of Information

Management (2013)", which outline the different roles & responsibilities of BIM Information

Managers and are accepted as the industry benchmark.

13

The (Council (b), 2013, p. 1) document defines the role of a BIM Information Manager as

"the person appointed, initially by the employer, to perform the BIM Information Management

role". The document goes to describe that position as "a role in connection with the project

which includes, inter alia, the establishment and management of the processes, protocols

and procedures set out in the employer’s information requirements (EIR), which can be

found in Appendix 2 of the same document".

The principle responsibilities of the BIM Information Manager as listed in (Council (b), 2013,

p. vii) can be summarised as follows:

(i) Managing the processes and procedures for information exchange on projects;

(ii) Initiating and implementing the project information plan and asset information plan;

(iii) Assisting in the preparation of project outputs, such as data drops; and

(iv) Implementation of the BIM protocol, including the updating of the Model Production

and Delivery Time (MPDT).

While (BSI, 2013, p. 19) list these responsibilities as follows;

(i) Enable reliable information exchange through a common data environment (CDE)

(ii) Maintain and receive information into the Information Model

(iii) Enable integration and co-ordination within Information Model

(iv) Configure information for Project Outputs

(v) Populate the information exchange format for the Information Model

(vi) Accept, reject information exchanges within the common data environment

(vii) No design responsibility or right to issue instructions

It is the responsibility of the BIM Information Manager to agree and issue the information

requirements, which should be prepared before the agreements are concluded, as otherwise

the parties will have to rely on the other contractual arrangements, which may not address

the items covered by the information requirements (Council (b), 2013, p. vii).

Working in a design firm, the BIM Information Manager will be responsible for implementing

BIM, for the coordination of project teams and for establishing the connections necessary for

communication between multiple offices, (Eastman, et al., 2011). Other duties include

planning training for employees to keep them updated on current and future versions of BIM

software. For this, the BIM Information Manager should remain constantly informed about

BIM trends and make themselves aware of the vision of other companies, attend

conferences and participate in industry organisations. The BIM Information Manager should

14

also develop marketing materials to inform customers of the company's BIM capabilities,

evaluation of new products and verification of technical problems and deficiencies in

hardware, software and the internet. Finally the BIM Information Manager should ensure the

commitment of everyone on the project by creating a procurement system so that each

stakeholder takes its responsibilities. (Barison & Toledo Santos, 2011, p. 5).

2.5 CONCLUSION

2.5.1 Conclusion The definition of the role of Architectural Technologist in Ireland as defined by the governing

bodies is out-dated as identified by the literature review and could better represent the

current demands and practises of the profession. The BIM capabilities / competencies

expected of level 8 Architectural Technologists has never been defined at a national level

which is constraining both academia and industry to plan for the future, certainly in any

coherent manner.

The UK governments strategy for May 2016, has exasperated the situation and this is

changing the methods of procurement using BIM beyond recognition at an alarming pace

and the new roles / responsibilities created along with the strengths / weaknesses of the

people expected to fulfil these roles need to be investigated.

The role of Information Management is expected to be delivered as part of an existing

appointment by a capable resource, with additional obligations added to that appointment

(Council (a), 2013, p. iv). However, to-date it is not clear what profession is going to fulfil this

additional role, with the only indication coming in (Council (b), 2013, p. vi) where it’s stated

that they “ likely to be performed either by the Design Lead or the Project Lead, which could

be a consultant or contractor at different stages of the project”. This needs further definition

quickly to prevent the industry fulfilling the roles in an ad hoc fashion.

15

CHAPTER 3.0: METHODOLOGY

3.1 INTRODUCTION

Figure 3: Methodology Framework – (By Author)

3.2 ARCHITECTURAL TECHNOLOGY GRADUATES

3.2.1 UK Reference Benchmark As previously mentioned, the UK construction and educational sectors are considerably

further advanced than Ireland when it comes to BIM. During the course of my research, a

preliminary BIM learning outcome framework (2012), which was established by the BIM

Academic Forum (BAF) was scrutinised. This framework was then used to analysis what is

expected from UK graduates in relation to BIM compared with expectations of Irish

graduates and what have the Irish industry experts experienced from graduates.

16

3.2.2 BIM Learning Outcomes in IT's The research method applied in this study is qualitative, both desk based research and an

interview have been carried out to corroborate the study.

Contact was made with the relevant course leaders associated with administering BIM

learning in the five institutions, four of whom have furnished the BIM learning outcomes from

their individual Institutions, as a result. After receiving the learning outcomes from four of the

five Institutions currently providing level 8 Architectural Technology in Ireland, all of the

information was combined. From this, a comprehensive matrix of BIM-related learning

outcomes for level 8 undergraduate Architectural Technology programmes was developed.

The information / language and focus of the individual institutions varied to some degree on

smaller issues, however, whilst worded slightly differently in the course literature in the

respective institutions, the core aspects were similar in the most part. This information was

collectively compiled and thoroughly assessed. All the learning outcomes were matched /

combined where possible and along with the remaining outcomes were added to the final

matrix. This resulted in a substantial list of BIM capabilities / competencies expected from all

Architectural Technologists in Ireland at the time of graduation.

In order to verify that no important items were misrepresented and to ensure the individual

institutions were satisfied, the completed matrix was circulated to the course leaders for

ultimate approval. Final changes were then carried out on these recommendations to

ensure the most comprehensive matrix of BIM learning outcomes were established, defining

a single standard of BIM capabilities / competencies currently expected of level 8

Architectural Technology graduates throughout the Republic of Ireland for the first time.

For some reason this hasn’t been previously established between the institutions currently

offering this course. This may be due to the fact that BIM is relatively new or more likely due

to the fact the institutions believe that they are best served working independently.

