Current Position and Challenges of BIM Education in UK Higher Education

This study examines the current position and challenges of BIM education in UK higher education. It explores the definition of staff resource, BIM adoption strategy, awareness and associated issues, and generation implications. The findings highlight the disconnect between built environment disciplines, low levels of industry engagement, and the need for up-skilling in HEIs. The study also provides recommendations for improving BIM education in the UK.

March 2015
Professor Jason Underwood
Dr Oladotun Ayoade
Current Position and Associated
Challenges of BIM Education in UK
Higher Education

CURRENT POSITION AND ASSOCIATED CHALLENGES OF BIM EDUCATION IN
UK HIGHER EDUCATION
This study is supported by the BIM Task Group and the Higher Education
Academy, and conducted by the BIM Academic Forum.
BIM Academic Forum
With the HM Government's 2011 Construction Strategy now gathering momentum
the necessity for an informed and equipped workforce becomes a growing priority.
Alongside this is the requirement on all HEI’s to respond to the changing need
across industry, and although many programmes have begun to recognise this, the
need for guidance and consistency has also come into focus. The BIM Academic
Forum (BAF) is a group of representatives from a large number of UK universities
and the BIM Task Group, which was established in late 2011 to respond to this
need and to promote the academic aspects of BIM.
BAF operates under the following values and principles:
VISION
To foster integrated collaborative working on projects over the lifecycle of the asset
through academic involvement and enhancement of BIM.
MISSION
To create a dynamic group to develop and promote the training, learning and
research aspects of BIM through strong collaboration and co-operation.
OBJECTIVES
 focus on and elevate the training and learning and research aspects of BIM;
 collective promotion of BIM (expand wider market not extend own market);
 establish open medium for communication thus sharing knowledge,
experience, case studies, views, etc.;
 collaboration for joint activities and research projects;
 collective voice in both teaching and learning and research matters, so to
contribute to policy issues, funding priorities and agenda setting;
 attempt to minimise duplication and create standard practices while
celebrating diversity.
Authors
Professor Jason Underwood
Dr Oladotun Ayoade
Steering Group
Professor Farzad Khosrowshahi
Professor David Greenwood
Steve Pittard
Rob Garvey

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TABLE OF CONTENTS
EXECUTIVE SUMMARY ........................................................................................................................................................... 3
SUMMARY OF FINDINGS ........................................................................................................................................................ 4
FOREWORD .................................................................................................................................................................................. 6
BACKGROUND ............................................................................................................................................................................. 7
AIM AND OBJECTIVES OF THE STUDY ........................................................................................................................... 7
EMBEDDING BIM IN THE EDUCATION FRAMEWORK: IMPLICATIONS FOR HEIs AND INDUSTRY
............................................................................................................................................................................................................. 8
Up-skilling of staff.................................................................................................................................................................... 9
Industry engagement and HEIs .......................................................................................................................................... 9
Framework for Learning ................................................................................................................................................... 10
KEEPING PACE WITH BIM DEVELOPMENT IN IT AND INDUSTRY .............................................................. 11
ATTITUDE TOWARDS BIM IN HEI: CMC/CBL AND GENERATION INFLUENCES ................................... 12
THE SURVEY: CONSULTATIONS ..................................................................................................................................... 13
THE QUESTIONNAIRE .......................................................................................................................................................... 14
Defining staff resource ........................................................................................................................................................ 14
State of BIM in HEI ............................................................................................................................................................... 14
BIM adoption strategy ........................................................................................................................................................ 14
BIM awareness and associated issues ........................................................................................................................... 14
Generation implications ..................................................................................................................................................... 15
THE SURVEY .............................................................................................................................................................................. 15
ANALYSIS .................................................................................................................................................................................... 15
DEFINING STAFF RESOURCE ............................................................................................................................................ 15
BIM representation in the Built Environment ........................................................................................................ 16
STATE OF BIM IN HEI ........................................................................................................................................................... 18
Assessment of BIM Maturity Levels ............................................................................................................................. 18
The need for up-skilling in HEIs: BIM representation levels ............................................................................ 19
BIM Software adoption trends: Implications for CBL/CMC .............................................................................. 19
BIM curriculum incorporation ....................................................................................................................................... 20
Maturity levels of BIM delivery strategy/involvement: Implications for CMC/CBL .............................. 21
Length of BIM inception: Impact on BIM maturity levels .................................................................................. 22
BIM ADOPTION STRATEGY ............................................................................................................................................... 23
Perception of BIM components: Implication of Level of Experience with BIM ........................................ 23
External engagement assessment: Implication for BIM maturity and BIM experience levels ........... 24
BIM transition strategy (BAF ILO) ............................................................................................................................... 26

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Competition and alternative education providers ................................................................................................ 26
BIM AWARENESS AND ASSOCIATED ISSUES ........................................................................................................... 27
BIM Policy awareness: The role of BAF in BIM ....................................................................................................... 27
BIM and institution accreditation in HEIs ................................................................................................................. 27
Understanding the relevance of BIM in overall construction policy development ................................. 28
BIM HEI transition strategy ............................................................................................................................................ 28
GENERATION IMPLICATIONS .......................................................................................................................................... 28
DISCUSSION ............................................................................................................................................................................... 31
BIM matrix: Strategic considerations ......................................................................................................................... 31
Defining staff resource ...................................................................................................................................................... 31
BIM Adoption strategy and the state of BIM in HEIs ............................................................................................ 33
BIM awareness, associated issues and generation implications ..................................................................... 35
REFERENCES ............................................................................................................................................................................. 37
APPENDIX A: BIM ACADEMIC FORUM LEARNING OUTCOMES ...................................................................... 41
APPENDIX B: BIM TASK GROUP LEARNING OUTCOMES FRAMEWORK .................................................. 42
APPENDIX C: BIM ACADEMIC FORUM MEMBERS ................................................................................................. 43

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EXECUTIVE SUMMARY
In May 2011 the Cabinet Office published the Government Construction Strategy,
announcing the Government’s intention to require collaborative 3D BIM (with all
project and asset information, documentation and data being digital) on its projects
by 2016. Together with industry the UK Government has set out on a four year
programme to reduce capital expenditure and the carbon burden from the
construction and operation of the built environment by 20% through a
modernisation of the sector. Such proposed transformation of the construction
sector has significant implications for Built Environment education providers in
ensuring they meet the demands required of future professionals. To this end, this
study assessed the current position and associated challenges along with
perspectives of BIM education in UK HE through surveys targeted at BIM-related
Academic networks across the UK. Key areas focused on included:
 The Definition of staff resource
 State of BIM in HEI (Higher Education Institutions).
 BIM adoption Strategy
 BIM awareness and associated issues
 Generation implications
Findings from the study indicated a nuanced appraisal of BIM readiness in UK
HEIs. There are clear distinctions between the category of top performers and low
performers concerning investigated concepts with clear defining parameters.
However the disconnect between these two tiers exists in a state of inertia that is
counterproductive to the overall strategic role/contributions of HEIs to the ongoing
BIM digital revolution.
A BIM assessment matrix was developed from the key investigated issues. This
represents an update to the optimum requirements for BIM teaching among HEIs
in the UK. This update mapped additional crucial strategic considerations
concerning BIM in HEIs.

