TABLE OF CONTENTS

TITLE

PAGE

ABSTRACT

DECLARATION

ACKNOWLEDGEMENT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

CHAPTER 1: INTRODUCTION

1.1 BACKGROUND

1.2 STATEMENT OF RESEARCH PROBLEM

1.3 PREVIOUS SIMILAR STUDIES

1.4 RESEARCH QUESTIONS

1.5 RESEARCH OBJECTIVES

1.6 SCOPE AND LIMITATIONS

1.7 IMPORTANCE OF RESEARCH FINDINGS

1.8 RESEARCH DESIGN

1.9 CHAPTER ORGANIZATIONS

1.10 RESEARCH PROGRAMME

1.11 REFERENCES

2

3

-

-

4

4

9

11

12

13

14

15

16 – 17

18

19

20 – 21

LIST OF TABLES

TITLE

PAGE

Table 1: BIM usage in construction stages

6

Table 2: Research Design of Proposal

16 – 17

Table 3: Programme Chart for Semester 5

19

Table 4: Programme Chart for Semester 6

19

CHAPTER 1

INTRODUCTION

1.1 Background

Building Information Modelling (BIM) applications are by and large quickly

grasped by the development business to decrease cost, time, and improve quality and

also ecological manageability. Accordingly numerous development firms are picking

up involvement with these new instruments and forms and changing their desires

from college graduates. The same number of development programs endeavour to

convey educational modules and research that is important to the business; it is basic

to precisely comprehend the effect of BIM on the operations and routine with regards

to development organizations. These applications persistently introduce change

openings while reinforcing coordinated effort inside the development business.

Individuals, process and innovation are to a great extent talked about elements

influencing BIM selection over the worldwide development industry. The agitating

priority imagined by development experts with the beginning of BIM in Malaysia

has earned more research concentrate on these delicate issues to innovation reception.

Harris, Adi, Haron, Preece and Husain (2014) all recall back to where that the

Director of Public Works Department (PWD) officially introduced the use of BIM

within Malaysia in the recent year of 2009 the opening of Infrastructure &

Construction Asia’s Building Information Modeling and Sustainable Architecture

Conference. The Malaysian government all alone prosperity deals with to urge

development players to apply BIM to development ventures since it can conquer run

of the mill development venture issues, for example, postponement and conflicts in a

plan by various experts and development cost overwhelm. Autodesk devices have

been proposed by the administration as a BIM instrument stage. Latiffi, Mohd,

Kasim and Fathi (2013) express that it is critical for development players to know

about the significance of BIM application in development ventures in light of the fact

that BIM can be one of the conditions expected of an organization to fit the bill for

government and private tasks, like what is polished in some different nations.

BIM can be broken down into numerous applications; most which have been

deemed as outdated while a minority of them have claimed a more superior

entitlement. Examples of the more renowned applications include Autodesk, Revit

and AutoCAD, while the more trending ones include AtlesPro and Glodon. NBS

(2016) shows an updated statistical analysis of the cost reduction tendency generated

from the use of BIM, proving that through all these applications, all of them have

identical characteristics, which is to improve overall productivity and cost reductions.

In fact, this is actually the leading reason why most companies embed the use of

BIM softwares. A case study has shown that 63% believe BIM will help bring about

a 33% reduction in the initial cost of construction and whole life cost of built assets,

while 57% believe BIM will help bring about a 50% reduction in the time from

inception to completion for new-build and refurbished assets (NBS, 2016).

Table 1: BIM usage in construction stages (Source: Latiffi, Mohd, Kasim & Fathi,

2013, p. 3)

BIM can be connected to all development venture stages, which are a pre-

construction stage, construction stage and post-construction stage. Table 1

demonstrates the application of BIM in a construction venture for each stage,

comprising of pre-construction stage, construction stage and post-construction stage.

It can be seen that BIM application in a development venture helps in dealing with

the task all the more adequately. Latiffi, Mohd, Kasim and Fathi (2013) trust that the

capacity of BIM to cultivate joint effort between construction players encourages the

design process choice much more adequately. As cited by Latffi, Mohd, Kasim and

Fathi (2013), BIM likewise guarantees culmination of a quality construction project

since it helps with sorting out exercises and staging amid the planning phase of a

project.

Under perceptions made by Latffi, Mohd, Kasim and Fathi (2013), the

utilization of BIM in pre-construction stage is more evident than during the

construction and post-construction stages. This is due to the numerous exercises that

are done at this stage, for example, design plan, scheduling and estimating; these

activities generally require the utilization of BIM technology.

On 27 August 2007, PWD leading group of trustees was set up by the

government to pick a suitable BIM platform to ensure interoperability (JKR, 2013).

The driving inspiration by working up the leading group of trustees was to perceive

development progress of construction projects that included BIM use. Also, the

admonitory group masterminded a BIM standard manual documentation for PWD

generally speaking for construction players' reference. The board additionally gives

BIM preparing and consultative help to broaden bunches in using BIM apparatuses

(JKR, 2013). The fundamental projects in Malaysia that incorporated the execution

of BIM is the Multipurpose Hall of Universiti Tun Hussein Onn Malaysia (UTHM)

in the Southern region of Malaysia (CREAM, 2012). Other BIM projects in Malaysia

are National Cancer Institute of Malaysia, which is depended upon to be done on 31

August 2013, Educity Sports Complex in Nusajaya, Johor and Ancasa Hotel in

Pekan, Pahang.

As far as ease of use, BIM tools, for example, RevitArchitectural and Revit

Structural can outline the whole development forms through a propelled 4-

Dimensional (4D) reenactment and clash recognition. Evidence has demonstrated

that BIM has proven itself through successful projects that have been managed in

different nations, for example, the USA, the UK, Hong Kong and Australia (Ferna ux

and Kivvits, 2008, pp.10 – 31). Cases of such successful projects are One Island East

in Hong Kong, Hilton Aquarium Atlanta, Georgia, The Freedom Tower, New York

and The Sydney Opera House, Australia.

Moreover, the unwavering quality of information trade between any architect

and structural engineer must be verified before continuing to build up a model that

can facilitate different procedures, for example, mechanical an electrical design,

assessments and development stage process. Based on the mentioned features, the

PWD recognized that BIM devices from Autodesk and Exactal Cost-X were relevant

to the business. The tools serve as an application stage for the Malaysian government.

This has been formally proclaimed by the PWD on 25 February 2010.

However, through it all, the industries have been focussing the adaptation of

BIM applications by their employees. Educational industries however, show the lack

of embedment of BIM application skills within students entirely. Redirecting the

focus of implementation of BIM applications to the educational industry can allow

students to have a better grasp at the usage of these applications. The need to handle

all these information as an employee under numerous commitments can be very

stressful, thus better for the students to adapt these applications at a much more

efficient rate.

1.2 Statement of Research Problem

The fundamental issue that most organizations look inside the business about

BIM is the adjustment level inside representatives. There is strong proof to

demonstrate that a creative and productive development industry adds to a stable

worldwide economy. Olatunji, Sher and Gu (2009) trusts that the development

business is famously traditionalist and ease back to adjust to change as outlined by

the way that the development business has stayed one of the slowest adopters of

inventive advancements in spite of solid confirmation of the connection between

interest in Information Technology (IT) and enhanced execution and is, all things

considered, inadequate in encouraging amicable workplaces. Olatunji, Sher and Gu

(2009) also quotes “one of the single largest determinants of project failure may be

that construction professionals expose themselves to conflicts of interest”. For

instance, a disciplined professional may choose to secure their expert intrigue as

opposed to acknowledging an obligation of care to ensure the business. Strikingly,

such disappointments have expanded the disintegration of train limits, to a great

extent because of an expanding interest for multi-gifted experts (Olatunji, Sher & Gu,

2009, p. 67).