3.2.3 Irish Industry Experiences It was deemed necessary to confirm the level of capabilities / competences experienced by

the industry, to this end, Ralph Montague was interviewed. Mr Montague is a founding

partner of Arcdox. Arcdox was established in 2009 and is a specialist architectural practice,

providing professionally managed BIM services to the construction industry. He is also the

Chairman of a special practice committee group within the RIAI, set up to investigate the

benefits of BIM and ideas for the general advancement of BIM amongst RIAI members and

within the Irish Construction Industry. Along with these, he is also the Coordinator of a

17

special interest group for CITA and for the Revit Users Ireland Group. All of this highlights

his expertise within the field and shows the respect of his peers, making him the ideal

candidate for the interview.

The interview questions followed the objectives as set out in this study, i.e. BIM capabilities

of Architectural Technologists, which he has experienced? Graduates understanding of the

strategic / management sides of BIM, etc. Mr Montague is at the forefront of all things BIM

related in Ireland and is the best proponent to the pertinence of the UK documents in Ireland.

While the views of a one individual are accepted as a poor representation of the Irish

construction industry as a whole, the decision was taken to accept the expertise of the

market leader as reliable, due to the limited resources and time available.

3.2.4 Comparison Table 2 (on page 21) was drawn up at this point, which consisted of the Preliminary BIM

learning outcomes framework (2012) in one column, the BIM learning outcomes expected by

Irish industry in a second column and the previously established national matrix was in a

third and final column. As previously mentioned different descriptions / language had been

used throughout all of the collected information, therefore, comparing the learning outcomes

from the UK and Ireland in a comprehensive way proved extremely difficult. However, the

interview carried out identified synergies / conflicts between both sets of learning outcomes.

Once completed the findings gave a clearer appreciation of what was expected from

graduates in the UK versus what was being attained by Irish graduates and what the Irish

industry has experienced.

3.3 BIM INFORMATION MANAGER

3.3.1 UK Reference Benchmark The skills required to become a competent BIM Information Manager are outlined in the

publications - Outline Scope of Services in the Role of Information Management (2013) by

the Construction Industry Council and in PAS 1192-2:2013. Whilst these publications may

be comprehensive and accepted as the established industry standard, they were

nonetheless developed for the UK environment.

18

3.3.2 Irish Industry Experiences In order to verify if a BIM Information Manager in the Irish construction industry is expected

to provide a similar scope of services as defined in UK documentation, additional information

was required. For this reason, Ralph Montague, Chair on the RIAI committee on BIM but

who is also the managing partner in Arcdox was once again interviewed. Arcdox are the

industry leaders in Ireland in terms of BIM, providing consultancy advice, production

resources, implementation support and training.

3.3.3 Comparison The information compiled from the interview with Mr Montague was analysed against the UK

reference benchmark and the results of which have been accepted as the scope of services

required of a BIM Information Manager in an Irish based design team.

3.4 CONCLUSION The skill sets of a level 8 Architectural Technology Graduate which have been established in

the National Matrix were then compared with the skills required by a BIM Information

Manager in an Irish based design team to identify any synergies and gaps. This highlighted

what additional skills an Architectural Technology graduates would need to acquire to

become competent BIM Information Managers in the future.

19

CHAPTER 4.0: FINDINGS / DISCUSSIONS

4.1 INTRODUCTION Architectural Technology is currently being taught to FETAC level 8 in five Institutions of

Technology in the Republic of Ireland, IT Carlow, DIT, WIT, CIT and GMIT. While the

Institutes have drawn up their individual set of targets for BIM learning, there has been no

joined up thinking or guidance from the governing bodies. For this reason the individual set

of BIM learning outcomes have been collected from the varies institutions, examined and

amalgamated in the most thorough fashion possible to define a single national matrix of the

current learning outcomes.

4.2 BIM CAPABILITIES / COMPETENCIES OF ARCHITECTURA L

TECHNOLOGISTS The BIM capabilities and competencies which Institutions from the UK & Ireland expect from

their Architectural Technology graduates have been divided in table 2 below, along with the

skills that the Irish industry would like to see from graduates. The fundamental problem

when trying to compare the various learning outcomes is the different descriptors used along

with cross over's from one list to the next. Whilst ever effort has be made to compare the

lists in a comprehensive fashion, this proven exceptionally difficult in some instances.

4.2.1 Irish Graduates compared to UK Graduates While the lists are difficult to compare, the significance of the first national matrix of BIM

learning outcomes needs to be recognised. This should be the first step for Institutions to

incorporate a standard set of learning outcomes in their course curriculum. The skills listed

below and gained by Irish graduates would allow them to carry out any one of the duties

described in the ‘technical’ section of the UK – Preliminary Learning Outcomes (2012).

However, it is also clear that this section is given a far greatest emphasis by Irish Institutions,

with little or no importance given to the ‘strategic’ or ‘management’ aspects as outlined by

BAF, i.e. value proposition or legal implications. Very few learning outcome between the

four Irish Institutions that took part in this study focused on the ‘strategic’ and ‘management’

aspects of BIM. When you consider that many Irish based design companies currently using

BIM in their practices, use UK standards as guidelines, then you would expect our learning

outcomes to be very similar. Below is an investigation as to what Irish industry expects from

new Architectural Technology graduates.

20

4.2.2 Irish Graduates compared to Irish Industry ex pectations The future is currently looking bright for graduates, as the economy is growing there are

more and more Architectural Technology jobs being created. There is a lot more expected

from graduates today than a few years ago, as Irish companies can’t afford to spend

valuable time “training” new employees. Their work load has increased dramatically over the

years, while their fees haven’t increased. The good news is that by and large, graduates are

delivering for their new employers especially those that leave third level education with a

good knowledge of BIM.