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SUMMARY OF FINDINGS
 There is clearly a huge disconnect between built environment disciplines.
Despite average/infused to high embedded levels for BIM related disciplines,
this has not reflected on neither the BIM maturity levels, BIM policy awareness
nor the consistency expected for the appropriation of BIM components (People,
Process and Technology).
 There is no correlation between software adoption and generation categories.
The implication for software vendors is not absolute as for now, however it is
apparent that BIM software adoption in HEIs is dominated by the trio of Revit
(Arch, struct, MEP), Autodesk Naviswork and Sketch Up., with limited choice
variability.
 At the cutting edge where BIM is fully embedded into majority of the
programmes/modules, architecture maintains a significant edge over all other
Built Environment disciplines. Moreover, similar cutting edge levels of BIM
delivery are most common at Undergraduate Level 6 (NQF) /Level 10 (SCQF).
On taking the entire Built Environment disciplines into consideration there are
overall low levels for BIM maturity awareness.
 HEIs are largely underperforming with generally low levels of engagement with
industry. This might have further severe consequence on the Level 2 BIM
targets for 2016, as the study identified links between the low levels of both
direct and indirect external involvement with industry and perceived low BIM
maturity levels.
 Despite the general level of support for the importance of BIM-related
accreditation criteria of courses in academic institutions, the level of conviction
for actual change is however not evidient.
 About 40% still consider themselves not adequately informed on BIM and the
UK government implementation strategy. This high level of detachment remains
a setback.
 The pattern of responses to certain BIM strategic considerations, particularly in
the aspects concerning ambitious and proactive Intended Learning Outcomes
(ILO), practical inclination of curriculum developments, cost implications, and
specialised ILO were closely associated with the age of respondents (i.e.
generation category). Unsurprisingly, the Pre-war generation category

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(considered digital immigrants of having adopted digital technology as adults
and gained proficiency but interact with it in a fundamentally different way and
therefore remain immigrants in contrast with digital natives who have grown up
with digital technology and therefore have no meaningful memory of life without
it, having become fluent in it) appeared to show more scepticism, perhaps
restraint in their responses concerning the aforementioned considerations.

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FOREWORD
As we move towards a digitized built environment we are rapidly having to reassess
education against the backdrop of a digital future. Academia will need to quickly
adapt to radical changes in educational needs focusing on reimagined professions
that are more integrated and driven by data intelligence. Generation Y (born
between 1980 and 2000) will expect to be equipped with new hard and soft skills
that will allow them to rapidly create, manage and analyse data as part of their core
ability.
The work of the BIM academic forum (BAF) is helping to shape this agenda and the
draft BAF report looking at the current position and associated issues of BIM
education in UK Higher Education is an important milestone in realising this
goal. The BIM Task Group takes this opportunity to thank the BAF members for
their commitment to the level 2 programme and imbuing its components within
their respective programmes.
David Philp MSc BSc FRICS FCIOB FCInstES FGBC
Head of BIM, UK BIM Task Group

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BACKGROUND
Information regarding BIM adoption strategy in the UK has been garnering
attention in the contemporary built environment discourse for a while now. In
going forward, BIM development should be coordinated in tandem with built
environment requirements which traditionally build upon a creative and
collaborative process based on a knowledge intensive and generative framework
(Berente, et al., 2010). The UK Government’s approach has been broad based,
focused mostly on deriving significant improvements in cost, value and carbon
performance. This however, lacks specificity; hence developing an informed and
equipped workforce remains an ever growing priority (Wolstenholme, et al., 2009).
Huge strides are being made in this regard, particularly in areas concerning the
amount of support available for BIM implementation through UK standard/guides
etc. as being developed through the UK BIM Task Group. However, to achieve an
efficient alignment of BIM UK targets with the built environment, inherent
obstacles clogging the flow of seamless interaction between the numerous built
environment workplaces and Higher Education Intuitions (HEI) has to be identified
and tackled to systematically overcome what appear to be evolving challenges. To
achieve these goals, a proactive and co-ordinated HEI response towards embedding
BIM in their academic development framework needs to be facilitated. To this effect
this study’s investigation has focused on the following key areas:
 How providers in teaching and training and learning respond/react to the
inception of BIM learning and training in HEIs.
 ‘Attitude’ and predisposition within the existing built environment
professional workforce.
 Unravelling areas of concern for HEIs in BIM adoption.
 The need for an appropriate updated assessment matrix of BIM readiness
among individual HEI stakeholders.
AIM AND OBJECTIVES OF THE STUDY
In order to unravel areas of concern for HEIs in BIM adoption, identification of
factors that influence attitudes, perception and behavioural inclinations inherent in
HEIs is considered crucial (Clarke, 2008). Therefore, this study aims to: ‘Investigate
the current position and associated challenges of BIM education in higher
education.’

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To achieve this aim, the study adopted the following objectives;
1. Understanding BIM requirements and development from an industry and
higher education perspective.
2. Explore the aforementioned issues regarding the current position and
associated challenges of BIM education in UK HE as identified from
literature through workshop consultations and interviews.
3. Identify key indicators required to investigate the current position and
associated challenges of BIM education in UK HE.
4. Update/develop the BIM Teaching/Training Impact Matrix (BTIM) for HEIs.
EMBEDDING BIM IN THE EDUCATION FRAMEWORK: IMPLICATIONS
FOR HEIs AND INDUSTRY
In May 2011 the Cabinet Office published the Government Construction Strategy,
announcing intentions to require collaborative 3D BIM (with all project and asset
information, documentation and data being digital) on its projects by 2016.
Together with industry, the UK Government had set out on a four year programme
to reduce capital expenditure and the carbon burden from the construction and
operation of the built environment by 20% through the modernisation of the sector.
Such proposed transformation of the construction sector has significant
implications for Built Environment education providers in ensuring they meet the
demands required of future professionals. In order to address these implications,
the BIM Academic Forum (BAF) was set up with the aim of creating a dynamic
collaborative group to enhance and promote teaching and learning together with
the research aspects of BIM, therefore serving as a conduit between industry
demands and BIM education in HEIs.
According to BAF (2013), the core learning outcomes for levels 4, 5, 6
(undergraduate) and 7 (postgraduate) contents (Appendix A) are expected to be
‘BIM aware’, ‘BIM focused’, and ‘BIM enabled’. This is designed to facilitate
knowledge and understanding, practical skills and transferable skills. These
outcomes stand the risk of being hampered if inherent obstacles to HEIs fully
embracing BIM are not measured and tackled. This study has carried out related
investigations of potential sources of obstacles focused on four key areas and
requirements, i.e. up-skilling of staff, industry engagement and HEIs, framework
for learning and keeping pace with BIM development in IT and Built Environment-

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related industries.
Up-skilling of staff
Long before the advent of the UK Government’s drive towards BIM adoption, the
approach to work and employment has continually experienced shifts, particularly
in deskilling, up skilling of workforce (Watson, 2008). Clearly, rigorous debates
have rejected the concept of deskilling as a workplace management strategy in
favour of up skilling as a strategic response to employee flexibility (choice,
discretion, autonomy and so on), particularly during the adoption of, and reaction
to new technology/knowledge; see Braverman (1974). To better understand this
phenomenon as an incentive to the appropriate BIM strategy, attitude is
fundamental, i.e. how stakeholders in teaching and training and learning
respond/react to the inception of BIM in HEI. This in particularly becomes an issue
when faced with a supposed steep learning and training programme referred to
BAF (2013), which poses a challenge to HEIs.
In the UK sphere, most HEIs have relied on basic training focused on technology
and its relative functionality. This might not be sufficient for an effective BIM
transition if a phased process that accommodates industry requirement is taking
into consideration. Apparently, the phased approach allows time for both HEI and
industry to prepare for the development of new standards and training in line with
the Government Construction Strategy (Cabinet Office, 2011). These limitations in
BIM education have been further highlighted in a BAF (2013) report which found
out existing lapses in HEI progress, i.e. current developments in BIM education
appear to largely focus on only the most fundamental aspects, which alone is not
sufficient to support the knowledge and understanding required by the push for
overall BIM adoption.
Industry engagement and HEIs
As technology changes rapidly and diffuses readily, keeping up with the level of
sustained investments in education and training will require an adequate
educational system, that equips students to become critical players in future waves
of innovation. However, leaders in technological innovations such as the UK are
projected to experience critical skill shortages in this aspect, due in part to their
aging populations and, paradoxically, by an increasing percentage of their
population being relatively "well educated": this, according to Oxford Economics
(2012), can actually result in a saturation of generic skills that lack specialisation,