Ruddock, L (1999) trusts that because of the way that development request is

firmly connected to add up to interest for speculation, the industry's future depends to

a great extent on the achievement of national governments in animating financial

development. Ruddock, L (1999) has developed the investigation including the

connection between the GDP levels for those nations and the venture levels in

divisions including Non-private development, Civil Engineering, New private

development as well as Renovation and modernisation from the year 1991 to 1998. It

was demonstrated that the more than an area has been contributed to, the higher the

GDP level is achieved. While Ruddock, L (1999) has trusted that there has been a

dread, in a few nations, that there may be a long haul drop in development request as

populace balances out and as the real framework and lodging needs are fulfilled. In

any case, new mechanical, business and social speculation and the updating of

natural gauges are creating expanding development needs. The main issue will be to

fulfil these necessities. (Ruddock, L, 1999)

There is no common intrigue shown between the workers and the

organizations all alone. This essentially depicts the representatives have built up a

shared dread among each other, and that dread is the over executions of these

products. They expect that people will wind up noticeably a far second rate later on

and have decided to not adjust to these applications, in the sore trust that BIM won't

assume control over these employments if there is no adjustment in any case.

Regardless of the expectation that the take-up of BIM in the AEC/FM will be

moderate yet unavoidable (Goldberg, 2005), there are some genuine hindrances

which should be tended to all together in order for this selection to happen. That is

the reason it is essential to enable understudies to get a handle on the enthusiasm for

new learning aptitudes within the area of implementation of BIM. In the end, if the

students can depict a typical enthusiasm for utilizing BIM, at that point they will be

comfortable in securing their employment as graduates later on. Therefore, this paper

aims to study the implementation of BIM and its impact on the prospects of

graduates.

1.3 Previous Similar Studies

A somewhat comparative study "Investigating the Barriers and Driving

Factors in Implementing Building Information Modeling (BIM) in the Malaysian

Construction Industry: A Preliminary Study" led by Zahrizan, Nasly, Ahmad,

Marshall-Pointing and Zuhairi (2013) with the goal to decide the potential

obstructions and driven elements of implementation of BIM by taking a gander at

three variations of the theme which are the respondents' profiles, conceivable

hindrances and the relative significance of the driving components in implementing

BIM, all in their individual request. The information was gathered by ordering the

distinctive sorts of factors, which for this situation considered 19 of those factors,

into two classifications delegated as External Push and Inte rnal Push. Discoveries of

the investigation featured conceivable variables to the obstacle or the drive of the

application of BIM. Early investigation is proposed to dispose of conflicting

elements, for example, the ignorance of the presence of BIM or its capacity. Comfort

inspecting technique was utilized in spite of the fact that this approach has its

potential for inclination. However, in the wake of considering this is a preparatory

report, accommodation inspecting was viewed as suitable (Frey, Botan, Friedman

and Kreps, 1991). This examination itself demonstrates the conceivable components

influencing the implementation of BIM.

In addition to that, a comparative report "Preliminary building information

modelling adoption model in Malaysia: A strategic information technology

perspective" conducted by Enegbuma, Aliagha and Ali (2014) proposes that the

adoption of BIM has more significance to the interaction of the human viewpoint

with the regularly developing goals of technology and strategic IT. Enegbuma,

Aliagha and Ali (2014) believe that the principal factors that hinder a successful

appropriation rate included individuals, process and technology. The discoveries

were influenced by a few outer components, fundamentally alluding to the

environment where BIM is used. The paper's further discoveries likewise speak to

the intervening impact of the coordinated effort for new BIM entrants.

1.4 Research Questions

This research is expected to ascertain the following topics:

i) What is the implementation of various types (or a certain type) of BIM

Applications within several schools and its impact on the educational

industry?

ii) Why has BIM not been fully utilized and implemented within the students

in schools?

iii) What are the effects of implementing BIM within the students’ daily

learnings?

iv) What is the required skill cap that students must achieve to use BIM

efficiently and how will this affect their adaptation to BIM?

1.5 Research Objectives

In particular, this study aims to achieve the following specific objectives:

i) To study the implementation of various types of BIM Applications and

the primary BIM software, Glodon within several schools and its impact

on the educational industry.

ii) To determine and analyse the effects of implementing BIM within the

students’ daily learnings.

iii) To identify the students’ skill cap levels in the application of BIM and

how do they intend to use these applications in the future

iv) To determine why BIM has not been fully utilized within schools.

1.6 Scope and Limitations

The study is executed under the specific parameter as described in the following:

i) Respondents to the questionnaire survey shall be limited to the views expressed

through any experience in the usage of BIM that they have gained within their years

of studying in college. Graduates that have been under employment over 1 year shall

be exempted. To fully show their adaptation skills as employees despite knowledge

of BIM prior to graduating and how have they adapted.

ii) These college or university institutions shall be registered within a range of area

as classified within the compounds of Kuala Lumpur, Malaysia. The research shall

include undergraduates, post graduates and graduates from the education

backgrounds that will potentially lead to future prospects within the construction

industry.

iii) Limitations envisaged are the difficulties to generate effective responses and low

response rate within the few months period of questionnaires survey distribution. To

enhance the efficiency and reliability of the study, direct interview methodology is

expected to be performed, targeted the students who have been in the education

industry within their line of choice for more than one year. Most of the

undergraduates who have lesser than one year of college experience are considered

freshmen and will probably not have the skill cap to adapt to BIM.

1.7 Importance of Research Findings

It is denoted that the world will eventually encounter the need to implement

BIM into the construction process which permits growth in effectiveness in each part

of the construction industry. The implementation of BIM inside the prime era of

undergraduates, postgraduates and graduates, preceding the employment phase can

help build up the graduates' capabilities of using BIM effectively. Therefore, there is

a need to consider the conceivable advantages from the implementation of BIM in

the education industry.

1.8 Research Design

Table 2: Research Design of Proposal

OBJECTIVE

TYPES OF DATA

SOURCES OF

DATA

METHOD OF

COLLECTION

i) To identify the

implementation of

various types (or a

certain type) of BIM

Applications within

several schools and

its impact on the

educational industry.

- Types of BIM

Softwares

implemented.

- Different schools

involved in using

BIM.

- Articles

- Books

- Conference papers

- Databases

- Dissertations

- Journals

- Online Resources

- Reports

Primary Data

- Questionnaires

- Pilot Interviews

Secondary Data

- Document analysis

- Reading

ii) To determine and

analyse the effects of

implementing BIM

within the students’

daily learnings.

- Possible negative

or positive effects

upon

implementation of

BIM on students.

- Perspective rate of

adoption students

and lecturers

involved.

- Articles

- Books

- Conference papers

- Databases

- Dissertations

- Journals

- Online Resources

- Reports

Primary Data

- Questionnaires

- Pilot Interviews

Secondary Data

- Document analysis

- Reading

1.8 Research Design (Cont’d)

OBJECTIVE

TYPES OF DATA

SOURCES OF DATA

METHOD OF

COLLECTION

iii) To identify the

students’ skill cap

levels in the

application of BIM

and how do they

intend to use these

applications in the

future.

- Expected level

information

needed to excel in

BIM usage

compared to the

average level.

- Different types of

BIM applications

and which serves

to be the most

user-friendly.

- Articles

- Books

- Conference papers

- Databases

- Dissertations

- Journals

- Online Resources

- Reports

Primary Data

- Questionnaires

- Pilot Interviews

Secondary Data

- Document analysis

- Reading

iv) To determine

why BIM has not

been fully utilized

within schools.