BIM is about creating, up-dating, sharing and using digital data, which can take many forms.

The construction industry expects that graduates would be able to input this information

correctly, in a standard format which is critical so that computers can understand the

information, ensuring interoperability. However, only one of the current learning outcomes

mentions interoperability and none of them stipulate that industry standards should be

incorporated into projects. Industry experts have also expressed concern that while

graduates have a certain level of proficiency in using the software, they tend not to know

why they are modelling an object or building. They feel that graduates aren’t being taught

the advantages of the BIM process and therefore don’t appreciate its true value.

Industry experts have also flagged graduates inability to set-up, work in and maintain work

sets and collaborative environments and also believe the Institutions should incorporate

more multi-discipline collaboration within their programs. The interviewee was informed that

this is currently a learning outcome from the Institutions however, it was his opinion that both

graduates and industry would greatly benefit if more was done in this area. Exposing

students to an environment where they have to deal with data standards, work-sets,

federated models and data drops on a more regular basis would be beneficial.

Project review software was another area that the industry highlighted for more attention.

The use of federated models would encourage graduates to use Navisworks or other similar

software to bring three or four models together, checking that they are in the correct location

and running clash test analysis on projects.

Below is a list of the findings in relation to the BIM learning outcomes of Architectural

Technology graduates.

21

The UK BIM Academic Forum – Preliminary Learning Outcomes (2012) are divided into three categories; Strategic (S), Management (M) and

Technical (T). These categories have been used to compare all of the learning outcomes as indicated by the letter (S), (M) or (T). Numerous letters

appear next to learning outcomes which are relevant to more than one category.

NOTE: The category headings only of the BIM Academic Forum - Preliminary Learning Outcomes (July 2012) are listed below; the full list relevant to

Architectural Technologists is included in Appendix A

BIM Academic Forum – Preliminary

Learning Outcomes (July 2012)

BIM skills expec ted from graduates by

the Irish construction industry

BIM learning Outcomes currently provided by

Institutions of Technology

STRATEGIC

In relation to each of the learning outcomes

below, as a result of following this course,

individuals will be expected to:

What is BIM

BIM Value proposition (context relevant, e.g.

client and contractor)

What is the UK Government requirements

from BIM

Greater emphasis needs to be put on data

software such as Excel, Datasheet, Access,

Sequel Pro, etc.

Students should understand that it is

extremely important that you input the

correct information so the computer can

understand it

Ability to understanding and use BIM

enabling tools (Revit)

Conduct research, select and apply solutions for the

technical design of the principle construction junctions

of domestic (cavity wall & timber frame), retrofit

projects, a medium scale concrete framed building

and an urban context mixed use development (T)

Download and install BIM applications for home use

(M)

Select an appropriate application template to begin a

building project (M)

22

Industry context of BIM adoption (e.g. peer

firms)

Impact to client and supply chain

relationships (collaborative and coordinated)

Strategic Considerations

Strategic issues associated with starting BIM

Information deliverables; impact on

procurement conditions and skills demands

Investment model (up-skilling, systems and

process management)

Organisation stakeholder engagement

Graduates should understand that BIM is a

process and not a software, (Revit or similar

software merely enable the process)

Graduates need the ability to set up and

maintain work-sets and federated models

on multi-discipline collaborative projects

within Institutions to replicate working

environments

Digital data standards such as COBie,

Uniclass, IFC’s should be compulsory to

provide interoperability

Graduates should have an understanding

and appreciation of how important BIM is

from a strategic / management point of view

Ability to navigate Navisworks or other

similar software

Import sketch and CAD designs for creation of a BIM

project (T)

Set up grids and levels for precise 3D elements

drawing (T)

Design, modify and style structural members, walls,

doors, windows, window/door assemblies, curtain

walls, slabs, roofs, stairs, railings and use the power

of groups, phasing, links and design options (M), (T)

Create REVIT materials and apply their thermal /

Physical properties (T)

Create and develop parametric content utilizing REVIT

Architecture (T)

Create complex shapes with surface modelling tools

(T)

Combine solids and voids to create complex and

intriguing forms (T)

MANAGEMENT

In relation to each of the learning outcomes

below, as a result of following this course,

individuals will be expected to:

What is BIM

23

Acquiring internal resources

Organisation and project applications, and

benefits of BIM

Visualisation benefits and spatial

coordination

Productivity / Efficiency improvements

Sustainable design

Scheduling, Estimating

Facilities management

Developing Organisational Business Plan

Engaging business stakeholders

Gaining commitment

Managing external requirements

Apply an understanding of the different types of

parameters and their uses (T)

Understand form making and rationalization (T)

Create simple Topology for a building project (T)

Use the toolset to create facade patterns, massing

and adaptive geometry (T)

Open Revit Conceptual Massing Environment and

connect the massing to data schedules (T)

Project design, conceptual topics including designing

with massing tools, using mass elements and mass

groups, making site models (T)

Display introductory principles of graphic

representation, drafting, lettering, sketching,

development of 2D/3D drawing skills (T)

Understand sketch based design (T)

24

Legal implications and requirements - FOC's,

agreements, appointments, SLA's etc.

Ownership, IP, copyright, design rights,

insurances, PII, etc.

Risk - identifying and managing (risk

registers, etc.)

Managing people

Data deliverables to supply chain; and to

clients

Impact to internal and external roles

Internal stakeholders engagement -

strategic, management and technical

Collaboration - management of people,

communication skills, team working, etc.