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hence offering less room for meaningful improvement. Furthermore, jobs and
required skills are continuously shifting to reflect changes in business, technology
and client expectations which require constant upskilling of employees. However,
there is bound to be skills gap if HEIs lag behind in filling existing lapses in
academic curriculum and learning outcomes. Moreover, amidst dwindling
resources, HEIs are expected to be at the forefront of taking advantage of
opportunities that exists in BIM training and re-skilling, people planning and
designing engagement strategies within the Built Environment industry in the UK
(Oxford Economics 2012, cited in The Canadian Chamber of Commerce 2013).
Consequently, with this increasing awareness of BIM across the industry, more
than ever there is an increasing need for HEIs to face up to these challenges in the
aspects of funding, training and research development for the construction sphere.
Framework for Learning
The strategies towards BIM implementation have been focused largely on
construction applications such as lean procurement processes; use of whole life,
outcome based specifications targeted at encouraging supply chain innovation;
applying cost targeted integrated approaches to procurement (Cabinet Office, 2011).
To make up for the practical skill demands necessary to fulfil the requirements of
these approach, HEIs are already struggling to cope with the subsequent demands
for BIM-ready graduates, i.e. those capable of demonstrating discipline specific
benefits of BIM within existing skill gap irrespective of targeted industries (BAF,
2013). The training options for learning available to businesses are constantly
growing in the UK due to new entrants. Options considered by businesses include,
in house, external supplier, either on-site or off-site. The delivery methods are also
diverse and constantly evolving, due in a large part to information technology, and
the need to build upon a great deal of research into what is most effective, both of
which could be costly.
BAF’s recommendation involves a measured mix of these formats, resulting in
learning outcomes derived through knowledge and understanding, practical skills
and transferable skills, with HEIs expected to play a central role in dissemination
(Appendix A). Alternative views from an industry perspective argue that an HEI
centred training developed by academics and guided by institutional specialisation
might no longer be fit for purpose. Critics believe there is limited industry input in
terms of checks and balances, because training requirements are usually validated
through academic peer review structures, rather than industry driven critique

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processes/protocols. Other identified constraints include existing inflexibility in
HEI course time frames, which makes it difficult for work-based learners, despite
derivable benefits such as retention and upskilling of employees, improving staff
motivation, and improvement in company competitiveness. However, these benefits
appear challenging for HEIs and their inherent traditional course delivery routes
(Martin, et al., 2010). More recently, collaborative efforts between BIM Task Group
and BAF have resulted in the development of a Learning Outcomes Framework
(LOF) that encourages industry’s procurement and delivery of training and
education courses in order to grow strong capacity and capability of BIM Level 2 in
the UK market, underpinned by a consistent learning outcomes definition
(Appendix B). The 2015 version of the LOF now accommodates the BIM Level 2
foundation documents and includes academic and industry feedback on its
applicability, presentation format, structure, and content. However, it appears that
the supposed levels of disconnect between industry and HEI will require evaluation
to ensure LOF targets are realised.
KEEPING PACE WITH BIM DEVELOPMENT IN IT AND INDUSTRY
In keeping pace with recent BIM development in industry, HEIs are normally faced
with the options of either adapting their existing curricula towards this (Integrated
approach) or as a separate standalone arrangement (Sacks & Barak, 2008). On this
issue, Wong, et al (2011) suggested that the integrated approach is in line with
industry requirements. However, this will require inculcating avenues that cater to
new developments in technology or new methods of training delivery to their
students. Moreover, Forsythe, et al (2013) suggested the adoption of active and
regular collaborative design charrettes with industry, staff and students as a useful
tool to facilitate up to date industry involvement. However, a survey by Kiviniemi et
al (2008) identified traditional parameters like software choice, upgrading costs and
education as major obstacles. Forsyth, et al (2013) also highlighted the crucial need
to investigate these soft issues before embarking on significant technological
implementations. Moreover, due to the rapidly evolving nature of BIM, adopters
(HEI, student and industry), and supposed historical preservationist thinking in
HEIs (Davidson & Goldberg, 2010), this study recognised the need for an appraisal
of ‘attitude’ and predispositions towards investigated transition strategies ‘for and
within’ UK HEIs. This would also include technological and accreditation
implications.

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ATTITUDE TOWARDS BIM IN HEI: CMC/CBL AND GENERATION
INFLUENCES
BIM represents a succession to Computer-aided Drafting (CAD) which gained
prominence through the 1980's (Wong, et al., 2011). This evolution apparently
signifies a paradigm shift in PBL (Problem-based learning and CMC (Computer-
Mediated Communication) applications inter-generationally. PBL functions as an
approach that emphasise students’ learning through active inquiry in groups and
integrating their conceptual knowledge with their procedural skills (Gallagher,
1997). Furthermore, this fosters intrinsic motivations and hence encourages
questioning and association with and reflection on previously acquired knowledge
(Teo & Wong, 2000): an approach of "learn[ing] how to learn" via. "real-life"
problems (Boud & Feletti, 1999). Much credence has been given to the effectiveness
of PBL, as literature suggests that students consider PBL to be an effective learning
method over the lecture format (Antepohl & Herzig, 1999). BIM attributes as an
embodiment of a digitally mediated problem based learning model can be
associated with the transitional process experienced with the prior advancement of
technology in computer-mediated communication (CMC). Likewise BIM allows
interaction, collaboration and communication among students through digital
medium exchanged dialogue (Lo, 2009). BIM learning compared to CMC and CBL
at inception does face significant challenges posed as either conflicting perceptions
or physical limitations among intended adopters. This could be due in part to
facilities and space; the difficulties involved in finding the time and resources to
initiate the appropriate technological support (Ertmer, et al., 1999; Vannatta &
Beyerbach, 2000; Parr, 1999). Predicators such as intergenerational disparities in
the workplace could also influence technology adoption impacting organisational
experiences and perceptions (Macky, et al., 2008).
The impact of generational differences on beliefs and perceptions might be
underestimated, however several research have highlighted the significant impacts
of having four distinct generation cohorts in the academic workplace as a
significant issue facing HEIs (Hannay & Fretwell, 2011; Murray, 2011). Also crucial
is the significant implications of how each generation experiences life, including
education and work. This could stem from the effects of the social and cultural
values of the society within which they mature and by the technologies available
(Underwood, 2014). Even more pronounced is how this influences manifest among
the ‘digital natives’, who have grown up with technology, have no meaningful

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memory of life without it, and have become fluent in it, and ‘digital immigrants’
who have adopted it as adults; resulting in possible variations in brain structure
and thinking patterns (Underwood, 2014; Koutropoulos, 2011; Prensky, 2001).
A report by Ipsos MORI buttressed Rhodes’ (1983) view on the impact of generation
disparities and the influence of factors such as; external events or a general
cultural shift; lifecycle effects; growing older through significant life stages; cohort
effects, i.e. where opinions gradually shift over time from one generation to the next
(Rhodes, 1983; Duffy, et al., 2013). In order to explore generation impacts, the
study also investigated perceptions on associated issues concerning BIM
integration in traditional built environment disciplines in HEIs based on the
following Ipsos MORI four adult generational classifications:
 The Pre-war Generation (represents those born before 1945)
 The Baby Boomers (represents those born between 1945 and 1965)
 Generation X (represents those born between 1966 and 1979)
 Generation Y (represents those born between 1980 and 2000)
THE SURVEY: CONSULTATIONS
A series of workshops was conducted by the BIM Academic Forum (BAF) which as
mentioned earlier was set up with the aim of creating a dynamic collaborative
group to enhance and promote teaching and learning together with the research
aspects of BIM (BIM Task Group, 2013). Areas addressed during the consultations
include the following:
 How stakeholders in teaching, training and learning respond/react to the
inception of BIM learning and training in HEIs.
 Unravelling areas of concern for HEIs in BIM adoption.
 Confirming indicators/elements for an updated assessment matrix of BIM
readiness among individual HEI stakeholders.
 Identification of factors that influence attitudes, perception and behavioural
inclinations inherent in HEIs (Clarke, 2008).
Participants in the consultation include the BAF, which is fully recognised by the
UK Government, BIM Task Group, Construction Information Committee (CIC),

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Constructing Excellence, etc. The forum includes professional and academic
representations spread across over 35 UK universities.
THE QUESTIONNAIRE
The questionnaire was informed by data gathered from consultation processes
analysed with the intent of identifying areas and issues of concern. As part of the
evaluation process; a content analysis of the transcripts of workshop consultations
was carried out. This resulted in a concept map comprised of the following thematic
clusters and respective evaluation indicators of associated issues regarding BIM
education in UK HE:
Defining staff resource
 BIM representation in the Built Environment
State of BIM in HEI
 Assessment of BIM Maturity Levels
 The need for Up-skilling in HEIs: BIM Representation Levels
 BIM Software adoption trends: Implications for CBL/CMC
 BIM Curriculum Incorporation
 Maturity levels of BIM delivery strategy/involvement
 Length of BIM inception: Impact on BIM Maturity Levels
BIM adoption strategy
 Perception of BIM components: Implication of Level of Experience with
BIM
 External Engagement Assessment: Implication for BIM Maturity and BIM
experience levels
 BIM Transition Strategy (BAF ILO)
 Competition and alternative education providers
BIM awareness and associated issues
 BIM Policy awareness
 BIM and institution accreditation in HEIs
 Understanding the relevance of BIM in overall construction policy
development.
 BIM HEI transition strategy