- Possible factors to

why BIM is not

fully implemented

for the sake of

students

development.

- New and outdated

software that play

their roles of

factor.

- Articles

- Books

- Conference papers

- Databases

- Dissertations

- Journals

- Online Resources

- Reports

Primary Data

- Questionnaires

- Pilot Interviews

Secondary Data

- Document analysis

- Reading

1.9 Chapter Organizations

This thesis is comprising of five (5) chapters and organized in the following order:

Chapter 1 presents an introduction to the research, which highlights the background,

need of study, statement of research problems, research questions, research

objectives, scope and limitation, research design, structure of thesis and research

program.

Chapter 2 is dedicated to the literature reviews associated to the research, which

apply the previous relevant research findings as support and basis of an academic

context of the study. The chapter provided insights into the implementation of

container construction with the criteria, constrains and advantages underpinning in

this construction method.

Chapter 3 shows the methodological aspects of the study, which outline selected

research design, data resources, procedures utilized in the study, data gathering

method employed and lastly analytical techniques of data collection.

Chapter 4 discussed the analysis of data collected from the questionnaire. Based on

the formulated research objectives, it reports the results of the survey in relation to

congruence with or divergence from related literature. The analysed data

accompanied with charts and tables to indicate the level of satisfactory.

Chapter 5 noted as the last chapter which summarizes the research findings with a

concrete conclusion with the recommendations for further studies.

1.10 Research Programme

Table 3: Programme Chart for Semester 5

1 2 3 4 5 6 7 8 S/B 9 10 11 12 13 14

Identification of Area

of Interest

Approval of Research

Title

Identification of

Research Objective

Submission of

Research Proposal

Submission of

Literature Review

WeekActivity

Table 4: Programme Chart for Semester 6

1 2 3 4 5 6 7 8 S/B 9 10 11 12 13 14

Finalization of

Theoritical Framework

Submission of

Research Methodology

Preparation of

Questionnaire

Distribution of

Questionnaire

Data Collection

and Analysis

Conclusion and

Recommendation

Final Submission of

Dissertation

WeekActivity

Completed Outstanding In Progress

CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

This chapter aims to provide the review of literature that has been previously carried

out by other scholars. It will start off by providing an overview of the Graduate Quantity

Surveyor (QS), the Quantity Surveying Education in Malaysia and its recent implementation

of BIM software within the education industry. In this chapter, the relevant objectives, as

stated in the previous chapter are the factors that either hinder or catalyse the growth of the

implementation of BIM Software within colleges or educational institutions. Finally yet

importantly, this chapter shall provide remedies to address the lack of awareness among

students about implementing BIM professionalism before being exposed to the working

environment. Therefore, based on the previous studies proffered by past researchers, it is

possible to discover related findings, which shall serve as theories for the subsequent chapters.

2.2 Definition of BIM

As per the WSP Online (2013), it is the process of designing a building

collaboratively by utilizing one coherent system of computer models rather than as a set of

drawings. BIM is converged between technology and an arrangement of work forms that

enable the entities to synergize their workforce, resulting in the better effectiveness of the

work process. There are several types of BIM software that coincides with the improvement

of the construction and the education industry, such as the most trending one, Glodon, Cost X,

Atlespro and so forth. BIM all alone can possess entirely different definitions yet there exists

a widespread acceptance that it can't solely exist without the incorporation of either

technology or the set of work processes.

Implementation of BIM within Malaysia was officially presented by the Director of

Public Works Department (PWD) in the year 2007. The Malaysian government on its own

well-being deals with to encourage construction players to apply BIM to construction projects

since it can overcome typical construction project issues, for example, deferral and conflicts

in design by different professionals and construction cost overrun.

In summary, BIM is an enormous platform on its own that enables users to acquire a

better grasp of the insights and details about the project that they are attending to. At the

technical core of BIM is the software that enables proficient 3D mode lling and information

management. Extensive utilization of the software eventually leads to a complete

comprehension of the technical core. It additionally goes about as a sociotechnical framework

where it is delegated a blend of both man-made technology and the social and institutional

results of its implementation in the society. BIM is a 'system' because it could be depicted as

a unified element comprising of many interacting parts, some physical, others not. It is

'sociotechnical' on the grounds that it has social segments, complementing the technical core.

2.3 Implementation of BIM in Malaysia

In the year 2007, the Director of the Public Works Department (PWD) introduced the

implementation of BIM into Malaysia. Starting from there, BIM has seen an ascent in its use

within the country. Autodesk tools have been proposed by the government as a principle BIM

tool platform. It is vital for construction players to know about the significance of BIM

application in construction projects. This generally implies that the application of BIM is

being focussed towards the employment industry as opposed to its development under the

education industry.

In this era of modernisation, it has turned into a need for individuals to work

productively where there are major time limitations and delays, particularly within the

construction industry where these circumstances are quite often unavoidable. The

implementation of BIM has prompted numerous breakthroughs of project possibilities. As

shown under the National BIM Report (2016), through the implementation of BIM, 63%

believe that BIM will help with a 33% diminishment in the underlying expense of

construction and whole life cost of built assets, demonstrating that it is a cost-beneficial entity

on its own.

Adam Matthews (2016) states that there are three patterns that focus public sector

minds on investing resources into better approaches for working. Firstly, governments and

public agencies across the world are adjusting to the new norm of inclined pressure on public

spending. This is being catalyzed by full-scale issues such as cost bearing of an ageing

populace, rising social welfare and national debt concerns. These issues are far from unique

as governments around the globe are also confronting similar extreme budgetary imperatives.

However, despite fiscal challenges, governments must build and fund national infrastructure

for the future. Putting framework development on hold devastates future prospects of a region

or a country as inadequate infrastructure limits prospects for growth or inward investment.

Thirdly, to aggravate the general public challenge, expanding regulation and policy

drivers to decrease utilization of natural resources, including non-renewable energy sources,

are creating an intense requirement for public procurers to discover better approaches to

address this three-sided problem; spend carefully, build more, and build to a higher, more

feasible quality standard. The construction sector holds the guarantee of a critical

commitment to these three difficulties. Through these trends, it solidifies the undeniable

certainty that without a proficient option in construction planning, there will be no space for

country development in construction.

Henceforth, this focusses on the employees' ability to complete these ideas by

adjusting to the recently implemented idea of BIM inside Malaysia on its own. The idea

persists as a technique to crystallize the concept of productive development in the

construction sector yet paying little heed to any sort of effort to implement its adaptability,

Olatunji, Sher and Gu (2009) trust that the industry has remained one of the slowest adopters

of innovative technologies in spite of solid evidence of the relationship between investment

in Information Technology (IT) and improved performance.

On a relative note, there is no significant common interest shown between the

employees and the companies on their own. This basically indicates that the employees have

built up a shared fear among each other, and that fear is the over implementation of these

software. They fear that humans will become far inferior in the future and have decided to not

adjust to these applications, in the sore trust that BIM will not assume control over these

employments if there is no adjustment in any case. In spite of the expectation that the take-up

of BIM in the AEC/FM will be moderately slow but inevitable (Goldberg, 2005), there are

some genuine hindrances which should be tended to all together for this adoption to occur.

This begs the question for another underlying clause which may improve this

adaptability, which is to implement it where reception of new information is at its peak; to

implement the full functional use of BIM within students or fresh graduates before or at the

early stages of their working environment. That is why it is important to allow students to

grasp the interest in new learning skills within the area of implementation of BIM. In the end,

if the students are able to portray a common interest in using BIM, then they will be

comfortable in securing jobs as graduates in the future.

