Abstract
| Original language | English |
|---|---|
| Title of host publication | Claiming Identity Through Redefined Teaching in Construction Programs |
| Publisher | IGI Global |
| Chapter | 8 |
| Pages | 134-152 |
| Number of pages | 19 |
| ISBN (Electronic) | 9781522584537 |
| ISBN (Print) | 9781522584520, 9781522585077 |
| DOIs | |
| Publication status | Published - 2020 |
Publication series
| Name | Claiming Identity Through Redefined Teaching in Construction Programs |
|---|---|
| ISSN (Print) | 2326-8905 |
| ISSN (Electronic) | 2326-8913 |
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Integrated BIM Education in Construction Project Management Program. / Kim, Ki Pyung; Mostafa, Sherif; Park, Kenneth Sungho.
Claiming Identity Through Redefined Teaching in Construction Programs. IGI Global, 2020. p. 134-152 (Claiming Identity Through Redefined Teaching in Construction Programs).Research output: Chapter in Book/Report/Conference proceeding › Chapter
TY - CHAP
T1 - Integrated BIM Education in Construction Project Management Program
AU - Kim, Ki Pyung
AU - Mostafa, Sherif
AU - Park, Kenneth Sungho
PY - 2020
Y1 - 2020
N2 - The construction industry is currently struggling due to the ever-increasing complexity of a building and the highly fragmented nature of the construction industry. In response to the current problems, building information modelling (BIM) has been adopted to improve productivity and deliver a quality building to a client. The academia also has been striving to embed BIM education into the exiting curriculum to accommodate the needs of the construction industry. However, BIM is currently taught as a simple design tool rather than a methodology to improve productivity in construction projects. Although there have been various attempts to integrate BIM courses into the existing curriculum, a lack of research has been conducted regarding how BIM adoption and implementation strategy should be utilized for a BIM integrated curriculum. Thus, this chapter will provide insights for updating and developing BIM courses.
AB - The construction industry is currently struggling due to the ever-increasing complexity of a building and the highly fragmented nature of the construction industry. In response to the current problems, building information modelling (BIM) has been adopted to improve productivity and deliver a quality building to a client. The academia also has been striving to embed BIM education into the exiting curriculum to accommodate the needs of the construction industry. However, BIM is currently taught as a simple design tool rather than a methodology to improve productivity in construction projects. Although there have been various attempts to integrate BIM courses into the existing curriculum, a lack of research has been conducted regarding how BIM adoption and implementation strategy should be utilized for a BIM integrated curriculum. Thus, this chapter will provide insights for updating and developing BIM courses.
UR - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-8452-0.ch008
U2 - 10.4018/978-1-5225-8452-0.ch008
DO - 10.4018/978-1-5225-8452-0.ch008
M3 - Chapter
SN - 9781522584520
SN - 9781522585077
T3 - Claiming Identity Through Redefined Teaching in Construction Programs
SP - 134
EP - 152
BT - Claiming Identity Through Redefined Teaching in Construction Programs
PB - IGI Global
ER -