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Generation implications
 The recognition levels of the negative impact of premature and unrealistic
ILO for BIM in HEIs.
 The recognition levels for more practical and 'industry relevant' BIM
assessments, as against the theoretical approach.
 The recognition levels of the cost implications of discipline specific
diversification/specialisation of BIM ILO as counter-productive to
embedding BIM in HEI curriculum.
 Identification levels of the negative impact of lack of bespoke BIM ILO for
different disciplines on employment readiness for industry specific roles.
 The level of understanding of the relevance of BIM in overall construction
policy (future perception).
THE SURVEY
The questionnaire was sent electronically to academic and professional networks
across the UK. Respondents were divided into three major groups; those with
Academic, Industry and both Academic and Industry experience in BIM. For a more
in-depth analytical and study focus purposes, the groupings were further sub-
divided into other categories to develop a profile map of the respondents.
ANALYSIS
A random representation of the target databases was sought, irrespective of
location. The questionnaire build up comprised simple and mixed format multiple
choices and five point likert scale questions (mostly closed). The survey received a
total of 98 responses (65 complete and 33 partial/incomplete). The survey
constructs where then analysed with the SPSS software preceded with a measure of
internal consistency. A Cronbach’s Alpha coefficient of (α=0.901) was obtained from
the reliability test, which indicates a high level of internal consistency. Other major
techniques adopted include Pearson’s Correlation and Multinomial Regression
Analysis (MRA) to analyse patterns within study variables.
DEFINING STAFF RESOURCE
This section sets the stage for the data analysis by mapping the strategic profile of
the survey responses. This plays a role in BIM strategy development in HEIs, hence
help assess readiness, efficiency and upskilling potentials or needs.

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Despite the survey receiving a total of 98 responses, 33 were incomplete. A quick
analysis was carried out comparing the level of BIM experience existing within both
categories. It was observed that 27.3% of respondents with grossly incomplete
responses had no experience at all with BIM, compared to just 3.1% for those with
complete responses. Therefore, itappears that the likelihood of completingthe
questionnaire was significantly impacted by the level of BIM experience of the
respondent.
BIM representation in the Built Environment
Analysis of the respondents revealed that; 53.8% of the respondents had only
academic experience of BIM; while 4.62 % had only industry experience. However,
38.46% of the respondents had both academic and industry experience (Figure 1).
Figure 1: Respondents’ BIM experience
Furthermore, 20.0% of responses were researchers, 12.3% lecturers, 38.5% senior
lecturers, 4.6% readers, and 20.0% professorial (Figure 2).
Figure 2: Primary academic position/level
A robust representative sample of respondents was also captured with 50.0% of the
respondents being module leaders, 22.6% programme leaders, 6.5% head of
directorates, 11.3% head of research centres, while 11.3% are not within these key
academic categories.

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To assess generation implications an intergenerational distribution of the
respondents was also analysed. Interestingly, over 60% of the respondents fall
within the 49-68 age categories (Figure 3).
Figure 3: Age Classification of respondents
Figure 4: Built environment related disciplines: BIM representation
In regards to BIM representation in the Built Environment, construction and
architecture account for over 40% of BIM survey respondents; while Quantity
Surveying, Civil Engineering, Building Services and Estate/Facilities Management
related disciplines account for 13.6%, 10.6%, 7.6% and 6.1% of the respondents
respectively. Other Built Environment related disciplines have a 12.1%
representation, comprising disciplines such as Computer Engineering,
Sustainability Systems, Planning and Urban Studies, the majority of which had

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incomplete responses. Moreover, Electrical/Mechanical Engineering had no
representation.
STATE OF BIM IN HEI
Findings from this section explored the perceptions of respondents on how they
respond/react to BIM learning and training systems in HEIs. This study observed
that over 80% of responses have come from individuals with some degree of
management responsibilities within built environment disciplines (Figure 4).
Figure 4: Positions with degrees of management responsibilities
Assessment of BIM Maturity Levels
Perceptions from respondents on their (institutions/departments) BIM maturity
levels revealed that the levels of development trends (Figure 5) in the following
order; level 1: Managed CAD in 2 or 3D format, Level 0: Unmanaged CAD probably
2D, with paper (or electronic paper) as the most likely data exchange mechanism and
then Level 3: Fully open process and data integration enabled by IFC / IFD.
Figure 5: BIM maturity levels

19 | C u r r e n t P o s i t i o n a n d A s s o c i a t e d C h a l l e n g e s o f B I M E d u c a t i o n i n
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Responses revealed that 66.7 % of respondents expressed average or less than
average maturity for BIM Level 2: Managed 3D environment held in separate
discipline "BIM" tools with attached data, with 36.7% expressing barely
matured/not matured levels (Figure 5).
The need for up-skilling in HEIs: BIM representation levels
In order to evaluate built environment staff awareness and exposure to BIM the
study measured the level of BIM interest gaps in built environment disciplines.
Figure 6: BIM representation levels according to disciplines.
Apart from architecture and construction related disciplines, analysis (Figure 6)
indicated overall low levels of interest in BIM incorporation in teaching across built
environment related disciplines. 64% and 47% of respondents indicated high levels
of BIM representation for architecture and architecture Technology disciplines
respectively. Construction, quantity surveying, Estate Management/Property
related disciplines/programmes had considerable high interest levels of 55%, 36%
and 16.7% respectively. Other built environment disciplines all had less than 20%
BIM interest/representation.
BIM Software adoption trends: Implications for CBL/CMC
The study investigated BIM software adoption among respondents to explore CMC
challenges in regards to software adoption (Kiviniemi et al, 2008; Woo, 2007).
Findings show a 79% rate of adoption/use for Revit (Arch, struct, MEP), followed by
both Autodesk Naviswork and Sketch Up with 45.6% and 42.1%, respectively
(Figure 7).

20 | C u r r e n t P o s i t i o n a n d A s s o c i a t e d C h a l l e n g e s o f B I M E d u c a t i o n i n
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Figure 7: BIM software adoption
BIMMeasure, Causeway BIM Measure, ASTA.IES, CostX, IES, Grasshopper, White
Frog training are some not so common platforms adopted for BIM teaching. They all
account for about 21% of respondent adoption/use rate. Moreover, there was
evidence that users of certain software products (Sychro Project Construct,
VICO/Rapide 5D and Nemetschek Vetorworks) disagreed with the notion that the
steep learning curves for (staff and students) impair BIM progression in HEIs. This
is based upon their significant negative associations ( r (61) = -.308, p = .016; r (61)
= -.279, p = .029; and r (61) = -.308, p = .016, respectively) with the 'steep learning
curves' statement.
BIM curriculum incorporation
An appraisal of the implementation/incorporation strategy for BIM in the HEI
curricula is deemed crucial to addressing and understanding issues pertaining to
risks that might be encountered when addressing implementation lapses (Forsythe,
et al., 2013). It is therefore fundamental to measure BIM curriculum incorporation
among individual disciplines.

21 | C u r r e n t P o s i t i o n a n d A s s o c i a t e d C h a l l e n g e s o f B I M E d u c a t i o n i n
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Figure 8: BIM curriculum incorporation
Overall findings here indicated that 24% of programmes are yet to incorporate BIM;
of this 6.9% are not considering incorporating BIM. Notably, 57% have
incorporated BIM into particular modules. About 20% of programmes have
developed standalone BIM modules, however only 13% have partially embedded
BIM, while only 7% have fully embedded BIM in majority of their programmes.
Maturity levels of BIM delivery strategy/involvement: Implications for
CMC/CBL
 Analysis carried out on the 'discipline specific BIM materials'
(developed/delivered/involved) in a teaching capacity within respective
education levels revealed that most activity occurred within (Figure 9):
 Undergraduate Level 4 (NQF)/Level 8 (SCQF) (20% Lecture type delivery
of BIM).
 Undergraduate Level 5 (NQF)/Level 9 (SCQF) (31% Hands on teaching of
BIM software in computer labs in addition to lecture type delivery
materials).

