Thesis

A framework for BIM excellence in architectural education in Libya

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Awarding institution
  • University of Strathclyde
Date of award
  • 2024
Thesis identifier
  • T17082
Person Identifier (Local)
  • 201966999
Qualification Level
Qualification Name
Department, School or Faculty
Abstract
  • The integration of BIM in architectural education is essential for equipping graduates with essential, industry-relevant skills increasingly demanded by the AECO sectors. BIM fosters a collaborative, data-rich environment that enhances project visualization, efficiency, and accuracy, essential for contemporary architectural practices. Integrating BIM into the architectural programme ensures students are adept in cutting-edge technologies and methodologies, thus enhancing their employability and readiness to meet professional challenges. This alignment between educational outcomes and industry needs is crucial for developing a competent and competitive workforce in AECO sectors, which has experienced a digital transformation driven by BIM. However, architectural education remains in the initial stages of incorporating BIM into its curriculum. This PhD study addresses this gap by developing a novel educational framework, BIM Excellence in Architectural Education (BIMEXAE), for BIM integration within architectural education. BIMEXAE intends to bridge the disconnect between architectural education outcomes and AECO sectors' needs in the context of BIM. A mixed-methods research approach was employed for an exploration of various aspects of BIM and to identify best practices for its implementation in AECO sectors and architectural education and related disciplines. This approach combined literature reviews, questionnaire-based surveys, and framework development. The literature review examined the global BIM adoption patterns and identified prevalent challenges in both educational and professional domains. The survey was strategically adapted to collect data from two different perspectives: professionals actively engaged in the Libyan AECO sectors, and educators shaping architectural education. This dual approach revealed a pervasive lack of BIM awareness among professionals and the infancy of BIM adoption in Libya. Self-learning through online resources emerged as the primary skill acquisition method, highlighting the need for readily available training opportunities and a competent BIM-oriented workforce. Educators expressed their desire to integrate BIM but acknowledged constraints including lack of awareness, reluctance to change, lack of suitable resources, lack of qualified staff, lack of academic and professional collaboration. Their perspectives emphasised the need for proper planning, practical training, and enhanced industry collaboration to bridge the academia-industry gap. To address these challenges, this study proposed a BIMEXAE Framework. This framework serves as a technical solution, outlining a series of strategies based on pre-determined criteria: curriculum design and development, education infrastructure development, professional development, and educational partnerships. The BIMEXAE framework is consists of the following two key components: 1) A four-phase procedure for BIM programme development: This procedure establishes a strategic framework based on the defined evaluation criteria. It aims to support institutional planning efforts for integrating BIM within architectural education. 2) A four-year BIM-integrated curriculum: This curriculum guides the full implementation of a BIM-focused programme for undergraduate architectural education in Libya. This framework encourages consistent alignment of architectural education with the growing demands of the AECO sectors. Assessment based on consultations with Libyan architectural educators confirm the framework's practicality and potential to redefine undergraduate architectural education in Libya, fostering graduate’s adept in BIM technology and well-equipped for the dynamic AECO sectors. This research adds value by contributing to the understanding of BIM adoption challenges in a developing nation such as Libya, this research offers valuable insights for architectural educators, practitioners, policymakers, and institutions. The BIMEXAE framework provides practical guidance for the effective implementation of BIM education, aiming to enhance graduate and professional preparedness, promote the growth of the AECO sectors in Libya, and ultimately improve project outcomes through the adoption of BIM.
Advisor / supervisor
  • Chen, Zhen, 1967-
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