BIM Education Framework for Clients and Professionals of the Construction Industry

BIM Education Framework for Clients and Professionals of the Construction Industry

Ana Karina Silverio Rodriguez (University of Wolverhampton, Wolverhampton, UK), Subashini Suresh (University of Wolverhampton, Wolverhampton, UK), David Heesom (University of Wolverhampton, Wolverhampton, UK) and Renukappa Suresh (University of Wolverhampton, Wolverhampton, UK)
Copyright: © 2017 |Pages: 23
DOI: 10.4018/IJ3DIM.2017040104
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Lack of qualified BIM professionals is a key BIM challenge that affects specific organisations and on a more macro scale, individual countries. A salient solution to this problem is the provision of better BIM education. This article represents the initial work into the implementation of BIM in the Dominican Republic, a country affected by different challenges in regard to BIM implementation, with a key issue surrounding the lack of BIM education. The aim of the article is the development of a conceptual BIM education framework which suggests strategies to be implemented in Academia and the industry for the delivery of BIM education to all the construction parties involved in a project, including the client. A literature review about BIM education and training and the revision of BIM education frameworks worldwide helped in its development. The framework is beneficial to this country as it is intended to be part of a toolkit, the final outcome of a PhD research on this country. However, it can be consulted by any country or organisation interested in developing BIM education strategies.
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Bim Education And Training

Education is a process that implicates activities such as teaching, inducing, motivating, learning, examining, which is usually offered in schools and colleges (Oladosu, 2009). For a better understanding of the term, Jarvis (1995, in Garavan, 1997) lists its intrinsic characteristics: it must include a learning method, this method must not be an individual event, it is fundamentally humanistic, and learning must include understanding.

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