Use conceptual design tools to quickly build and

rationalise complex geometry (T)

Create design options and organise timing schedules

to construction within the Revit model (T)

Setup a digital folder system to store projects and

information (T)

Actively engage in interoperability in the design

process (M)

Use digital model to co-ordinate design (T)

Organise the project browser for complex projects (T)

Apply the theory of collaborative working in the

development of a group project (S)

25

Communicating the impact and relevance of

BIM

Discuss issues associated with starting BIM

Managing Process

Defining common language; BIM technology

Governance of Information and Process

management

Standards (data and process) - knowledge of

and implementation

Managing technical infrastructure

Interoperability - adherence to standards,

managing compliance

Hardware, Software, Network infrastructure

requirements (organisation specific)

Create a central BIM file and set work sets for

collaborative working (M)

Utilise the BIM model as a collaborative tool for the

AEC stakeholders through a “live” project (T)

Engage in the use of a Federated Model with BIM

Level 2 Maturity (T)

Engage in group work using the Revit collaborative

toolset (T)

Develop and demonstrate an ability to work

collaboratively in a design team (S), (M), (T)

Display an ability to lead an integrated AEC team in

the context of a comprehensive design project (M)

Demonstrate a detailed understanding of the skills

required to manage/co-ordination a BIM model (M)

26

Software / technology evaluation and

selection process

Integrate various parametric models and co-ordinate

information (M), (T)

Identify and solve the principle construction junctions,

utilising a collaborative BIM approach (M), (T)

Integrate Revit into workflows and schedules (T)

Improve your workflow, work sharing and collaboration

(M), (T)

Take significant responsibility for the work of

individuals and groups in the role of a BIM co-

ordinator suitable for practice (M)

Take significant responsibility for the work of

individuals and groups in the implementation of

emerging analytical software suitable for practice (M)

Apply a systematic understanding and critical

awareness of BIM theory & management (M)

TECHNICAL

In relation to each of the learning outcomes

below, as a result of following this course,

individuals will be expected to:

What is BIM

Identifying project requirements

Assessing contextual data affecting

potential developments

Developing design solutions

Managing design information

Implementing procurement processes

Analysing and planning construction and

installation work processes and resources

27

Coordinating and controlling construction

and installations operations

Managing project handover and facilities

information

Assessing the condition of existing assets

Assessing the energy performance of

buildings

Managing the use and maintenance of

facilities

Managing the operating technical

information systems

Create energy analysis report for conceptual building

model and final model (T)

Engage new analytical skills to evaluate critically and

innovatively sustainable and retrofit solutions (T)

Identify and investigate the energy parameters

associated with retrofit design principles (T)

Address topics, including solar geometry and day

lighting, passive heating and cooling, rainwater

harvesting and on-site energy systems (T)

Utilise iSBEM to indicate compliance with Building

Regulations (T)

Display a critical awareness of environmental, energy,

ventilation and heating issues through performing

NEAP & DEAP calculations (T)

Utilise thermal bridging analysis of standard and

specialised construction types (T)

28

Use & integration of Revit MEP for mechanical and

electrical design, including ductwork, piping, lighting,

circuits and panels (T)

Use Photoshop, Revit Architecture and 3ds Max

Design to create hyper-realistic 3D visualizations of

their designs (T)

Use Ecotect Analysis 2011 to create detailed site &

building energy analysis reports (T)

Use Navisworks to create material take-offs, clash

detection and interactive walk-throughs (T)

Table 2: Comparisons in BIM Learning Outcomes

When the BIM learning outcomes from the Irish national matrix are divided into the three categories as listed in the “Preliminary BIM Learning

Outcomes Framework (July 2012)”, i.e. Strategic, Management and Technical, the results are very interesting. Only two of the currently

learning outcomes fall into the ‘Strategic’ category, while a further 14 are in the ‘Management’ category, with an over whelming 40 learning

outcomes in the ‘Technical’ category. This highlights the emphasis that Irish Institutions are currently putting on the technical aspects of BIM

without fully implementing the associated strategic or management elements.

29

4.3 BIM INFORMATION MANAGER The roles and responsibilities which are accepted as the industry standard in the UK have

already been outlined in section "2.4.2 - Roles and Responsibilities of a BIM Information

Manager". This study however, investigated if these were relevant in Ireland. No BIM

standards have been developed by the Irish Government or any Irish construction industry

federation to-date. This has forced the practices currently using BIM in Ireland to look for

relevant standards elsewhere and because the UK are our nearest neighbours and are

making great strides in BIM working processes it made sense to apply their standards. Also,

by adopting these standards, it provides opportunities for many Irish companies to carry out

work in the UK.

4.3.1 Roles and Responsibilities in Ireland versus the UK The BIM experts that participated in this study have indicated that a BIM Information

Manager in an Irish based design team would have the exact same roles and responsibilities

as those outlined in section 2.4.2, which makes sense considering we have incorporated the

UK standards.

4.3.2 Architectural Technologists as BIM Informatio n Managers We have already seen that Irish Architectural Technology graduates leaving Institutions

today, don’t have as wide a range of knowledge as their UK counterparts and don’t have all

the skills that the Irish industry would like in relation to BIM, nevertheless is not all doom and

gloom. The graduates from the last number of years have the luxury of having the BIM

process incorporated into their studies which gives them a significant advantage over

graduates from a number of years ago, before BIM was included in the curriculums.

All of the information collected during the course of this dissertation has been reviewed to

assess what additional skills an Architectural Technology graduate needed to become BIM

Information Manager in an Irish based design team. The research and interview with an

industry expert has highlighted the need for graduates to experience working in and

managing a collaborative environment for a period of time.

This in turn demands that graduates know and understand federated models and know what

Common Data Environments (CDE) are and how they work. They need to understand how

CDE’s are structured and what are the associated workflows and the procedures. They also

30

to understand the processes you have to go through to get information from Work In

Progress (WIP) to shared or from shared to published.