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 Postgraduate Level 7 (NQF)/Level 11 (SCQF) (23% Lecture type delivery of
BIM).
Figure 9: Maturity levels of BIM delivery strategy
At the cutting edge levels of BIM delivery, most of the activity is centred on
‘Undergraduate Level 6 (NQF) /Level 10 (SCQF)’ where 15% Use BIM as a vehicle
for teaching other aspects of the programme in addition to hands on teaching fully
embedded in the curriculum. Implications for CMC/CBL identified a significant
negative correlation between the maturity level of individual BIM involvement at
Postgraduate Level 7 (NQF)/Level 11 (SCQF) and the ‘steep learning curve barrier’
indicator, Pearson’s r (54) = -.302, p = .026. Therefore, at Postgraduate Level 7
(NQF)/Level 11 (SCQF), the ‘steep learning curve’ is likely to be perceived more as a
barrier the less the maturity level of individuals’ involvoment with BIM, and vice-
versa.
Length of BIM inception: Impact on BIM maturity levels
Findings here revealed that about 53% of HEIs/departments have engaged BIM
academically for up to 3years. Moreover, 12% of HEIs have engaged BIM
academically for at least 3 to 6 years, while 7% and 3% have been engaged with
BIM in academic capacity for not less than 6 years and more than 10 years,
respectively.
Implications on BIM development identified a significant positive correlation
between the length of BIM inception and BIM Maturity Levels, particularly at Level

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2, Pearson’s r (57) = .308, p = .020; and Level 0, Pearson’s r (57) = .262, p = .049.
Therefore, the longer the length of time since BIM inception the more developed the
maturity for levels 0 and 2.
BIM ADOPTION STRATEGY
In order to keep pace with the industry developments, Wong, et al (2011) suggested
that the integrated approach is in line with industry requirements, hence suitable
to stay abreast of recent developments. However, this will require inculcating
avenues that cater to new developments in technology or new methods of project
delivery to their students. Moreover, Forsythe et al (2013), suggested the
active/regular collaborative design charrettes with industry, staff and students as a
useful tool to facilitate up to date industry involvement. None of these will be
possible without improved levels of external engagement and the general
understanding of fundamental BIM components. These areas and more were
further explored in the next section.
Perception of BIM components: Implication of Level of Experience
with BIM
Results here (Figure 10) are generated mean of the perceived importance for each
BIM component. The following mean scores were generated in descending order
(Max: 5 and Min: 1); People (3.58); Information (3.25); Technology (3.19); Process
(2.80). See (Figure 11) for distribution.
Figure 10: Perception of BIM components

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Moreover, there were significant correlations between the level of BIM experience
and the level of importance of the technological component of BIM, (Pearson’s r (57)
= .262, p = .049). This correlation was not significant for the other components.
Figure 11: BIM components distribution
External engagement assessment: Implication for BIM maturity and
BIM experience levels
The study measured HEI engagement levels with industry in the development and
delivery of BIM related materials. Results indicated that there is a low level of
engagement with industry either indirect or direct. 62% and 67% of respondents
indicated less than high levels of industry direct and indirect external engagement
in their BIM curriculum development, respectively (Figure 12). Moreover, there were
significant positive correlations between the levels of direct and indirect external
industry engagement and the level of development of BIM maturity levels:
 Direct External Engagement and Level 1 BIM, [Pearson’s r (57) = .318, p
= .016].
 Direct External Engagement and Level 2 BIM, [Pearson’s r (57) = .541, p
= .000].
 Direct External Engagement and Level 3 BIM, [Pearson’s r (57) = .322, p
= .015].
 Indirect External Engagement and Level 1 BIM, [Pearson’s r (57) = .335, p
= .011].
 Indirect External Engagement and Level 2 BIM, [Pearson’s r (57) = .489, p
= .000].

25 | C u r r e n t P o s i t i o n a n d A s s o c i a t e d C h a l l e n g e s o f B I M E d u c a t i o n i n
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 Indirect External Engagement and Level 3 BIM, [Pearson’s r (57) = .263, p
= .048].
Figure 12: External engagement levels
There were also significant positive correlations between direct and indirect
external engagement and BIM inception duration, bearing in mind the following
findings on the duration period BIM has been taught for and the corresponding
percentage representations: 1 to 3 years, 53%; less than 1 year 19%; 3 to 6 years,
12%; 6 to 10 years, 7% and more than 10 years, about 3%. However, about 7%
indicated that BIM is not taught all in their HEIs.
 Direct Engagement and BIM inception duration, [Pearson’s r (57) = .361, p
= .006].
 Indirect Engagement and BIM inception duration, [Pearson’s r (57) = .345, p
= .009].
Implications of these significant positive correlations show that the higher the
levels of both direct and indirect external involvement with industry, the higher the
level of perceived development of BIM levels 1, 2 and 3. Similarly, it appears that
the longer the BIM inception, the higher the levels of both external and internal
industry engagement/involvement in BIM curriculum development.
Also worth pointing out is the strong statistical relationship between external and
internal industry engagement in curriculum development, [Pearson’s r (60) = .904,
p = .000].

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BIM transition strategy (BAF ILO)
In regards to the level of embeddness achieved with key BAF ILO in curriculum
development and delivery, results indicated a combined medium to very high
adoption levels of 69% for the knowledge and understanding ILO (Figure 13).
Figure 13: BIM transition strategy: BAF ILO levels of adoption
This subsequently declines in the case of practical skills and transferable skills ILO;
results indicated 47% and 37.5% medium to very high adoption levels respectively.
19%, 41% and 50% of respondents reported low levels of embediness for knowledge
and understanding, practical skills and transferable skills, respectively. Notably, a
significant 12.5% of respondents were not aware of the level of embediness for
these key BAF ILO
Generation influences investigated identified a significant weak positive correlation
between generation classification and the perception of the level of BAF ILO
incorporation into HEI curriculum development, Pearson’s r (32) = .374, p = .035.
Competition and alternative education providers
Results here indicated that a majority 66% of respondents agree that HEIs are
failing to keep pace with BIM skill requirement and industry knowledge demands;
hence are faced with the risk of alternative educational providers and/or 'industry
delivered in-house BIM education' usurping their traditional roles in graduate skill
development/training.

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However, there was a significant negative correlation between generation
classification and the level of agreement to the aforementioned notion, [Pearson’s r
(61) = -.296, p = .021]. This might imply that that younger respondents are more
likely to agree with this notion and vice versa.
BIM AWARENESS AND ASSOCIATED ISSUES
The first part of this section analysed the general level of awareness of BIM
associated issues, whereas analysis carried out at the latter part focused on the
respondents’ four adult generational classifications and their implications on
research specific BIM perceptions.
BIM Policy awareness: The role of BAF in BIM
Despite BAF’s role as an academic networking platform for BIM, and the fact that
40% of the study’s respondents still consider themselves not adequately informed
on BIM, 44% of respondents were unaware of BAF or its activities. Considering that
the targeted sampling method employed by this study ensured robust
representation of academics in HEI, only 56% of respondents considered
themselves aware of BAF. Furthermore, awareness of BAF's BIM ILO strategy was
claimed by 44% of respondents. However, 80% see the role of BIM networks like
BAF as crucial to informing professional bodies on strategic accreditation criteria
for HEIs.
BIM and institution accreditation in HEIs
In regards to the impact of expediting the build up towards accrediting BIM courses
in HEIs by key institution stakeholders, hence eliminating engagement barriers.
Barriers investigated such as perceptions of the level of difficulty involved in
engaging with professional institutions to help address new requirements and
demands in discipline specific accreditation revealed that a majority (68%) of the
respondents agree on the severity of these barriers, with a minority (15%)
disagreeing.
On the issue of accreditation benefits to the overall BIM strategy in HEIs, a majority
(80%) agree that BIM related accreditation criteria in academic institutions is
important for improving overall student enrolment and graduate employability in
the UK construction industry.