The conceivable effects from the implementation of BIM alongside the arrangement

of full comprehension to the students and the lecturers can be satisfying. From the

implementation of BIM in such a case, students will have the capacity to comprehend the

concept of BIM much better with their perk in cutting-edge technology. Their capabilities of

understanding the stage are not hindered by their personal variables, but instead the e xternal

factors, such as lecturers possess insufficient teaching materials for BIM or the lack of

training periods given to the students of this generation. Their ability can serve a productive

protocol when they are in the working stage, where these expec tations are already addressed

without the need of excessive training.

Macdonald and Mills (2011) hypothesize the need to establish BIM education

framework to support the adoption of collaborative design and BIM education by

Architecture, Engineering and Construction (AEC) schools. Furthermore, Macdonald (2012)

built up the Illustration, Manipulation, Application and Collaboration (IMAC) framework to

help lecturers benchmark their curriculum to enhance collaborative design education among

students of the architecture, engineering and construction (AEC) disciplines. The framework

synthesized Bloom et al. (1956) learning taxonomy which classifies learning into cognitive,

affective and psychomotor and Krathwohl et al. (1964) which stretched out the classification

to incorporate changes in interest, attitude and qualities. The framework aims to redevelop

current courses to accommodate BIM competencies for different disciplines.

In Malaysia, there are currently five (5) public universities and 13 private universities

offering the Bachelor Degree of Quantity Surveying program. The following are as shown in

Table 2.1.

Table 2.1: List of Public Universities and Private Universities in Malaysia offering

Bachelor Degree of Quantity Surveying program (Source: BOARD of QUANTITY

SURVEYORS MALAYSIA website)

Category Universities

Public Universities Universiti Sains Malaysia (USM)

University of Malaya (UM)

Univeristi Teknologi MARA (UiTM)

Universiti Teknologi Malaysia (UTM)

International Islamic University of Malaysia (IIUM)

Private Universities Taylor’s University

INTI International University and Colleges

Heriot-Watt University Malaysia

Linton University College

Infrastructure University Kuala Lumpur (IUKL)

University of Reading Malaysia

SEGi University

University Tunku Abdul Rahman (UTAR)

Tunku Abdul Rahman University College

Twintech International University College of Technology

Lagenda Education Group

University College of Technology Sarawak (UCTS)

Imperia Institute of Technology

2.4 Ability to Adapt to New Information within Undergraduates, Post Graduates

and Graduates

Perspectives of knowledge - that is, regardless of whether students see their

capabilities as settled or pliant - influence student performance in the classroom (Dweck,

1986). Any student, who considers knowledge to be fixed, is normally demoralized by

mistakes and experience barriers while learning. A view some hold is that sciences are saved

for the savvy students (Barmby and Defty, 2006); science is an ability that most typical

individuals are unequipped for accomplishing normally. This is illustrative of a settled

mentality, which can keep individuals down. Then again, understudies, who consider

knowledge to be moldable, gain from slip-ups and consider difficulties to be snags to prevail.

All subjects, regardless of the trouble, are an arrangement of aptitudes that should be

refined. Individuals need to expel themselves from the settled outlook that getting the hang of

anything troublesome is a capacity they either have or don't have and start to understand that

with exertion they can refine aptitudes and build up that insight. Thus, students ought to

receive a development mentality of refining aptitudes and building up their insight. Learning

is never completed; difficulties and disappointments need to in the end be grasped. This

investigation was a path for understudies to build up a development mentality, a view that has

been appealed to enhance scholastic execution from a settled view (Blackwell et al., 2007;

Mangels et al., 2006; Birgit, 2001). A development mentality individual trusts that his or her

insight can change, either decidedly or contrarily, contingent upon the exertion and training

(Blazer, 2011).

Students are not all the same, which implies their mentalities, are not all the same.

Jones, Byrd, and Lusk (2009) examined secondary school students' convictions about insight

and found that "students have a scope of convictions about the meaning of knowledge" (p. 3).

Dweck (1999) noticed that students with settled attitudes have a tendency to stay away from

challenges since they need to do well.

Thusly, fixed mindset students avoid activities where they may fail, basically when

completely implementing BIM and its full functions as a sort of new data for students to deal

with. These difficulties that the fixed mindset students stay away from are external forces that

get in students' way when demonstrating what they know. Individuals with fixed mindsets

don't process why they should attempt since they normally don't have the capacity, because it

doesn't propel them or roll out a positive improvement for them, so it is viewed as a futile

activity.

Miele and Molden (2010) found a "propensity for [fixed mindset] theorist to become

less confident as they put more exertion into the assignment" (p. 553). For instance, students

with a fixed mindset more often than not either disregard feedback or resent it to their

knowledge. Since they believe knowledge can't be enhanced, the feedback of insight is seen

as a feedback of the students. This apparent feedback of insight isolates students and

disheartens them from having a go at anything new, driving them to evade more difficulties

after some time. Likewise, other students' success influences the settled personality to make

these students look terrible in their psyche. Other students' prosperity is viewed as either luck,

objectionable actions, or as tarnish to their own success as it achieves resentful things

towards the students. Since the students with fixed mindsets tend to not challenge themselves

and would prefer not to attempt, they cannot achieve their maximum potential and it will end

up more challenging for them to improve because everything they do or try to learn is who

they are.

Despite what might be expected, growth mindsets are met with changed qualities

(Dweck, 1999). These growth mindset students believe that intelligence can be developed

because the brain is a muscle that can be trained over time. This tends to lead these students

towards a desire to move forward. Since they know and feel that they can improve, they grasp

challenges. This new grasp happens in light of the fact that growth mindset students know

they can turn out better on the other side, which raises the confidence of the students. From

this, the ability for students to adjust to BIM and its entire functions may seem practically

unimaginable, yet eventually, students will have the capacity to get a grasp its concept, given

enough endorsement and practice along the process.

2.5 Quantity Surveying Competency

Competency is characterized as a widely inclusive desire of a professional in a

workplace where the application of skills and knowledge to handle new situations and job

scope is required (Golob, 2002; Mohd Derus et al., 2009). These skills over the long haul

prompt to an upper hand in competitiveness (Deist and Winterton, 2005). Stewart (2012)

suggests that the QS profession aligns with present BIM drive, have more research in

quantity take-off IT con Vol. 21 (2016), Ali et al., pg. 143 with BIM and create a new

standard, whilst keeping in mind the compatibility of the software.

Standard measurement difference, for example, Ireland Agreed Rules of Measurement

(ARM), UK New Rules of Measurement (NRM), Malaysian Standard Method of

Measurement of Building Works (SMM) and others, create clashing software needs which

require modifications for each market (Olatunji et al., 2010; Stewart, 2012; Yusuf et al.,

2013). The UK New Rules of Measurement (NRM) is as of late utilized for different phases

of development to be specific:

NRM 1: Order of cost estimating and cost planning for capital building works.

It caters for the quantification of building works used in preparation of

cost estimates and cost plans.

NRM 2: Detailed measurement for building works. It guides the detailed

measurement and description of building works used during a tender

pricing

NRM 3: Order of cost estimating and cost planning for building

maintenance works. This guides quantification and description of

maintenance works used in preparing initial order of cost estimates

during the preparation stages, cost plans during the design

development and preconstruction stages, and detailed, asset-specific

cost plans during the pre-construction phases.

This new procedure of measurement gives a steady approach to deal with cost

management and enhances comprehension of measurement rules by various collaborating

professionals (Lee et al., 2011; RICS, 2012). Wu et al., (2014) opined that for measurement

utilizing BIM, quantities should be exported to link BIM estimating with design tools and

utilize specific BIM measurement tools. Be that as it may, issues of substandard quality of

BIM models, inconsistent level of design information, data exchange and conflicting formats

utilized for estimating still exists.

