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dc.contributor.authorKarin, Ana
dc.contributor.authorRodriguez, Silverio
dc.contributor.authorSuresh, Subashini
dc.contributor.authorRenukappa, Suresh
dc.contributor.authorHeesom, David
dc.date.accessioned2018-04-12T08:49:45Z
dc.date.available2018-04-12T08:49:45Z
dc.date.issued2017-12
dc.identifier.isbn9789995890360
dc.identifier.urihttp://hdl.handle.net/2436/621229
dc.description.abstractBuilding Information Management (BIM) education is par excellence the best solution to overcome the lack of BIM knowledge and BIM skilled professionals that affect the implementation of BIM in the Architecture, Engineering, and Construction (AEC) industry. Moreover, BIM education is vital to drive the implementation and evolution of BIM in the AEC industry. However, its provision can be a difficult task, more for BIM infant countries such as the Dominican Republic (DR). By adopting a qualitative approach, using semi‐structured interviews with nine professionals involved in BIM education, this study aims to explore the presence of BIM education in the DR. The data gathered was analysed with the method of content analysis. The findings mainly indicated: a shortage of BIM experts; lack of BIM education, as there is currently provided only BIM training based on software; and the dissemination of BIM knowledge through educational activities and BIM communities. However, the provision of BIM education is likely to expand. Most of the current training providers are eager to continue with their work and get into further areas, and there is also evidence of the first plan of inserting BIM in a university curriculum. These results infer that, for an infant country, BIM education seems to be heading in the right direction in the DR. The implementation of BIM is likely to increase, along with the provision and demand of BIM education in the country. This research may be beneficial to professional and policy makers interested in BIM education in BIM infant countries.
dc.formatapplication/pdf
dc.language.isoen
dc.publisherApplied Science University
dc.relation.urlhttp://www.asu.edu.bh/?page_id=103
dc.subjectBIM education
dc.subjectBIM infant country
dc.subjectBIM training
dc.titleBuilding Information Management (BIM) Education in the Dominican Republic: An Empirical Study
dc.typeConference contribution
dc.identifier.journalInternational Conference on Sustainable Futures 2017 Section 5, no 6, p421
dc.conference.nameInternational Conference on Sustainable Futures ‐ ICSF 2017
pubs.finish-date2017-11-27
pubs.place-of-publicationBahrain
pubs.start-date2017-11-26
dc.date.accepted2017-10
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUoW120418SS
rioxxterms.versionVoR
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
rioxxterms.licenseref.startdate2018-12-10
refterms.dateFCD2018-10-19T09:26:31Z
refterms.versionFCDVoR
html.description.abstractBuilding Information Management (BIM) education is par excellence the best solution to overcome the lack of BIM knowledge and BIM skilled professionals that affect the implementation of BIM in the Architecture, Engineering, and Construction (AEC) industry. Moreover, BIM education is vital to drive the implementation and evolution of BIM in the AEC industry. However, its provision can be a difficult task, more for BIM infant countries such as the Dominican Republic (DR). By adopting a qualitative approach, using semi‐structured interviews with nine professionals involved in BIM education, this study aims to explore the presence of BIM education in the DR. The data gathered was analysed with the method of content analysis. The findings mainly indicated: a shortage of BIM experts; lack of BIM education, as there is currently provided only BIM training based on software; and the dissemination of BIM knowledge through educational activities and BIM communities. However, the provision of BIM education is likely to expand. Most of the current training providers are eager to continue with their work and get into further areas, and there is also evidence of the first plan of inserting BIM in a university curriculum. These results infer that, for an infant country, BIM education seems to be heading in the right direction in the DR. The implementation of BIM is likely to increase, along with the provision and demand of BIM education in the country. This research may be beneficial to professional and policy makers interested in BIM education in BIM infant countries.


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