BIM in Tertiary Construction Project Management Education: A Program Wide Strategy

Forsythe, PJ; Jupp, JR; Sawhney, A

BIM in Tertiary Construction Project Management Education: A Program Wide Strategy

Forsythe, PJ

Jupp, JR

Sawhney, A

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Publisher:: Institute of Sustainable Development & Architecture, Bond University
Publication Type:: Conference Proceeding
Citation:: 36th Annual Conference for Australasian University Building Educators Association, 2011, pp. 192 - 211
Issue Date:: 2011-01

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Field	Value	Language
dc.contributor.author	Forsythe, PJ https://orcid.org/0000-0002-0997-9118	en_US
dc.contributor.author	Jupp, JR https://orcid.org/0000-0002-3774-261X	en_US
dc.contributor.author	Sawhney, A	en_US
dc.contributor.editor	Best, R	en_US
dc.contributor.editor	Langston, C	en_US
dc.date	2011-04-27	en_US
dc.date.issued	2011-01	en_US
dc.identifier.citation	36th Annual Conference for Australasian University Building Educators Association, 2011, pp. 192 - 211	en_US
dc.identifier.uri	http://hdl.handle.net/10453/31146
dc.description.abstract	This paper reports on the ongoing research and development of teaching and learning supported by Building Information Modelling (BIM) in the undergraduate Construction Project Management (CPM) Program at the University of Technology Sydney (UTS). At its heart, BIM is used to facilitate a more integrated and visual mode of teaching. It provides a new basis for developing problem based learning - one that has the potential to allow students to aggregate their learning around a central project whilst allowing problems to be scaled at different levels of complexity. This approach aims to better integrate and link individual subjects together as well as improve the development of core student attributes such as communication, understanding, decision making, collaboration and information gathering skills; very much mimicking the ongoing BIM driven transformation happening in the industry. The BIM models aim to be regularly used in various formats as students progress through their undergraduate degree Program - and we adopt the term 'vertical problems' to capture the way BIM models and problem based learning can be utilised throughout the Program. Here, lecturers are able to author 'sub- plots' that utilise BIM models in a way that best suits their specific subjects, e.g. cost, time, quality, sustainability subject areas. To this end, the paper reports on findings from the research, development and early implementation stages of a program wide teaching and learning proposition supported by BIM. This includes a typology that helps target varying degrees of BIM utilization and diffusion in given subjects and transitional requirements for both staff and students.	en_US
dc.publisher	Institute of Sustainable Development & Architecture, Bond University	en_US
dc.relation.ispartof	36th Annual Conference for Australasian University Building Educators Association	en_US
dc.relation.ispartof	Australian Universities Building Education Association Annual Conference	en_US
dc.title	BIM in Tertiary Construction Project Management Education: A Program Wide Strategy	en_US
dc.type	Conference Proceeding
utslib.location	Gold Coast, Australia	en_US
utslib.location.activity	Gold Coast, Australia	en_US
utslib.for	120201 Building Construction Management and Project Planning	en_US
dc.location.activity	Gold Coast, Australia
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
pubs.organisational-group	/University of Technology Sydney/Strength - CCDP - Contemporary Design Practice
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2011-04-29	en_US
pubs.place-of-publication	Gold Coast, Australia	en_US
pubs.start-date	2011-04-27	en_US

Abstract:

This paper reports on the ongoing research and development of teaching and learning supported by Building Information Modelling (BIM) in the undergraduate Construction Project Management (CPM) Program at the University of Technology Sydney (UTS). At its heart, BIM is used to facilitate a more integrated and visual mode of teaching. It provides a new basis for developing problem based learning - one that has the potential to allow students to aggregate their learning around a central project whilst allowing problems to be scaled at different levels of complexity. This approach aims to better integrate and link individual subjects together as well as improve the development of core student attributes such as communication, understanding, decision making, collaboration and information gathering skills; very much mimicking the ongoing BIM driven transformation happening in the industry. The BIM models aim to be regularly used in various formats as students progress through their undergraduate degree Program - and we adopt the term 'vertical problems' to capture the way BIM models and problem based learning can be utilised throughout the Program. Here, lecturers are able to author 'sub- plots' that utilise BIM models in a way that best suits their specific subjects, e.g. cost, time, quality, sustainability subject areas. To this end, the paper reports on findings from the research, development and early implementation stages of a program wide teaching and learning proposition supported by BIM. This includes a typology that helps target varying degrees of BIM utilization and diffusion in given subjects and transitional requirements for both staff and students.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/31146