Current research in Malaysia prescribes the utilization of SMM for preparing BoQ for

M&E services rather than schedule of costs to reduce the risk of value vulnerability and

enhanced client value. Consequently, estimation utilizing BIM requires the filtration of BIM

information to fit in with SMM (Yusuf et al., 2013). Regarding soft skills demanded by

employers of quantity surveyors, Shafie et al. (2014) found that having high levels of critical

thinking, problem-solving and decision-making abilities ranked highest in priority for

employer skill demand. These soft skills are in accordance with that of the Ministry of Higher

Education (MOHE) 2006 (see below):

Communication skills (CS)

Critical thinking and problem-solving skills (CTPS)

Teamwork skills (TS)

Lifelong learning and information management skills (LL)

Entrepreneurship skills (ES)

Ethics and professional moral (EM) and;

Leadership skills (LS)

Mohd-Derus et al. (2009) posited that organizational environment, job demand, and

individual competencies define competency of a QS.

2.5.1 BIM Competencies for Quantity Surveying Students

Stanley and Thurnell (2014) suggest that incompetency and lack of protocols relevant

to foster effective collaboration within the BIM team forms a limiting factor to BIM usage.

Gardner et al. (2014) found similar barriers in BIM competency among graduates in South

Australia where its trait is a close parallel to the competency highlighted by Royal Institution

of Chartered Surveyors (RICS) BIM manager certification which measures BIM initiation,

processes and collaboration and integration including optional competencies of both

commercial and technical abilities (White, 2013). Lewis et al. (2015) further found that BIM

training improve students’ confidence and perception of utilizing BIM in energy simulation

of buildings for improving sustainable designs and construction related courses. Nath et al.

(2015) found that among Singapore construction precasters, workflow comparison of current

and future BIM utilization revealed an increase in overall productivity improvement of

approximately 36% for processing time and 38% for total time.

Accordingly, HDB seeks to leverage the BIM capabilities to improve the construction

productivity through increased support for standardization of precast elements which

eventually leads to error- free generation of shop drawings. Wood et al. (2014) developed a

framework to address the need to comprehend the level of development (LOD) of

construction professionals in the construction industry. The framework extracts materials

information from BIM and subsequently provided an algorithm to fuzzy match BIM objects

with cost data for quantity measurements. Morlhon et al. (2014) developed a critical success

factor model which integrates capability maturity model (CMM) and critical success factors

(CSFs) focusing on BIM impact on project management. The CSFs include business process

re-engineering, standardization, stakeholders influence, education to information

management, technical education and systems selection process.

The implementation of BIM within Quantity Surveying (QS) students allows for

development of certain competencies that may serve as a fulfilment expectation under the

employers’ line of benchmarks. A summary of such competencies for Quantity Surveying

students utilizing BIM is shown in Table 4.

Table 2.2: Summary of BIM Competencies for Quantity Surveying Students

Competency Skill Set Author

Quantity Take-off Ability to utilize BIM for

quantity take-off

Monteiro and Martins

(2013)

Energy Modelling (EM) Building element based

energy simulation

Lewis et al. (2015)

Precast Productivity Shop drawing development

and quantity take off

Nath et al. (2015)

Level of Development

(LOD)

Structural design quantity

take-off

Wood et al. (2014)

Project Management Project monitoring

Morlhon et al. (2014)

Bill of Quantity Developing BoQ for M&E

services

Yusuf et al., 2013

Collaboration Adapting to collaborative

work environments

Gardner et al. (2014)

2.6 Factors Affecting the Implementation of BIM in general

There are many benefits that BIM can offer to the Malaysian construction industry,

especially in enhancing the communication between different parties in construction projects.

BIM is able to streamline and aids clear communication between client, consulta nt and

contractor in construction projects by providing a single respiratory system for exchanging

digital information in one or more agreed format. Khanzode & Fisher (2000) and Azhar et al.

(2008) believe that, this approach can reduce errors associated with inconsistent and

uncoordinated project documents because BIM is capable of carrying information which are

related to the building either its physical or functional characteristics. Despite the numerous

benefits from the utilisation of BIM, factors impeded the pace in implementing BIM in

construction industry have been identified.

On top of cost, compatibility and complexity of the technology are also the factors

that influence the adoption of new technology. Cost is a more subjective issue because it

requires external factors such as regulations imposed by the government or clients. Lederer,

Maupin, Sena and Zhuang (2000) believes that to increase the pace of adoption of new IT,

higher compatibility and more user-friendly technology are the characteristics that the

technology must have because, it is easy for people to accept and use new technology if they

are familiar with it.

The factors that affect the implementation of BIM shall be further discussed in

subcategories in relation with similar studies by other researchers.

2.6.1 Technical and Social Interference

Griffith et al. (1999), O’Brien (2000) and Whyte & Bouchlaghem (2002) believe that,

the failure to implement new information technology (IT) in construction industry happens

because of technical issues rather than social issues such as lack of technical expertise, the

complexity of the system and lack of support system. According to Griffith, Raymond and

Aiman-Smith, the relative invisibility of the implementation of process for new technologies

is a major problem which leads to “The Invisibility Problem” theory. Implementation

includes any process undertaken to institutionalize a new technology as a stable part of an

organisation and follows the adoption decision and is bounded by institutionalization, in

which technology becomes a part of the status quo (Griffith, Raymond & Aiman Smith, 1999,

p 30)

The invisibility of implementation results in the tendency for decision makers to

acquire major new technologies, to overestimate the value of a new technology and the

likelihood of successful implementation. Griffith, Raymond and Aiman-Smith (1999) quote

that from a superficial perspective, the estimated value of a successful implemented

technology may seem easy to establish, and it is almost always not the case. Caterpillar, for

example, took more than two years to get its first larger, flexible manufacturing system to

effectively function and several more years to actually achieve the full realization of the

system’s actual capabilities.

M. Lynne Markus and Robert Benjamin make an even stronger statement based on

their experiences with information technology specialists and consultants involved in

information. Markus and Benjamin note that managers often possess a certain theory

suggested as, the “Magic-Bullet Theory”, when it comes to information technology-enabled

transformation. They have built a gun and the magic-bullet of information associated to this

gun, when fired, cannot do anything but hit its mark. Since the bullet is programmed to

always hit its mark, there is almost no reason to worry about who is going to aim this gun and

fire it.

However, Ruikar et al. and Rojas & Locsin have a more contradicting view where

they believe that people actually play a part as the major barrier to implementing new IT in

the construction industry. Martinko et al. added that, the failure in changing people behaviour

to handle new tools is the most prominent factor of why people are reluctant to adopt new

technology.

A survey done by Khemlani revealed that the primary obstacles in implementing BIM

is the resistance from employees who are reluctant to learn something new and challenges

because of their beliefs and complacency with current status. Lack of initiative and training

(Bernstein and Pittman 2004), the fragmented nature of AEC industry (Johnson and Laepple

2003), varied market readiness across geographies, and reluctance to change existing work

practice (Johnson and Laepple 2003) have been discussed as some of the reasons for slow

adoption of BIM. In an industry where most projects are handled in multi-organizational

teams the lack of clarity on responsibilities, roles and benefits in using the BIM approach is

an important inhibiting factor (Holzer 2007).

Some of the surveys conducted recently (Khemlani 2007b, Howard and Bjork 2008)

suggest that collaboration is still based on exchange of 2D drawings, even though individual

disciplines are working in a 3D environment and the demand for object libraries is growing.

