implementing bim in built environment education: a challenge or an opportunity

IMPLEMENTING BIM IN BUILT

ENVIRONMENT EDUCATION

A challenge or an opportunity?

UK Academic Conference on BIM: Newcastle-upon-Tyne - September 2012

TONY BURKE

University of Westminster

How are we going to

incorporate BIM our courses?



Integrate 3D CAD modelling into

our courses???


The key challenges which BIM

represents for higher education:

Collaboration

Integrated project delivery

This is widely recognised…….


“The relationship between those responsible for design and those

who actually build must be improved through common education”


…the industry is attempting to attract its new blood into the same old silos

– taking the problem back to the issues of fragmentation and the need for more multi-disciplinary

working”


“..it is scarcely possible that the innovation and change that is

essential …can be secured through the industry as it is currently

structured.......and in the silo-based habits of the industry’s institutions.”


“The relationship between those responsible for design and those who actually build must be improved through common education”

Sir Harold Banwell

1964

UK Academic Conference on BIM:

Newcastle-upon-Tyne - September 2012

“…the industry is

attempting to attract its new blood into the same old silos – taking the problem back to the issues of fragmentation and the need for more multi-disciplinary working”

Sir John Fairclough

2002


“..it is scarcely possible that the innovation and change that is essential …can be secured through the industry as it is currently structured.......and in the silo-based habits of the industry’s institutions.”

Low Carbon Construction

Innovation & Growth Team (chaired by) Paul Morrell

2010



How has this come about?

The historical context….


Eighteenth century

• Gradual breakdown of medieval model

• Increasing use of intermediary between employer and tradesmen

Early nineteenth century

• Separation of design and construction

• Emergence of the ‘measurer’ (QS)

• Growth of general contracting



Professional institutions

1818 Institution of Civil Engineers

1834 Institute of British Architects

1834 Builders’ Society

1868 Institution of Surveyors

..... fragmentation institutionalised


Built environment education in 20C

• Architecture and engineering:

established early in universities

• Surveying and building - tradition of

part time education – relatively late in

universities

• All disciplines subject to control from

professional bodies


The key issues:

• Built environment education reflects the

fragmented nature of the professions.

• Curriculum heavily influenced by

professional bodies through accreditation.

“We educate in very narrow silos…they come out of university with preconceived ideas”

Peter Rogers Chairman of Strategic Forum for Construction 2002



• Virtually no undergraduate courses which

are genuinely inter-disciplinary across the

built environment disciplines


University of Westminster

Construction Studies Programme

BSc (Hons) Architectural Technology

BSc (Hons) Building Engineering

BSc (Hons) Building Surveying

BSc (Hons) Construction Management

BSc (Hons) Quantity Surveying & Commercial Management


Barriers…….


Professional bodies

• Courses accredited by four different professional bodies

• Each body has its own specific requirements for accredited courses


Employers

• Many have a preference for graduates

from accredited courses


Students •Attracted to professionally accredited courses

•Perception of better employment prospects


Universities

• Unlikely to do anything which

might impact on student

recruitment.

Looking ahead: Possible drivers for change

HIGHER EDUCATION IN GENERAL

Shift away from….

TRADITIONAL MODEL :

•Instructional

•Knowledge-based

•Focus on the individual

Towards…..

NEW MODEL

•Active learning

•Student engagement

•Group work

•Enquiry-based approaches

•Collaboration

•Reflection

SOCIAL LEARNING

The technologies we now have

available to us fit in perfectly

with social model of learning


• Less emphasis on knowledge

• More emphasis on:

– creativity

– problem-solving

– using judgement

– working collaboratively

– coping with constant change

The low carbon

agenda

• Need for innovation

• A catalyst for new

ways of working



Impact of tuition fees?

• Universities will have to

be more responsive


What can we learn

from other countries?


BIM:

Potential platform for a radical rethink

of built environment education

implementing bim in built environment education: a challenge or an opportunity

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