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Understanding the relevance of BIM in overall construction policy
development
Respondents were asked if 'BIM is just a fad and at some period in the future will
disappear’. Only 6% thought this, though a further 35% did not not view the future
of BIM positively. A majority (65%) however, perceived BIM positively in regards to
its present and future relevance.
Similarly, 60% of the respondents believe that embedding BIM into HEI curriculum
would signify a paradigm shift in the way built environment education is delivered.
Of the remaining 40% who disagreed with this, only 13% were in outright
disagreement. Finally, 80% of respondents thought that embedding BIM in HEI
built environment curriculum is crucial to attaining headline targets for the 2025
Government construction strategy. On the contrary, 21% of respondents disagreed.
BIM HEI transition strategy
The survey explored the transitional strategy that should be adopted by HEIs in
response to industry demand for embedding BIM within the curriculum.
Respondents were asked whether to follow and change reactively, track change
with industry at equal pace or proactively push and lead change. At the
Undergraduate level 4, 5, 6 (NQF)/Level 8, 9, 10 (SCQF), 27% would rather adopt a
more cautious approach, that is follow and change reactively, while 29% chose to
track change with industry at equal pace. Also, 44% would rather adopt a more
aggressive/assertive approach; that is proactively push and lead change. For the
Postgraduate level 7 (NQF)/Level 11 (SCQF), there was a 50/50 split among those
that would rather adopt a more cautious approach, i.e. to follow and change
reactively, or to track change with industry at equal pace, and those that will rather
adopt a more aggressive/assertive approach that is proactively push and lead
change.
GENERATION IMPLICATIONS
Multinomial Regression Analysis (MLA) was used to explore associations between
the age of respondents and their perception of BIM strategic considerations. These
include:
 The recognition levels of the respondent to the negative impact of premature
and unrealistic ILO for BIM in HEIs

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 The recognition levels for more practical and 'industry relevant' BIM
assessments, as against the theoretical approach.
 The recognition levels of the cost implications of discipline specific
diversification/specialisation of BIM ILO as counter-productive to embedding
BIM in HEI curriculum.
 Identification levels of the negative impact of lack of bespoke BIM ILO for
different disciplines on employment readiness for industry specific roles.
 The level of understanding the relevance of BIM in overall construction policy
(future perception).
Results showed that higher levels of perception of the aforementioned BIM strategic
considerations are likely to be associated with Generation X, Y or Baby Boomer
categories than the Pre-war generation category.
See the other strategic considerations (BIM associated issues) (Table 1) for further
reference to their importance as measured by the mean score of survey responses
on a scale of 1 to 5.

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BIM ASSOCIATED ISSUES: STRATEGIC CONSIDERATIONS N Mean
Relevance of BAF ILO targets to industry/professional institutions in regards to BIM accreditation
criteria 57 3.75
Difficulty involved in engaging with professional institutions towards discipline specific accreditation
of BIM courses 59 3.69
Need for the prioritisation of tackling engagement difficulty with professional institutions 59 3.90
Importance of BIM networks such as the BAF- informing professional bodies on strategic
accreditation criteria for HEIs 59 4.03
BIM related accreditation criteria of courses and the improvement of overall student
enrolment/graduate employability in the UK construction industry 59 4.02
Difficulty accommodating adequate BIM learning contents due to already full curriculum contents61 2.98
Limited student study time and low level of receptivity to BIM learning 61 3.39
High financial implications associated with BIM software purchases and the need for extra
investment 61 3.23
Impact of availability of free BIM software licences to students as a feasible and sustainable
strategy in tackling cost implications 61 3.80
Investment in bespoke/specific hands on BIM education for industry employees 61 3.70
Level of Prematurity- inculcating full BIM education in HEI curriculum 61 2.85
Channelling more resources into improving the curriculum of traditional disciplines rather than
embedding BIM. 60 2.97
Gradual funding transition based on necessity or practical industry needs/demand 60 3.65
Issue of 'steep learning curves' for both academic staff and students presents behavioural barriers to
BIM in HEI 61 4.07
The relevance of BIM in particular area(s) of teaching 61 4.02
Negative impact of premature and unrealistic Intended Learning Outcomes (ILO) 59 3.66
The inconsistencies between a push towards software innovations and traditional software adopted
in teaching is detrimental to BIM acceptability in HEI 60 3.62
More practical and 'industry relevant' BIM assessments, as against the theoretical approach 59 3.80
The regularisation of BIM curriculum and ILO in HEI across the Higher Education (HE) sector,
through knowledge sharing platforms like the BAF 60 3.38
Identifying low levels of understanding of BIM among staff as a barrier to embedding BIM in HEI
curriculum 61 4.25
Contradictory relationship between traditional built environment education and embedding BIM into
the curriculum 60 3.50
Recognising conflicting approaches and ILO requirements among different built environment
disciplines as barriers to effective BIM transition in HEIs 58 3.67
The importance of core education component, multidisciplinary knowledge/requirements operational
at every stage of an asset life cycle in embedding BIM into HEI curriculum 59 4.14
The need for collaboration and engagement among inter disciplinary staff is essential for enabling
cohesion in built environment ILO and curriculum 60 3.98
Identifying the negative impact of lack of bespoke BIM ILO for different disciplines on employment
readiness for industry specific roles 60 3.27
Recognising the cost implications of discipline specific diversification/specialisation of BIM ILO as
counter-productive to embedding BIM in HEI curriculum 60 3.52
The need for potential availability of innovation research and consultancy funds as mitigating
drivers/enablers for BIM ILO diversification/specialisation in HEIs 60 3.75
The impact of existing political will and stakeholder efforts on the emergence of new/potential BIM
inclined industry roles/jobs 60 3.90
The impact of poor performance of HEIs in keeping pace with BIM skill requirement and the risk of
alternative educational providers usurping traditional HEI roles. 61 3.72
Mean score. Min: 1 & Max: 5
Table 1: Strategic considerations: BIM associated issues

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DISCUSSION
BIM matrix: Strategic considerations
A BIM assessment matrix (Figure 14) was developed from the issues investigated in
the study. This represents an update to the optimum requirements for BIM
teaching among HEIs in the UK (Williams & Lees, 2009). Besides the teaching
context, this update has also mapped additional crucial strategic considerations
concerning BIM in HEIs. Building up from the study's analysis implications for the
findings were deductively interpreted then used to populate the matrix chart
accordingly.
Defining staff resource
Considering the construction life cycle, an efficient BIM transition strategy in HEI
can be improved with an integrated framework that encompasses every discipline
in the built environment. This is crucial because it ensures consistency within
HEIs/curriculum as an integral component of the construction value chain, hence
improves collaborative networks throughout the construction life cycle. This
consistency however, was not reflected in the response patterns because despite
the survey receiving a total of 98 responses, 33 were incomplete. Therefore, it
appears that the likelihood of completing the questionnaire was significantly
impacted by the level of BIM experience of the respondent, which clearly was varied.
This inconsistency appears to be manifest in the assessment of BIM Maturity Levels
as indicators identified by this study in respect to HEIs contribution towards
transforming the construction industry to operate at Level 2 BIM by 2016, which
appears to be hampered. Therefore, there is clearly a significant disconnect
between built environment disciplines. Despite “average/infused” to “high
embedded” levels of appropriate BIM-related disciplines among respondents, this is
not reflected on neither the BIM maturity levels, BIM policy awareness or the
consistency expected for the appropriation of BIM components as shown in the BIM
assessment matrix (Figure 14).