Managing the processes and procedures for information exchange on projects is a

fundamental requirement for an Information Manager. Standards and protocols such as

COBie, Uniclass and IFC, introduced to students during their studies need to be further

developed, most likely in a work environment, to ensure that they have a comprehensive

understanding of these standards and have an ability to enforce them. Ensuring that

checklists, sign-off sheets, etc. are all in place.

Another item that BIM Information Managers need to be proficient in, which will require

additional training for graduates is a design review package for example, Navisworks, to

view and assess the federated model, make sure models are importing into the correct

locations and flagging any clashes that may occur.

Architectural Technologists will also need to learn how to prepare Pre-Qualification

Questionnaires (PQQ), Employers Information Requirements (EIR), BIM Execution Plans

(BEP) and Master Information Delivery Plan (MIDP) before they can become BIM

Information Managers. They also need to understand who will produce what information, at

what stage, to what level of development, what Level of Information (LOI) and to what Level

of Detail (LOD). All of these aspects will be new to graduating Architectural Technologists

but will certainly be required before considering the role of BIM Information Manager.

4.4 CONCLUSION Architectural Technologists, as previously mentioned are likely to fulfil many of the new roles

and take on the additional responsibilities on behalf of the design team associated with

procuring projects using BIM. Irish design companies are using UK standards such as

PAS:1192 for guidance on the BIM process from beginning to end and because of this the

roles and responsibilities of a BIM Information Manager in an Irish based design team are

the exact same as in the UK. However, the BIM learning outcomes currently expected from

Irish Architectural Technology graduates are drastically different from those of the UK as

previously investigated. This highlights an urgent need for better alignment between the

skills that these new roles demand, such as interoperability, and what is currently being

offered by Architectural Technologists graduates from level 8 programs.

Currently a situation exists where graduates are expected to fulfil roles and work to

standards originally from the UK, while all the time they are developing valuable but very

31

different BIM learning outcomes from their UK counterparts. This doesn’t make any sense,

surely if the Irish construction industry has adopted UK working methods then Irish

Institutions need to follow suit and either adopt UK learning outcomes or quickly develop and

incorporate their own, which would better educate graduates to work to these standards. I’m

aware that CITA previously tried to set-up an education forum, to create common guidelines

and they invited all of the Institutions and Universities to participate. Unfortunately this was

never completed, but this study has highlighted the urgent need for this issue to be re-

visited.

Institutions and Universities need to work together to develop and incorporate a national

matrix of BIM learning outcomes which are fit for purpose. Ireland is in a fantastic position

due to the current economic recovery, to build on the knowledge gained by other countries,

such as the UK and Finland to become world leaders in the use of BIM. This would provide

a global market for Irish based design teams, allowing them to export their knowledge but

retain their people.

32

CHAPTER 5.0: RECOMMENDATIONS

5.1 Recommendations In my opinion, an education forum which include all Institutions and Universities needs to be

re-visited and the sooner this is done the better. Standards are not standards if they only

apply to the individual Institution or University. Up-to-date national BIM learning outcome

standards which deal with all of the issues associated with BIM need to be compiled and

adopted by all. This can only happen if Industry experts with real world experience

collaborate with all the course directors across the Built Environment to guarantee universal

acceptance and cohesion. Accreditation bodies such as the RIAI and CIAT also need to

accept these standards, as they would be required to enforce the new curriculums.

It is recommended that the work carried out during this dissertation should be built upon by

investigating how graduating Architectural Technologists are equipped to fulfil the other roles

and responsibilities associated with BIM. Along with this, only studies need to be carried out

to examine how other programs associated with the construction industry, i.e. Architecture,

Civic & Structural Engineering, Quantity Surveying, etc. are incorporating BIM into the

curriculum.

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Appendix A

Information Index:

BIM Academic Forum – Preliminary BIM Learning Outcomes Framework (July 2012)

BAF - Preliminary Learning Outcomes Framework (July 2012)

Definitely Relevant

Not Sure if it is relevant

NOTE: Some items not related to Architectural Technologists have been deleted from original document

STRATEGIC

Overview In relation to each of the learning outcomes below, as a result of following this course, individuals will be expected to:

O1 What is BIM

Understand the principles of Building Information Modelling and its application to the whole life inter‐disciplinary design, construction and use of building and infrastructure developments

O2 BIM Value proposition (context relevant, e.g. clien t and contractor)

Understand the value proposition that BIM offers enabling adopters to more efficiently:

Identify and evaluate stakeholder, user, community and sustainability project requirements

Prepare project briefs and development programmes Assess and manage project risks and opportunities Prepare and present project design recommendations

Assess, plan, estimate and control proposed development energy, whole life and capital costs

Model and analyse production and installation project design solutions Plan and agree detailed project designs Analyse and plan project resources and work processes Establish project work teams and organisational systems Manage project handover guidance, completion and feedback

O3 What is the UK Government requirements from BIM

Understand the Government's requirements regarding the adoption of BIM on public projects in order to:

Identify, assess and agree project requirements and stakeholder preferences

Establish project team partnering Assess and manage project risks and opportunities Build your organisation’s understanding of its market and customers Manage business processes and improve performance

O4 Industry context of BIM adop tion (e.g. peer firms)

Understand the context in which BIM is being introduced into the industry by being able to:

Establish project team partnering Analyse efficient resource use and work processes Map the environment in which the organisation operates

Identify and resource the research and development of new products and services to meet market needs

Plan the development of organisational products, services and processes to meet market needs

O5 Impact to client and supply chain relationships (co llaborative and coordinated)

Understand the impact of BIM on client and supply chain relationships in order to be able to:

