Relates to concepts of knowledge, skills, abilities, behaviours and successful performance ( Scottish Futures Trust, 2018 ), which can be interpretated within different contexts i.e., as an individual, team, project, role, task, process, practice, etc.
Published in Chapter:
The Evolving Integration of BIM Into Built Environment Programmes in a Higher Education Institute
Mark Kelly (Galway-Mayo Institute of Technology, Ireland), Mark Costello (RPS, Ireland), Gerard Nicholson (Galway-Mayo Institute of Technology, Ireland), and Jim O'Connor (Galway-Mayo Institute of Technology (Retired), Ireland)
Copyright: © 2021
|Pages: 33
DOI: 10.4018/978-1-7998-6600-8.ch012
Abstract
The recent publication of the Roadmap to Digital Transition for Ireland's Construction Industry 2018-2021 clearly identified training and education as key priorities in the development of core BIM competences to stimulate the transition towards a more collaborative digital working environment. It identified an urgent need for a consistent and coherent digital experience for students in Irish education and industry to help grow capacity and maturity in the use of BIM and other innovative techniques. The higher education sector has a vital role to play. Key to this will be ensuring appropriate graduate knowledge, skills and competences, ongoing professional development and upskilling of higher education staff, and significant collaboration with industry. This chapter will present a best practice example of academic-industry collaboration, which resulted in the delivery of a flexible Level 8 programme for industry, the implementation of a BIM strategy within an academic context, and the establishment of a focused research group, which is currently engaged in ongoing applied research.