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Figure 14: BIM assessment matrix: Strategic considerations
BTIM CURRENT POSITION OF
BIM IN HEI ELEMENTS
ASSESSMENT
PARAMETERS/ELEMENTS
Absent/
Very Low
Aaware/
Low
Infused/
Average
Embedded/
High
Very High
Structure
BIM Awareness
BIM policy awareness X
BIM and institution accreditation X
Relevance of BIM in construction X
BIM HEI Transition strategy X
State of BIM in HEI
Assessment of BIM maturity levels X
Need for upskilling X
Software adoption trends (choice
variability) X
BIM curriculum incorporation X
Maturity levels of BIM delivery X
Length of BIM inception X
Staff
Defining Staff Resource
Staff academic position X
Built environment BIM representation X
Age classification X
Infrastructure and curriculum research gap
BIM Adoption Strategy
Perception of BIM components
(consistency) X
External engagement assessment X
BIM transition strategy (BAF ILO) X
Competition and alternative providers X
Generation Implications
(Strategic Considerations)
The recognition levels of the impact of
premature and unrealistic BIM ILO X
The recognition levels for more
practical and 'industry relevant' BIM
assessments
X
The recognition levels of the cost
implications of discipline specific
specialisation of BIM ILO
X
Identification levels of the negative
impact of lack of bespoke BIM ILO on
employment readiness
X
The level of understanding the
relevance of BIM in overall
construction policy (future perception)
X

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U K H i g h e r E d u c a t i o n
On the issue of software competency, while Sychro Project Construct, Nemetschek
Vetorworks, VICO/Rapide 5D were found to have low rates of adoption, it appears
that the relative ease of use by this group of respondents might have influenced
their perceptions on the ‘steep learning curve impediment’ to embedding BIM in
HEIs. Despite literature suggesting generation impact on CBL/CMC, this study
found no correlation between software adoption and age of respondent (generation
categories). While the implication for software vendors is not validated within this
current study, factors other than generation category appear to have influenced
software choice such as ‘ease of use’ as referenced earlier. Each particular BIM
software has its unique set of pros and cons, e.g. effectiveness of available
annotation plug-ins to address compatibility lapses. However, it is apparent that
BIM software adoption in HEI is dominated by the trio of Autodesk’s Revit (Arch,
struct, MEP) and Navisworks, and Trimble’s Sketch Up, with limited choice
variability. This trend could be the result of the level of existing interoperability
between software from different vendors, hence impeding software adoption choice
among users along with competition and innovation among vendors.
BIM Adoption strategy and the state of BIM in HEIs
A breakdown of these statistics in line with individual disciplines revealed that the
trio of architecture, construction and quantity surveying lead among those that
have at least incorporated BIM into particular modules, although construction and
architecture lead with larger margins, with construction holding a slight lead over
architecture. However, at the cutting edge where BIM is fully embedded into
majority of the programmes/modules, architecture maintains a significant edge
over all others. Moreover, similar cutting edge levels of BIM delivery are most
common at Undergraduate Level 6 (NQF) /Level 10 (SCQF). On taking the entire
Built Environment disciplines into consideration there are low awareness levels for
BIM maturity.
Implications for BIM level 2 targets show that the more inclined a respondent is to
disagree with the notion that the steep learning curve for (staff and students)
impairs BIM progression/development in HEIs then the more mature is their
involvement in BIM delivery. Therefore, it is apparent that the more the exposure to
actual practical BIM engagement, the more unlikely the steep learning curve for
BIM is perceived as impairment. Hence, the need for training and upskilling
particularly at matured levels becomes even more relevant to attaining Level 2 BIM
targets for the UK by 2016.

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It is important to point out that the length of duration of BIM inception in HEI does
influence BIM maturity levels as reflected by the study findings. Therefore, the
longer the time since BIM inception in a HEI, the more the likelihood of meeting
Level 2 BIM HEI targets for the UK. This leaves HEIs with two options of either
developing gradually with time, or intensifying the push towards an expedited
strategy for those ranking low in BIM maturity levels. Perhaps in due time even low
performing institutions will catch up. This will be dependent on the condition that
issues raised by this study such as the lack of consistency in the understanding of
the degree of BIM components required during adoption are remedied in a way that
is not counterproductive to individual HEI goals.
On external engagement assessment and its implication for BIM Maturity and
experience level, evidence suggests that, although broader industry awareness and
appreciation of BIM is still largely in its infancy, larger leading contracting and
consultancy firms have already embraced the benefits of BIM and most have a BIM
strategy. For the smaller players, recent developments in this area include the
BIM4SME group aimed at the Small and Medium Enterprises (SME) mainly found
in tiers two and three in the supply chain (specialist contractors and sub-
subcontractors). HEIs however are becoming less and less involved at these levels.
The opportunities at these micro levels cannot be underestimated within the overall
BIM network; however, how HEIs also respond here is most crucial. Unfortunately,
this study found that HEIs are largely underperforming and have low levels of
engagement with industry (see the BIM Matrix). This might have more severe
consequence for the Level 2 BIM targets for 2016, as the study identified links
between the low levels of both direct and indirect external involvement with
industry and perceived low BIM maturity levels.
Regarding the issue of BAF’s role in ensuring Level 2 BIM targets for HEIs is
centred on ILO developed to enhance and promote teaching and learning together
with the research aspects of BIM. This study found that there are generation
implications for perceptions of the BIM ILO in curriculum building particular for
the ‘knowledge and understanding component’. The older the respondent the more
the tendency to perceive higher levels of BAF ILO incorporation into the curriculum.
This study did not however take into consideration individual contributions to BAF
ILO incorporation. However, it is worth noting that 80% of respondents for this
study occupy managerial positions in HEIs, (hence the high/embedded levels for
academic position on the BIM matrix). Therefore, the more likely that they might

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have been involved in some form of curriculum development and decision making
that may have influenced this finding. Generation implications were also
observable in regards to competition and alternative education providers. This
might not absolutely imply a less competitive drive among older respondents,
perhaps a little complacency? However, an overwhelming majority agree with this
notion.
BIM awareness, associated issues and generation implications
Expectedly, the issue of accreditation benefits to the overall BIM strategy in HEIs
was largely seen as positive. Despite an overwhelming level of support for the
importance of BIM related accreditation criteria of courses in academic institutions,
the level of conviction for actual change is however debateable. This is evidenced by
the high degree of uncertainty/pessimism among respondents in regards to the
prospect of BIM in the long term, as majority of respondents would rather adopt a
more cautious approach that is follow and change reactively, as opposed to
proactively pushing and leading change, hence the average/diffused levels on the
BIM Matrix. With the rapidly evolving BIM policy landscape and the need for a more
aggressive approach to leading change, it is important that HEIs and the industry
workforce keep abreast with developments in the BIM sphere. Considering the high
level of representation of academics among the respondents, about 40% still
consider themselves not adequately informed on BIM and the UK government
implementation strategy (see the BIM awareness element on the BIM Matrix). This
high level of detachment remains a setback for embedding BIM. Mitigating this skill
and information dearth would require improved level of awareness and access to
information sources such as the BIM Task Group to facilitate the transmission of
up to date knowledge on BIM policy, standards and processes. Moreover,
consultations with BAF and BIM4SME working group can also help foster open
innovation and collaboration with top performing HEIs and their respective local
Regional BIM Hubs, and of course local SMEs and communities.
The multinomial logistic regression model developed provided sufficient evidence
that the pattern of responses to certain BIM strategic considerations, particularly
in the aspects concerning ambitious/proactive ILO, practical inclination of
curriculum developments, cost implications and specialised ILO were closely
associated with the age of respondent. Not surprisingly, the Pre-war generation
category appeared to show more scepticism, perhaps restraint in their responses
concerning the aforementioned considerations. This further confirms existing

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studies on the impact of generational differences on beliefs/perceptions within the
distinct generation cohorts in the academic workplace (Hannay & Fretwell, 2011;
Murray, 2011). Apparently, this differential pattern would similarly apply to the
dual categorisation of digital immigrants and natives (Underwood, 2014;
Koutropoulos, 2011; Prensky, 2001).

