This paper describes efforts to determine what these skills are & how they can be taught at the higher education level through the development of an educational framework.

There has been an increased use of Building Information Modelling (BIM) over the past decades by the global construction industry. The increased use has been contributed to by many stakeholders across the building lifecycle. The increased use has seen a number of higher education (HE) institutions rethinking their Architecture, Engineering & Construction (AEC) provisions. This paper will concentrate on those institutions in Australia & UK. There has been much debate about how BIM is currently employed in the teaching & learning of undergraduate students in Australia & UK. The debate surrounds the inclusion of BIM as a stand-alone subject in a programme, or whether BIM should be an underlying theme across the programme. Alongside this dilemma research has been conducted around theories of practice of how BIM education should look like in the future.

This paper describes research conducted as part of an Office of Learning & Teaching funded project from the Australian Federal Government. The project is called codeBIM. The paper begins with a literature review of current theories of BIM teaching across global HE institutions. This is followed by a summary of good practice. A framework for the inclusion of BIM in undergraduate education is described – the IMAC Framework. The framework represents increasing levels of BIM inclusion at different levels of learning across undergraduate education. The paper describes a case study of using the IMAC framework before reflections & conclusions are drawn.

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