These surveys reveal that a tool preference varies with film size, and there is a greater

demand for technologies supporting distributed collaborative works across all firm sizes.

However, there is a lack of confidence in standards such as IFC (Industry Foundation Class).

This shows that regardless of the existence of the latest technology, users are still incapable

of adopting these technologies through the belief that there is no existential change in human

behaviour that may alter their adoption capabilities.

2.6.2 Organisational Interference

Stephenson, P. & Blaza, S. and Love et al. believe that the factors of the failure in

implementing new technology originates from organisational problems. Most organisations

are reluctant to change their business process because they are afraid that by changing their

business process, it involves expenses and jeopardises their established process because they

cannot accept the underlying ratio uncertainty of loss. Most employees in these organisations

develop the intuition that technology will take over their roles and feel anxiety towards

changes especially when new technology is involved and this happens because not many

managers understand how to manage technological change. As Taylor, J.E., & Levitt, R.

(2007) understand, many organisations believe that implementing BIM will affect their

established business processes because implementing new technology will reshape their

business processes and during this process, productivity will suffer because the transition

process from fragmented to collaborative in nature will put the project outcomes and clients’

expectations at risk.

Love, P.E.D., Li, H. Cheng, E.W.L and Tse, R.Y.C (2001) has concluded from a list

interviews that the organizational barriers that were identified included the following:

• indirect or hidden costs;

• inability to quantify (financially) the impact of e-commerce;

• inappropriate investment appraisal techniques;

• myopic strategic planning;

• lack of employee knowledge;

• lack of an IT infrastructure;

• a reluctance to form collaborative partnerships; and

• a general reluctance to change the way business was undertaken.

Table 2.3: Details of Firms interviewed (Source: Love, P.E.D., Li, H. Cheng, E.W.L

and Tse, R.Y.C, 2001)

It was generally perceived that firms did not want to change as they were not able to

foresee the benefits that e-commerce offered. In fact, none of the 20 businesses interviewed

had begun to embrace business-to-business e-commerce, despite the forthcoming introduction

of electronic tendering for Government projects and the goods and services Tax (GST).

Seventeen firms considered e-commerce to be simply an interactive web page. In fact, when

probed about the idea of sharing information and knowledge using the internet there was

found to be a general consensus that this would jeopardize their competitive advantage.

Figure 2.1: Barriers to adopting e-commerce in construction (Source: Love, P.E.D., Li, H.

Cheng, E.W.L and Tse, R.Y.C, 2001)

From the survey interviews carried out, only one interviewee stated that they would

like to transform their business processes by developing appropriate internal structures,

systems and protocols to take advantage of web-based technologies. While the interviewee

recognized the urgency to employ such technologies, the degree of change that was required

to transform their business was considered to be too dramatic, at least in the short and

medium terms. Essentially, this business like all others was heavily reliant on cash flow and

thus, could not invest in technologies that would not bring about immediate benefits.

In a different perspective, education industries have a similar behaviour to the

construction industry. The employees represent the lecturers and the decision makers would

represent the higher order in the programme of the school to decide whether it is worth

investing into these BIM software. There exist these similar barriers that most educational

institutions may encounter, thus allowing only a small fraction of the fulfilment for study of

BIM among their students.

2.6.3 Lack of Knowledge and Skill

Knowledge is practically a component that every living being needs to process in

order to make progress in any activity they are committed in. Stewart and Mohamed (2003)

explain that effective IT implementation in construction is essential to improve prod uctivity.

A study by Love et al. (1996) identified problems and barriers to the implementation of IT.

The most significant problems were the lack of system knowledge, with 68% of contractors

interviewed perceiving this as a problem area, and lack of training associated with the

implementation, with 62% identifying this as a problem.

The lack of knowledge and ignorance of the potential benefits of IT applications was

found to extend to contractor’s existing systems, with more than 50% of contractors unaware

of the capabilities of their existing highly specialised software. Often, tasks that could be

handled by existing systems were externally contracted, as the organization was unaware that

their system was capable of the task. The lack of knowledge was also identified as one of the

main reasons why management had little interest in a commitment to the Internet, e-mail and

advanced applications such as knowledge-based expert systems and simulation.

Laage-Hellman and Gadde (1996) examined the barriers to the implementation of

Electronic Data Interchange (EDI) in the Swedish construction industry. They undertook a

case study with Swedish materials suppliers and discovered four (4) barriers to effective

implementation of EDI. Two the more relevant barriers included:

i) Technical barriers at the industry level

- Small and medium sized contractors do not have suitable

applications to allow standardised transmission solutions to

become commonplace. On the supplier side, most companies lack

suitable order, inventory and invoicing systems.

ii) Technical barriers at the company level

- The lack of IT competence, especially among the personnel on

construction sites, has turned out to be an important problem, which slows

down the spread of EDI within the company.

Lack of knowledge about BIM could contribute to the resistance in implement ing

BIM because in the construction industry it involves various parties. Without significant

knowledge about BIM, each party is reluctant to use BIM because they believe that new

technology such as BIM technology is difficult to learn and could increase the operating cost.

The lack of knowledge about BIM in terms of benefit to the operation and

maintenance phase in the project’s life cycle has a significant role on why clients, consultants,

contractors and others parties that are involved in construction projects are reluctant to use

BIM in their construction projects. In addition, lack of measurable data to measure the

benefits and return from the investments in information technologies also plays a major role

to their reluctance.

In relation to the education industry, lecturers or teaching subordinates need to

acquire this knowledge in order to teach the use of BIM to students. Students on the other

hand, with the lack of proper training and guidance, can prove a severe hold back on their

ability to fully understand BIM. Due to the existence of a probability of belittling knowledge

about BIM, most schools or institutions see the solution of implementation as a hassle instead.

Table 2.4 illustrates the relative importance indices and the rank for factors that hinder

the implementation of BIM in the Malaysian construction industry by all respondents. From

Table 2.4, the top five most important factors that hinder the implementation of BIM are (1)

Lack of knowledge about BIM (RII = 0.950), (2) Clients do no t request/enforce BIM (RII =

0.950), (3) Reluctance from clients, contractors or consultants to implement BIM (RII =

0.875), (4) BIM is not required by other team members (RII = 0.838) and (5) Lack of data of

Return on Investment of BIM (RII = 0.833).

Table 2.4: Rank for Factors of Barriers (Source: Zahrizan, Nasly, Ahmad, Marshall-Pointing & Zuhairi, 2013)

2.6.4

Driving Factors in Implementing Building Information Modelling (BIM)

Table 2.5 shows a summary of the relative importance indices and the rank of the

variables that could increase the pace of implementing BIM identified by the respondents.

Table 2.5 also shows the relative importance indices of the categories that could increase the

pace of implementing BIM. From here, it can be found that the top ten most important factors

that could increase the pace of implementing BIM are:

1) Support and enforcement in the implementation of BIM by the government (RII =

0.950)

2) BIM training program (RII = 0.950)

3) Leadership of senior management (RII = 0.925)

4) Provide a grant scheme for training BIM (RII = 0.905)

5) Promotion and awareness road show about BIM (RII = 0.892)

6) Collaboration with universities (Research collaboration and curriculum design for

students) (RII = 0.879)

7) Incentive given by client such as tax reduction (RII = 0.842)

8) Outsourcing BIM specialist (RII = 0.842)

9) Technical support (RII = 0.800)

10) Clients demand the application of BIM in their project (RII = 0.792)

According to the study of the table, Zahrizan, Nasly, Ahmad, Marshall-Pointing &

Zuhairi (2013) conclude that, from the different categories of the factors that could increase

the pace of implementation of BIM in the Malaysian construction industry, the respondents

generally agreed that External Push (RII = 0.805) has a more significant role to speed up the

pace of implementation of BIM compared to the Internal Push (RII = 0.755). The most

important factors that could be the driving factors in implementing BIM in the Malaysian

construction industry are:

1) Support and enforcement in the implementation of BIM by the

Government and;

2) BIM training program where both scored RII = 0.950.