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APPENDIX A: BIM ACADEMIC FORUM LEARNING OUTCOMES
LEVEL
Undergraduate Postgraduate
4 5 6 7
Knowledge &
Understanding
 Importance of collaboration.
 The business of BIM.
 BIM concepts – construction
processes.
 Stakeholders’ business
drivers.
 Supply chain integration.
 BIM across the disciplines.
 Contractual and legal
frameworks/regulation.
 Peoplechange management.
 Collaborative working, BIM, information
management and its application in the built
environment.
 Commercial implications – contractual/legal, etc.
 De-risking projects through BIM and risk
management.
 Understanding nature of current industry
practice.
 Client value – soft landings.
 Business value – RoI /value proposition.
 Understanding supply chain management.
 Lifecycle management of BIM – asset,
performance in use, etc.
Practical Skills
 Introduction to technology
used across disciplines.
 Use of visual
representations.
 BIM tools and applications.
 Attributes of a BIM system.
 Technical know how.
 Structures and materials.
 Sustainability.
 Demonstrate ability to adopt different platforms.
 Critically judge/evaluate various BIM tools
applications.
 Protocols/interoperability/standards.
 Capability evaluation.
 Change in way projects are to be delivered.
 Visualisation of large data sets.
 Lean principles and links to BIM.
 Use of BIM enabled technology, e.g. palm devices.
Transferable Skills
 BIM as a process/
technology/people/policy.
 Value, lifecycle and
sustainability.
 ‘Software-as-a-service’
platforms for projects.
 Collaborative working.
 Communincation within
interdisciplinary teams.
 Process/management.
 How to deliver projects using
BIM.
 Information and data flows.
 BIM protocols/EIR.
 Project level application.
 Cross discipline and team working.
 Importance of effective communication and
decision making – human interaction!
 Process mapping and BPR.
 Change management and cultural gap.
 Masters level thinking – strategic/technical/
managerial.
 Ability to assess barriers to BIM at various levels,
e.g. corporate/project.

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APPENDIX B: BIM TASK GROUP LEARNING OUTCOMES
FRAMEWORK
1 Understand what BIM is, the contextual requirement for BIM Level 2 and its connection to the Government Construction Strategy and Industrial Strategy 2025; including an understanding of:
1.01 * Background and the need for collaborative working (removing waste, errors and poor quality/incomplete information)
1.02 * The value of whole life and whole estate approach rather than capital-led and single asset
1.03 * The concept of Soft Landings / Government Soft Landings (GSL)
1.04 * Roles and responsibilities of the supply chain members and clients as part of BIM Level 2 delivery (cultural / behavioural)
1.05 * External context for BIM, global, national, standards and support communities
1.06 * Core and extended suite of standards, documents and deliverables describing BIM Level 2
1.07 * Barriers to successful adoption of BIM Level 2 and how to create the conditions for success
1.08 * The value of high quality data and the principles of data management
1.09 * The key vulnerability issues and nature of controls required to enable the trustworthiness and security of digitally built assets
2 Understand the implications and value proposition of BIM within your organisation; including an understanding of:
2.01 * Implementation implications for the introduction of BIM Level 2 on your organisation and supply chain (e.g. training, management processes and systems)
2.02 * Organisational change management considerations in context of the introduction of BIM Level 2
2.03 * Assessment of capability of your organisation and your supply chain (e.g. standard methods of assessment PAS91 Table 8)
2.04 * Technical, technology and interoperability requirements of Level 2 BIM (Information Management / CDE, model-based design and analysis)
2.05 * The importance of Level 2 BIM as a driver for business process review and improvement
2.06 * Legal and commercial implementation implications for the introduction of BIM Level 2 on your organisation and supply chain (e.g. commercial stakeholders)
2.07 * The value, benefits and investment associated with BIM Level 2
2.08 * How BIM supports the relationship between Design & Construction and Facilities & Asset Management
2.09 * The potential security threats to built and information assets, and the need for the development of an appropriate and proportionate security risk management approach
3 Understand the requirement for the management and exchange of information between supply chain members and clients as described in the 1192 suite of standards and PAS55 / ISO 55000; including an understanding of:
3.01 * The purposes for information in the capital and asset phase
3.02 * Requirements for the exchange of information between supply chain members in a collaborative manner as described in PAS1192-2: 2013 & PAS1192.3: 2014 and provided in conjunction with
BS1192:2007
3.03 * Roles and responsibilities of the supply chain members and clients of BIM Level 2 and the implications on Scopes of Services
3.04 * BIM Plain Language Questions, Employers Information Requirements (EIR), Organisation Information Requirements, Asset Information Requirements and the exchange of information between
supply chain and client in a collaborative manner in context of PAS1192.2: 2013 and PAS1192.3:2014
3.05 * BIM Execution Plan (BEP) in context of PAS1192.2:2013 - the related concepts, purpose and implementation principles
3.06 * Digital delivery of information between supply chain members and with clients in context of BS1192-4:2014(COBie), Digital Plan of Work (DPoW) and classification systems
3.07 * The Concept, purpose and implementation principles of Project Information Models (PIM) & Asset Information Models (AIM) and the relationship and interchange between them
3.08 * A Common Data Environment (CDE) as described in the 1192 suite of standards
3.09 * The implications of Level 2 BIM in relation to project team working methods as described in BS1192 :2007
3.10 * The way in which Level 2 BIM can be adopted to benefit decision-making for design management
3.11 * Technologies and methods for creating, using and maintaining structured information
3.12 * Contractual interventions required to support BIM Level 2 and the implications on exiting forms of contract
3.13 * Ownership of information and related issues of IP and copyright, insurances and potential liabilities
3.14 * Requirements for security-minded policies, processes and procedures which address specific security threats or combinations of threats in a consistent and holistic manner

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APPENDIX C: BIM ACADEMIC FORUM MEMBERS
Zulfikar Adamu University of Loughborough
Abdullahi Ahmed Coventry University
Zeeshan Aziz University of Salford
Nooshin Akrami University of Bolton
Anas Bataw University of Manchester
Tim Bennett College of Estate Management
Mark Bew BIM Task Group
Avril Behan Dublin Institute of Technology
Paula Bleanch Northumbria University
Anne Boner Letterkenny Institute of Technology
Ezekiel Chinyio University of Wolverhampton
David Comiskey University of Ulster
Nashwan Dawood Teesside University
Peter Demian University of Loughborough
Eleanor Driver Letterkenny Institute of Technology
Ray Elysee Huddersfield University
John Forde University of Salford
Rob Garvey University of Westminster
Barry Gledson Northumbria University
Jack Goulding University of Central Lancashire
David Greenwood Northumbria University
Michael Greenwood University of Greenwich
Howard Griffin Kent University
John Harrington Leeds Metropolitan University
Peter George Haywood London South Bank University
David Heesom University of Wolverhampton
Aidan Hoggard University of Sheffield
Anthony Holeness Arts University Bournemouth
Georgios Kapoqiannis Coventry University
Mohamad Kassem Teesside University
Anthony Kelly University of Greenwich
Farzad Khosrowshahi Leeds Beckett University
Arto Kiviniemi University of Liverpool
Tahar Koudier Robert Gordon University
Bimal Kumar Glasgow Caledonian University
Richard Laing Robert Gordon University
Richard Lane BIM Task Group
Geoff Levermore University of Manchester

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Steve Lockley Northumbria University
Priti Lodhia The College of Estates Management (Reading)
Meenakshi Mandhar University of Lincoln
Energy Maradza University of Reading
Ramesh Marasini Southampton Solent University
Diane Marsh Liverpool John Moores
George Martin University of Coventry
Malachy Mathews Dublin Institute of Technology
Adam Matthews Autodesk
Marie May Sheffield Hallam University
Mark McKane University of Ulster
Danny McGough Coventry University
Benachir Medjdoub Nottigham Trent University
Jim O'Connor Galway Mayo Institute of Technology
Geoff Olner Sheffield Hallam University
David Philp BIM Task Group
Steve Pittard London South Bank University
Andrew Platten Leeds Metropolitan University
Milan Radosavljevic University of Reading
Aimie Rimmington Nottingham Trent University
Kirti Ruilkar University of Loughborough
Noha Saleeb Middlesex University
Mark Shelbourn University of the West of England
Bhavna Solanki Nottingham Trent University
Paul Stephenson Sheffield Hallam University
Josheph Tah Oxford Brookes University
Jim Tennant Leeds Metropolitan University
Patrik Thornhill University of West of England
Antony Thorpe University of Loughborough
Jason Underwood (Chair) University of Salford
Ben Wallbank Graphisoft
Norman Watts Sheffield Hallam University
Jennifer Whyte University of Reading
Aled Williams HEA Academy/College of Estate Management
Tom Workman Blackpool & The Fylde College

The BIM Academic Forum aims to foster integrated
collaborative working over the lifecycle of the asset through
academic enhancement of BIM
A BAF survey of the current position
and associated challenges of BIM
education in UK Higher Education
© The BIM Academic Forum, 2015