This section will describe a framework that was developed based upon the threshold concept theory and integral to this is the process by which the threshold concept will be explored in relation to Threshold Capability of Building Information Modelling in the
undergraduate construction management program. There are therefore two elements to the Threshold Capability, namely the content and the process to develop the understanding of what the content leading to the threshold capability is.
1.4.1 Threshold Capability Framework
We shall adopt for this study as a starting point the idea of the Threshold Capability
developed by the Australian team of educators at UWA which merges knowable disciplinary threshold learning concepts with the capability theory and the need for students to be able to deal with unforeseeable future events and problems. Our review of not only the BIM
educational literature but our team’s research and knowledge about BIM adoption in Australia clearly establishes that the adoption is not static and thus our graduates are entering the workforce in companies that potentially have quite diverse attitudes to adoption as well as policy, process and practices that are quite varied. Our aim is to be mindful that our students will need to be able to cope with new situations and be resilient to changes and challenges. In our study to support curriculum redesign we therefore are framing our work balanced between the threshold concept theory where the disciplinary knowledge content is driving the structure of a curriculum and curriculum design based on capability theory, which focusses more on situational and progressive learning and the requirement of fundamental cognitive attitudes that are seen to be essential in becoming successful professionals. We shall be seeking to address the strained relationship between the threshold concept theory to its application to outcome-based curricula.
We need to develop an understanding of what threshold capability means in relation to teaching Building Information Modelling at RMIT. Because this is the start of the process and there is limited time and we also do not know exactly the level of BIM teaching in the
program currently we shall only be addressing the following two key questions:
1.What should the learner be capable of doing at the end, given the need to deal with an unknown future?
2. What threshold concepts are important to understand to enable the development of such capability?
In the first instance we are guided by past work that identified critical points and thresholds in BIM adoption in Australian firms (London et al, 2009). We have used London et al (2009) earlier research in this area on adoption, pathways and thresholds to develop a framework so that we have a starting point for our stakeholders to respond to. The first threshold is “introductory” and is termed the ‘Cognition Level’ and is concerned with learning to think about BIM environments and develop basic capabilities to operate within a BIM environment as a construction manager. The next level is considered ‘advanced’ and is termed the ‘ Compatibility Level’ and is concerned with learning to think, understand and act like a construction manager who integrates people, systems and processes within BIM
environments, i.e. an understanding of the ability of various systems to be able to coexist harmoniously. The third level is ‘application’ and is termed the ‘Connectivity Level’ and is concerned with learning to effectively collaborate with others involved in BIM projects and demonstrate intellectual independence and autonomy to solve problems with in BIM environments. The final level is a ‘self-applied’ and is termed the ‘Integration Level’ and is concerned with learning about what it means to lead BIM projects and the organisational
environments required and how to shape the world for multiple and diverse connections. These four levels may correspond broadly to the four years of instruction in our program. Further to this philosophical conception of these four threshold concepts of cognition,
compatibility, connectivity and integration there are themes and content that a learner should be able to do which we have synthesised and distilled from the literature. We have
synthesised the BIM education literature content as well as reflecting upon RMIT’s strategic goals in relation to international education and identified the following key five thematic content areas:
Fundamental principles Technical skills
Construction project management skills Strategic organisational behaviours Global market context
Figure 4.1 presents the draft of a Threshold Capability for BIM in Construction project management curriculum with an initial consideration of some of the detail content
topics/areas within each of the five thematic areas. At this stage we do not wish to pre-empt our consultations with our stakeholders but we also don’t wish to go to our various
constituents with a “blank sheet”; since there has been extensive research on this topic as well as experiences from emerging industry practice to draw upon.
The curriculum development process will be iterative and similar to Akerlind, McKenzie and Lupton (2014) we shall take a phenomenographic action research design approach which will be explained in more detail in the Section 4 Methodology.
Threshold concepts and capabilities are certain concepts and capabilities within a field that are required to be held to ensure mastery of a particular knowledge domain. Threshold concepts and capabilities are transformative, troublesome, irreversible and integrative.
THEMES Introductory: Cognition Level Advanced: Compatibility Level Application: Connectivity Level Integration - Self Applied: Capstones
Learning to think about BIM environments and develop basic capabilities to operate within a BIM environment as a construction manager.
learning to think, understand and act like a construction manager who integrates people, systems and processes within BIM environments.
Learning to effectively collaborate with others involved in BIM projects and demonstrate intellectual independence and autonomy to solve problems with in BIM environments.
Learning to lead BIM projects and organisational environments by shaping the world for multiple and diverse connections of people, organisations and systems .
Year 1 Year 2 Year 3 Year 4
Generic: Concept, Definition, Trends , Stakeholders, Implementation, Project Phases, Scope, Purpose, Conflicts
CM /QS Discipline principles application: safety, quantities, visualisation and communication, scheduling, clash detection, site planning logistics, Project Method Statements, tendering and procurement, constructability
Examples of emerging theories
Skills: Opening, Notations, Sharing, Importing, Exporting, Software: AutoCAD, Google Sketch, REVIT, Navisworks, Infraworks
Skills: Clash detection analysis, BoQ generation, Generation PMS, Proof of Concept/Re-
engineering/VE, Design>Prefab, Construction sequencing, MEP trade coordination model sharing. Software: Autodesk Quantity Take off, Bentley, Solibri, VICO, Navisworks, Infraworks
Exemplars of major construction projects
Simple team environments: Collaboration within the team and organisation, managing the environment
Complex collaborative environments: large scale projects or multi project contexts, leading the environment, virtual teams
Exemplars of construction organisations in networks that are highly connected (Connectivity Level) examples of entrepreneurship
CBA of BIM implementation, simple decision making, identification of purpose and small firm strategy, simple Model Ownership & IP rights, BIM Management Project Plans
Strategic Business Case Planning, Complex decision making, diverse strategies of Model Ownership, staff training - project start up (Level 1) , systems integration (Level 2) and knowledge management (level 3); BIM Operational Plans
Exemplars of HR training plans, global systems integration and business models of BIM implementation
Data types and management, data and information regulatory and policy framework, standards and protocols, national organisations (BuildSmart), Australian accrediting bodies standards/expectations, regional norms, values and accepted practices; beginning to understand cultural contexts and how this shapes BIM implementation
Inter-operability protocols (history of STEP/BIM/), international organisations, international accrediting bodies
expectations/standards, reflexive approach to balancing the tension between local context, different ways of doing things in different countries but still operating in a multi country project team environment with various standards;
Case studies of companies that have a corporate social responsibility policy that explicitly demonstrates respect and enhancement of diversity
Centre for Integrated Project Solutions
Contact: Professor Kerry London, [email protected]
GLOBAL MARKET CONTEXT
"A threshold concept can be considered as akin to a portal, opening up a new and
previously inaccessible way of thinking about something."
Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising, In: Rust, C. (ed.), Improving Student Learning - Theory and Practice Ten Years On. Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp 412-424.
Threshold Capability for BIM in a Construction Project Management Curriculum
FUNDAMENTAL PRINCIPLES
TECHNICAL SKILLS
CONSTRUCTION PROJECT MANAGEMENT SKILLS
STRATEGIC ORGANISATIONAL BEHAVIOURS