Identify, assess and agree project requirements and stakeholder preferences

Establish project team partnering

Implement strategic sourcing partnerships and supply chain arrangements

Analyse efficient resource use and work processes

Establish and maintain project organisation and communication systems

Build your organisation’s understanding of its market and customers

Plan the development of new and innovative operational processes, methods and techniques to meet market needs

Strategic Considerations S1 Strategic issues associated with starting BIM

Understand the strategic issues associated with starting to adopt BIM in order to be able to:

Establish project team partnering

Implement strategic sourcing partnerships and supply chain arrangements

Identify and resource the research and development of new products and services to meet market needs

Plan the development of new and innovative operational processes, methods and techniques to meet market needs

Lead, plan and implement change

S3 Information deliverables; impact on procurement con ditions and skills demands

Understand the changes required by BIM to information deliverables, procurement conditions and skills demands in order to be able to:

Identify, assess and agree project requirements and stakeholder preferences

Select and agree a procurement method with stakeholders Establish project team partnering

Establish and monitor project team working methods Integrate and evaluate project design information Analyse and plan construction project resources and work processes

Establish and maintain project organisation and communication systems

Provide information to support use and maintenance planning of property, systems and services

Manage business processes

Establish, implement and monitor human resourcing and skills development policy

S5 Investment model (up -skilling, systems and process management)

Understand the investment required for BIM up-skilling, systems and process management in order to be able to:

Plan the development of new and innovative operational processes, methods and techniques to meet market needs

Plan and implement change Manage business processes and improve performances Identify collective learning and development needs Establish and set up technical information systems

S6 Organisation stakeholder engagement

Understand the need for engagement of organisational stakeholders in the adoption of BIM in order to be able to:

Build your organisation's understanding of its market and customers Develop the culture of the organisation

Plan the development of new and innovative operational processes, methods and techniques to meet market needs

MANAGEMENT

Overview In relation to each of the learning outcomes below, as a result of following this course, individuals will be expected to:

O1 What is BIM

Understand the principles of Building Information Modelling and its application to the whole life inter‐disciplinary design, construction and use of building and infrastructure developments

Acquiring internal resources A2 Organisation and project applications, and benefits of BIM

Understand the organisational and project applications and benefits of BIM in order to be able to:

Identify and evaluate stakeholder, user, community and sustainability project requirements

Confirm project energy efficiency and carbon minimisation requirements and strategies

Establish arrangements for procurement and management of sustainable projects

Prepare project briefs and develop programmes Induct and brief a project team Assess and manage project risks and opportunities Select, test and refine sustainable design options Prepare and present project design recommendations Assess and advise on capital, energy, whole life and low carbon costs Model and analyse production and installation project design solutions Prepare and agree production and installation information

Agree and implement alignment of systems with partners and supply chain

Analyse and plan project resources and work processes

Establish and maintain project organisation and communication systems

Manage project handover information, completion and feedback

Plan the development of organisational products, services and processes to meet market needs

Improve organisation performance Target and promote products / services effectively Apply information technology to projects Promote the use of technology within the organisation

A3 Visualisation benefits and spatial coordination

Understand the benefits of BIM for visualisation and spatial coordination in order to be able to:

Establish and monitor project team working methods Analyse and present survey data Assess and present spatial data Select, test and refine sustainable design options Prepare and advise on project design recommendations Model and analyse production and installation project design solutions Plan and agree detailed project designs Advise on and refine integrated conservation solutions Integrate the design of fabric, services and systems Measure quantities from design information

Control the assembly of materials, components, systems and finishes to achieve sound construction

Provide information to support use and maintenance planning of property, systems and services

Allocate space and facilities to meet identified requirements Plan and programme work to existing assets

A4 Productivity / Efficiency improvements

Understand the way in which BIM can be adopted to achieve productivity and efficiency improvements by being able to:

Establish and monitor project team working methods

Identify and assess technical, procurement and production factors affecting resource

Select, test and refine sustainable design options Model and analyse production and installation project design solutions Integrate the design fabric, services and systems Evaluate and select work methods

Plan work activities and efficient use of resources to meet project work requirements

Obtain and evaluate project feedback information and make improvements

Manage business processes and improve performance

A5 Sustainable design

Understand the way in which BIM can be adopted to achieve sustainable design by being able to:

Test the sustainability of planning and development strategy and policy options

Assess the environmental needs and impacts of resources, policies and proposals

Investigate and evaluate sustainable development requirements Establish arrangements for sustainable development

Identify and assess technical, procurement and production factors affecting resources

Select, test and refine sustainable design options Model and analyse production and installation project design solutions

A6 Scheduling, Estimating

Understand the way in BIM can be adopted for scheduling and estimating in order to be able to:

Plan and control proposed capital costs Prepare estimates of proposed capital costs Prepare schedules Prepare bills of measured quantities Obtain estimates, bids and tenders

Assess and select successful estimates, bids and tenders and negotiate changes

Assess the resource requirements and costs with an estimate, bid and tender Finalise and submit an estimate, bid and tender offer

Deploy plant and equipment for construction and installation operations

Organise, monitor, maintain and improve supplies of materials to meet project requirements

Control contract progress against agreed programmes Control contract quantities and costs Prepare and agree interim valuations and final accounts Plan and programme work to existing assets Manage work programmes to existing assets

A8 Facilities management

Understand the way in which BIM can be adopted for facilities management by being able to:

Provide information to support use and maintenance planning of property, systems and services

Obtain and evaluate project feedback information and make improvements

Allocate space and facilities to meet identified requirements

Developing Organisational Business Plan D1 Engaging business stakeholders

Understand the need for engagement of business stakeholders in the adaption of BIM in order to be able to:

Build the organisations understanding of its market and customers Develop a customer focused organisation Build and maintain effective customer relations

D3 Gaining commitment

Understand the need for gaining commitment to BIM adoption in order to:

Develop the culture of the organisation Lead change Plan change Manage business processes and improve performance

Managing external requirements

E1 Legal implications and requirements - FOC's, agreements, appointments, SLA's etc.