The respondents also possess a mutual belief that local universities could play a major

role in promoting BIM by providing curriculums or courses related to BIM, for example. This

is why collaboration with universities (Research collaboration and curriculum designed for

students) is one of the important factors that could increase the pace of implementing BIM

with an RII score of 0.879. Having a specific curriculum or course related to BIM could

portray an idea of what BIM is in the early stage and can efficiently produce students who are

ready with 3D parametric model. As we know, BIM technology in Malaysia is really new,

therefore there are many opportunities for university researchers to conduct research related

to BIM and they could collaborate with the industry to identifying the needs and the area for

exploration.

Table 2.5: Rank for Driving Factors (Source: Zahrizan, Nasly, Ahmad, Marshall-Pointing & Zuhairi, 2013)

Conclusively speaking, there are many hindering factors that slow the pace of

implementation of the BIM platform within the construction industry, let alone applying the

concept within the educational industry. However, to complement these hindrances, the

driving factors of implementation far exceed them and can allow for a smooth

implementation of BIM within the boundaries of the education industry.

2.7 Remedies to address the hindering factors of BIM Implementation

As referred to an article by Neeley (2008) BIM may very well be the most important

event that has ever occurred in AEC/FM (architectural, engineering, construction, and facility

management) and BPM (building project manufacturing) professions. He, similarly as Egan,

insists that these professions has been lagging significantly in automation and increasing

efficiency. Sir Egan (1998, p. 18) lays special emphasis on the improvement of the process

through which industry delivers the product to its clients. He argues that commonly known

assumption that every project in construction is unique is not true. He also emphasised (1998,

p. 18) that the process of construction is in many cases repeated in its basis from one project

to another Egan often holds manufacturing up as an example of successful performance

enhancement.

Neeley (2008) reveals that AEC/FM and BPM represent the world’s largest industry,

comparably larger than automotive, aerospace and oil. Hence every saving in respect to time

and resources make a substantial difference. Therefore, concept of BIM soon started to be

perceived as a possible panacea for all the bottlenecks earlier recognized by Egan.

There are several strategies to minimise, if not resolve, the factors that hinder the

development of BIM within the educational industry.

2.7.1 Idea of Change

The idea of change has always been and will remain as difficult. As can be expected,

organisations will change only if individuals themselves are willing to change, because

people are “instinctively programmed” to resist any change that goes against their natural

belief. Black and Gregersen (2002) argue that to fundamentally adapt within any organisation,

one must first attempt to change the individual beliefs, attitudes and values within the

organisation before the organisation as a whole can benefit from the change.

To take away the “Magic Bullet theory”, users will start to realize that no matter how

efficient the gun or the bullet is programmed, it requires personal skill to actually implement

an idea of realization that nothing is self-automated without the human capability of

manipulating that idea. Abolishing this idea entirely may not solve the problem, but it will

prove as a step closer to understanding the method of grasping the concept of BIM.

2.7.2 Process Change

The primary impact of implementing BIM is the shift in which the work effort occurs

in the process. In her recent book, Epstein (2012) provides an example of architects

demonstrating the redistribution of the work and billing in project phases. Traditionally,

schematic designs (SD) accounted for 15% of the work, design development (DD) being 30%,

and construction documentations (CD), which comprised specifications, 50%, and bidding

5%. With the introduction of BIM, these statistics are now revolving around an entirely

different scale of ratios. The SD phase now accounts for 30% of work time which reflects the

creation of the 3D virtual model. DD stage is approaching 40% and CD is reduced to some

25% of the work.

Contrary to belief, the increased accuracy of information derived from the model enable more

accurate bids with tighter margins, hence being more competitive.

2.7.3 Culture and Environment

Arto Kiviniemi (2013) emphasized some factors inhibiting the change in

implementation of BIM, indicating that there are several reasons including “siloed approach”

and firm hierarchical relationships. In brief, Investopedia defines the silo mentality as an

attitude found in some organizations when individuals or groups are not willing to share

information or knowledge with other individuals. Equally it is the factor of reducing

efficiency and contribution to the failing culture. This goes the same to the educational

industry on its own, where if the students are not willing to share their ability to cope or

understand the BIM platform, the efficiency rate of implementation slowly hinders away.

Vickers (1999) reveals that there are negative effects associated with trans ition to new

technology such as BIM, comprising of stress and fear in both young and old employees

having to learn demanding automated processes as well as loss of confidence associated with

their ability or incapability to succeed. In general, it needs to be pointed out that construction

is not exactly the sector attracting the brightest minds and the majority of on-site operatives

are not or low-qualified personnel. As such, the construction industry is unattractive to

trained and talented employees, because its learning environment is not competitive.

The intended industry of BIM implementation must become a learning environment,

providing knowledge and lifelong learning. Investing in changing the mind scope of

believing that this sort of knowledge can be acquired in a later stage of the working phase can

allow the growth of a new ideal, where students are allowed to freely understand what BIM

and its functions are entirely about without being subjected to mannerism of a cultural norm

that hinders the growth of any development.

2.7.4 Barriers of Change

In an ideal world a successful industry would embrace new technology which

facilitates efficiency and simplicity of work as soon as it emerges. In reality however, an

industry remains reluctant due to the number of reasons. Firstly, executives or directors

believe that investing in new technology is more of a cost factor rather than a value provider.

There lies the “Invisible Problem” theory, where the initial value of the technology is either

underestimated or overestimated. At the end of the day, the one that so rightfully profits is

entitled to the director or the executive on their own. However, failing to see that the

efficiency factor that BIM brings for students can have major consequences, as this limits the

ability for the educational institution to develop into a much more efficient entity.

Secondly, managers and operatives usually do not care about the potential of new

technology since they are satisfied with the way they work. These boundless possibilities

become stored and undeveloped due to initial satisfaction of the new technology acquired.

There is no visionary upkeep from the managers, to see that this sort of technology can be

upgraded further, mainly for the students’ initiative in adopting BIM.

Thirdly, stakeholders may not drive the change eagerly enough. The ability to make a

decision can be a powerful thing, but being subjected to a certain point of view where change

is not needed, devastates the whole point of making a decision. To resolve this, these barriers

must be abolished to allow for a change in mind set and norm.

2.8 Summary

In a nutshell, this chapter reviews that the studies of other scholars has enhanced a

better understanding on the objectives of this study, which includes factors affecting the

implementation of BIM within the educational industry. Thus, this shall aid to derive the

appropriate research methods for the following chapters.

Findings for first objective

The first objective is to identify the implementation of various types (or a certain

type) of BIM Applications within several schools and its impact on the educational industry.

Based on the literature review there are different types of BIM platforms for students to

endorse themselves in, where the allowance of such implementation and understanding can

lead to

Findings for second objective

The second objective of this study is to determine and analyse the effects of

implementing BIM within the students’ daily learnings compared to the cause from the first

objective. The development of the students pushes their limit to greater heights, expanding

their knowledge before heading out into the working environment. The ability to achieve

before most, allows for efficient work flow as well as cost benefits. Their cognitive mind set

are unequal, being subjected to either being naturally smart or not determines who will

succeed and who will fail. Other than their development in skill which they will eventually

acquire with enough guidance, students will also learn to settle their differences among one

another.

