ABSTRACT
A few decades of research suggest the need for a comprehensive BIM teaching and learning framework with practical and neutral guidelines on BIM education at tertiary and other competency levels. The capacity of recent vocational and university graduates falls short of workplace performance expectations. Producing a BIM-competent workforce to take the industry forward by applying the flexibilities associated with digital, integrated project delivery has been a challenge. The consideration of the interdisciplinary perspective of integrated project delivery has influenced the transformation of roles within the workforce. Higher education must take on this challenge, swiftly fulfilling market demand through the development of a holistic strategy for BIM education.
An Australian Consolidated Framework to facilitate BIM teaching and learning is derived with consideration of existing competency frameworks, and aspects and requirements of the infrastructure life-cycle development and maintenance. This consolidated framework consists of 105 competencies for educating BIM use throughout the life cycle of infrastructure development. A targeted set of competencies acquired through industry engagement component not only validates the acquired skills and experience but also facilitates the passing of the new knowledge to relevant stakeholders through collaborative working practices and tools.
This integrated framework is expected to have positive implications for higher education; for architecture, engineering, construction, and owner-operator (AECOO) departments; and for the industry as a whole. The integration of BIM competencies with industrial standards such as the ISO19650 series will be an important area of further expansion of this work.