Understand the legal implications and requirements posed by the adoption of BIM (e.g. FOC's, agreements, appointments, SLA's, procurement, contracts, briefing, etc.) in order to be able to:

Identify, assess and agree project requirements and stakeholder preferences

Establish arrangements for procurement of sustainable projects Assist clients to meet their legal duties

Prepare and present a proposal for a project brief Identify and assess resource use and environmental impact factors Evaluate the benefits and risks of partnership and strategic sourcing

Agree and implement alignment of systems with partners and supply chains

Implement resource efficient procurement processes Prepare and submit estimates, bids and tenders Prepare, negotiate and source contracts Identify, monitor and respond to legal and statutory requirements

E2 Ownership, IP, copyright, design rights, insurances , PII, etc.

Understand the liability implications posed by the adoption of BIM (e.g. Ownership, IP, copyright, design rights, insurances, PII, etc.) in order to be able to:

Implement strategic sourcing partnerships and supply chain arrangements

Prepare, negotiate and source contracts Identify, monitor and respond to legal and statutory requirements

E3 Risk - identifying and managing (risk registers, etc. )

Understand the implications of identifying and managing the risk in the adoption of BIM in order to be able to:

Assess and manage project risks and opportunities

E4 Data deliverables to supply chain; and to clients

Understand the data deliverables for clients and the supply chain required through the adoption of BIM (e.g. COBie, models, etc.) in order to be able to:

Identify, assess and agree project requirements and stakeholder preferences

Prepare and present a proposal for a project brief Induct and brief a project team Establish and monitor project team working methods Select, test and refine sustainable design options Prepare and advise on project design recommendations Plan and control proposed capital costs Prepare estimates of proposed capital costs

Identify the purpose, methods and techniques for preparing detailed designs

Model and analyse production and installation project design solutions Investigate, develop and integrate detailed design solutions Prepare and process applications to secure statutory consents Specify, integrate and control project design information

Prepare drawings and associated graphical information Prepare technical specifications

Prepare bills of measured quantities Obtain estimates, bids and tenders

Assess the resources requirements and costs within an estimate, bid and tender

Finalise and submit an estimate, bid and tender offers Analyse and plan project resources and work processes

Establish and maintain project organisation and communication systems

Coordinate the logistics for work to existing occupied properties Establish and set out dimensional controls Deploy plant and equipment for construction and installation operations Identify and monitor requirements for material supply

Provide information to support use and maintenance planning of property, systems and services

Obtain and evaluate project feedback information and make improvements

Develop and implement property and facilities management plans Monitor and control the use of property and assets Manage work programmes to existing assets Apply information technology to projects

Managing People P1 Impact to internal and external roles

Understand the impact on internal and external roles posed by the adoption of BIM in order to be able to:

Establish project team partnering Establish and coordinate the project development teams and processes Integrate the design of fabric, services and systems Integrate and evaluate project design information

Implement strategic sourcing partnerships and supply chain arrangements

Establish project work teams and organisational systems Map the environment in which your organisation operates Develop the culture of the organisation

Establish, implement and monitor human resourcing and skills development policy

Identify collective learning and development needs Manage and operate technical information systems

P2 Internal stakeholders engagement - strategic, management and technical

Understand the need for internal stakeholder engagement at strategic, management and delivery levels in the adoption of BIM within an organisation in order to be able to:

Develop the culture of the organisation Manage business processes and improve performance Manage and operate technical information systems Provide leadership for your organisation Develop productive working relationships with colleagues Promote the use of technology within your organisation

P3 Collaboration - management of people, communication skills, team working, etc.

Understand the need for collaboration in the management of people, communications and teams in the adoption of BIM within an organisation in order to be able to:

Establish and coordinate the project development teams and process Prepare and agree production and installation information Integrate the design of fabric, services and systems Specify, integrate and control project design information

Agree and implement alignment of systems with partners and supply chains

Monitor and control arrangements for strategic sourcing and supply chain management

Establish and control arrangements for strategic sourcing and supply chain management

Establish project work teams and organisational systems Coordinate the logistics for work to existing occupied properties Co-ordinate site operations

Provide information to support use and maintenance planning of property, systems and services

Manage business processes and improve performances Allocate and check work in your team

Allocate and monitor the progress and quality of work in your area of responsibility

Build and manage teams Develop, maintain and enhance productive working relationships

P4 Communicating the impact and relevance of BIM

Understand the need to communicate the impact and relevance of BIM in its adoption within an organisation in order to be able to:

Induct and brief a project team Establish and monitor project team working methods

Establish and maintain project organisation and communication systems

Develop the culture of the organisation

Plan the development of new and innovative operational processes, methods and techniques to meet market need

Manage business processes and improve performance Provide leadership in the area of responsibility Provide leadership for the organisation Communicate technical information and advice Enable others to learn and benefit from experience Use IT systems and software

P6 Discuss issues associated with starting BIM

Understand the need to openly discuss issues associated with the adoption of BIM within an organisation in order to be able to:

Implement strategic sourcing partnerships and supply chain arrangements

Plan the development of new and innovative operational processes, methods and techniques to meet the market need

Manage business processes and improve performance

Establish, implement and monitor human resourcing and skills development policy

Identify collective learning and development needs Manage and operate technical information systems Use IT systems and software

Managing Process R1 Defining common language; BIM technology

Understanding the need to define the common language and terminology associated with the adoption of BIM within an organisation in order to be able to :

Identify, assess and agree project requirements and stakeholder preferences

Establish project team partnering Establish and coordinate the project development teams and processes

Implement strategic sourcing partnerships and supply chain arrangements

Select and form a project work team

Provide information to support use and maintenance planning of property, systems and services

Plan the development of new and innovative operational processes, methods and techniques to meet market need

Manage business processes and improve performance Manage and operate technical information systems Use IT systems and software

R2 Governance of Information and Process management

Understand the requirements for governance of information and process management with the adoption of BIM within an organisation in order to be able to:

Identify, assess and agree project requirements and stakeholder preferences

Establish project team partnering Establish and coordinate the project development teams and processes

Implement strategic sourcing partnerships and supply chain arrangements

Select and form a project work team

Provide information to support use and maintenance planning of property, systems and services

Plan the development of new and innovative operational processes, methods and techniques to meet market need

Manage and operate technical information Apply information technology to projects

R3 Standards (data and process) - knowledge of and implementation

Understand the implementation of data and process standards (e.g. BS8541, BS1192.2 & COBie, etc.) in the adoption of BIM within an organisation in order to be able to:

Establish and monitor project team working methods

Agree and implement alignment of systems with partners and supply chains

Plan the development of new and innovative operational processes, methods and techniques to meet market need

Manage business processes and improve performance Manage and operate technical information systems Apply information technology to projects

Managing technical infrastructure T1 Interoperability - adherence to standards, managing compliance

Understanding the principles of interoperability in terms of adherence to standards and managing compliance in the adoption of BIM within an organisation in order to be able to:

Establish project team partnering Establish and monitor project team working methods

Agree and implement alignment of systems with partners and supply chains

Monitor and control arrangements for strategic sourcing and supply chain management

Provide information to support use and maintenance planning of property, systems and services

Manage business processes and improve performance Manage and operate technical information systems

Apply information technology to projects

T2 Hardware, Software, Network infrastructure requirem ents (organisation specific)

Understanding the hardware, software and network infrastructure requirements in the adoption of BIM within an organisation in order to be able to:

Plan the development of new and innovative operational processes, methods and techniques to meet market need

Manage physical resources Manage business processes and improve performance Manage and operate technical information systems Apply information technology to projects

T3 Software / technology evaluation and selection process

Understand the processes for evaluation and selection of software and technology in the adoption of BIM within an organisation in order to be able to:

Agree and implement alignment of systems with partners and supply chains

Plan the development of new and innovative operational processes, methods and techniques to meet market need

Manage and operate technical information systems Apply information technology to projects

TECHNICAL

Overview In relation to each of the learning outcomes below, as a result of following this course, individuals will be expected to:

O1 What is BIM

Understand the principles of Building Information Modelling and its application to whole life inter-disciplinary design, construction and use of building and infrastructure developments

Tech 1 Identifying project requirements

Understand how to gather, maintain and use BIM data in order to be able to:

Identify and evaluate stakeholder, user, community and sustainability project requirements

Tech 2 Assessing contextual data affecting potential devel opments

Understand how to gather, maintain and use BIM data in order to be able to:

Investigate and assess contextual factors affecting potential project developments

Identify, assess and take account of resource factors affecting potential sustainable project developments

Investigate and assess regulatory and legal factors affecting potential developments

Tech 3 Developing design solutions

Understand how to gather, maintain and use BIM data in order to be able to:

Assess and develop sustainable project design options Prepare and advise on project design recommendations

Assess, plan, estimate and control proposed development energy, whole life and capital costs

Plan and agree detailed project designs

Analyse and model environmentally sustainable project design solutions

Analyse, advise on and support sustainable solutions for historic and heritage assets

Manage health and safety in design Investigate, develop and integrate detailed design solutions Prepare applications and appeals to secure statutory consent

Tech 4 Managing design information

Understand how to gather, maintain and use BIM data in order to be able to:

Specify, integrate and control project design information Prepare drawings, graphical information and schedules Prepare technical specifications Prepare bills of measured quantities

Tech 5 Implementing procurement processes

Understand how to gather, maintain and use BIM data in order to be able to:

Implement resource efficient procurement processes Prepare and submit estimates, bids and tenders Prepare, negotiate and secure contracts

Tech 6 Analysing and planning construction and installation work processes and resources

Understand how to gather, maintain and use BIM data in order to be able to:

Analyse and plan project resources and work processes

Establish project work teams and organisational systems

Tech 7 Coordinating and controlling construction and installations operations

Understand how to gather, maintain and use BIM data in order to be able to:

Establish, coordinate and control construction and installation operations and resources to efficiently meet project requirements

Deploy plant and equipment for construction and installation operations

Organise, monitor, maintain and improve supplies of materials to meet project requirements

Establish and maintain systems for managing site health, safety and welfare

Control project quality, compliance, progress and cost

Tech 8 Managing project handover and facilities informatio n

Understand how to gather, maintain and use BIM data in order to be able to:

Manage project handover information, completion and feedback

Tech 9 Assessing the condition of existing assets

Understand how to gather, maintain and use BIM data in order to be able to:

Advise on and refine integrate conservation solutions Prepare and present asset condition survey reports and records

Tech 10 Assessing the energy performance of buildings

Understand how to gather, maintain and use BIM data in order to be able to:

Assess and certify the energy performance of buildings

Manage, monitor and identify improvements to the energy performance of buildings

Tech 11 Managing the use and maintenance of facilities

Understand how to gather, maintain and use BIM data in order to be able to:

Coordinate the logistics for work to existing occupied properties Develop and implement property and facilities management plans Manage property and asset use Manage and implement work to existing assets

Tech 12 Managing the operating technical information system s

Understand how to gather, maintain and use BIM data in order to be able to:

Establish and set up technical information storage systems

Operate technical information systems Apply information technology to projects