Findings for third objective

The third objective is to identify the students’ skill cap levels in the application of

BIM and how do they intend to use these applications in the future. Outcomes for the

literature review show the competency requirements to fully utilize BIM and what are the sets

of skills needed to achieve before being sent out into the working phase.

Findings for fourth objective

The final objective is to determine why BIM has not been fully utilized within schools.

This objective alone consolidates with the hindrance and driving factors of implementation of

BIM. Outcomes for the literature review show that technical and social interference,

organisational interference and lack of knowledge or skills are the major factors of hindering

the implementation of BIM. Although financial barriers seem like a likely clause, it is too

subjective to be included as a statistical evidence of hindering the implementation of BIM.

The resulting literature review also shows that support and enforcement in the

implementation of BIM by the government, BIM training programs, leadership of senior

management, provision a grant scheme for training, promotion and awareness road of BIM,

collaboration with universities (Research collaboration and curriculum design for students),

incentives given by client, outsourcing BIM specialists, Technical support as well as clients’

demand for BIM application in their projects are major driving factors that promote the

development of BIM.

CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

This chapter aims to provide a review of the methodology adopted in answering the

objectives of this research. The objectives comprise of identifying study the implementation

of BIM and its impact on the prospects of graduates, followed by its effects of its

implementation on the students along with the identification of the students’ skill cap level at

adaptation. This section will further elaborate on the methods and materials that will be used

in data collection and data analysis for this research. Hence, a comprehensive research

process, research design, research framework, research technique, research sample and

method of data analysis will be presented in this chapter.

3.2 Research Process

Figure 3.1 illustrates the research process flowchart that has been carried out

throughout the whole research, from the process of conception to completion in order to

achieve the objectives of the study. (To include the designed process flow)

Figure 3.1: Research Process Flowchart

1 • Identify the area of study of interests

2 • Identify issues, problems and scope of study

3 • Approval of research topic, research objectives and research questions

4 • Write a research proposal

5 • Develop theoretical framework through literature

6 • Develop research design and research technique

7 • Conduct pilot survey questionnaire

8 • Distribute survey questionnaires to sampling frame

9 • Collect the data from survey questionnaires

10 • Analyse data collected, interpret and discuss findings

11 • Write conclusion to summarise the findings and provide future recommendations

12 • Submit final dissertation

13 • Dispatch summary of key findings to interested respondents

As shown in Figure 3.1, the research process consists of multiple steps before the

outcome is achieved. It started off by looking for a topic of interests relating to the migration

of professionals. Along with the reviewing of literatures such as journals and newspaper

articles regarding the selected topic, an in-depth understanding regarding the current issues

began to fall in place. Hence, the research problems are identified in conjunction with the

research objectives as described:

Before proceeding further, the research title, research issues, research questions and

research objectives that have been predetermined is reviewed by the supervisor. The process

continues with the preparation of research proposal which comprises of the introduction

section of the dissertation. Later, reviews on past researchers’ work are conducted according

to the research objectives whereby this provides the theoretical background of the study

which enables integration of findings to existing literature gaps.

Research design and research technique provide a clear path on how the study will be

conducted and key strategies to be undertaken during data collection. The information

collected from the secondary data is incorporated into the questionnaire to be tested.

Modifications on questionnaire survey are made based on the recommendations provided.

The questionnaire survey is distributed via the social platform or emailing to the targeted

audience. The data collected is analysed using quantitative analysis method, followed b y an

interpretation of the findings on the issue through graphics such as pie charts, graphs and

tables. Significant findings will be summarised, providing a solid conclusion for the research.

The key findings of this research will be dispatched to interested respondents. Last but not

least, a future recommendation is also included to intensify further study on this topic which

is affecting Malaysia as a developing country.

3.3 Research Design

Table 3.1 represents the research design that aims to outline the necessary procedures

and logistical arrangements for the study and summarise the quality of procedures to ensure

the validity, objectivity and accuracy (Kumar, 2011) in answering the four objectives

aforementioned.

Table 3.1: Research Design

OBJECTIVE TYPES OF DATA SOURCES OF

DATA

METHOD OF

COLLECTION

i) To identify the

implementation of

various types (or a

certain type) of BIM

Applications within

several schools and its

impact on the

educational industry.

- Types of BIM

Softwares

implemented.

- Different schools

involved in using

BIM.

- Articles

- Books

- Conference papers

- Databases

- Dissertations

- Journals

- Online Resources

- Reports

Primary Data

- Questionnaires

- Pilot Interviews

Secondary Data

- Document analysis

- Reading

ii) To determine and

analyse the effects of

implementing BIM

within the students’

daily learnings.

- Possible negative or

positive effects upon

implementation of

BIM on students.

- Perspective rate of

adoption students

and lecturers

involved.

- Articles

- Books

- Conference papers

- Databases

- Dissertations

- Journals

- Online Resources

- Reports

Primary Data

- Questionnaires

- Pilot Interviews

Secondary Data

- Document analysis

- Reading

3.4 Research Framework

Figure 3.2 illustrates a research framework for this study. This model presents a

comprehensive perspective of the ‘External’ and ‘Internal’ push factors that affect the

implementation of BIM in the education industry and the solutions to readdress this issue

which is classified as the independent variables. Furthermore, the risk level associated with

the ‘External’ and ‘Internal’ push factors is the dependent variable for this research, deriving

from the ‘External’ and ‘Internal’ push factors affecting the implementation of BIM in the

education industry.

3.5 Research Techniques

Quantitative research approach is the only research technique that has been adopted

for the collection of data.

3.5.1 Quantitative Research

Quantitative research is a survey method that represents data collected numerically or

in terms of quantitative description from the respondents by reviewing a sample of that

particular population (Creswell, 2014). Kumar (2011), states that quantitative research can be

used to quantify a variation, which is the purpose of adoption of this method. Not only that, it

is a faster approach as compared to qualitative research data collection method as

complemented by O’Dwyer and Bermauer (2014) whereby data can either be interpreted in a

simple manner using percentages, averages or other complex methods which requires a

statistical test or mathematical models.

3.5.2 Data Collection Method

Descriptive survey method has been acquired to review the factors affecting the

implementation of BIM in the education industry in terms of ‘External’ and ‘Internal’ push

factors, risk levels associated with the similar ‘External’ and ‘Internal’ push facto rs causing

the increase or decrease in implementing BIM within the education industry and practical

solutions that should be implemented to address this brain drain issue affecting QS graduates

in order to attain the objectives of this study. Primary data is the data collected personally. In

this research, the main instrument used to collect primary data is self-completion

questionnaire. Questionnaire surveys is an effective tool to gather primary data from

respondents spreading over a wide geographical area, in which the data will be collected and

tabulated accordingly for data analysis (Ing & Jackson, 2008). Bryman (2004) also mentioned

that it is a more convenient tool for targeted respondents in terms of flexibility and speed to

complete the survey.

On the contrary, a self-completion questionnaire has its own drawback as well such as

low response rates and consequent biases as highlighted by Oppenheim (1992). In order to

overcome its weaknesses, reasonable steps are undertaken to mitigate the issue b y regularly

providing reminders to follow up with the respondents. In addition, self-completion

questionnaire limits the respondents to clarify issues which may, in turn, affect the quality of

the results. In relation to this limitation, clear-cut descriptions are provided in each section for

better understanding and respondents are able to enquire any uncertainty in relation to the

context via the email provided.

3.5.3 Design of Questionnaire

Survey questionnaire is a research instrument that is cons tructed in a fixed sequence

with similar questions that functions to assist in the data collection (Zikmund et. al., 2010).

Moreover, the questionnaire comprises of both open-ended and closed questions which grants

respondents the freedom of speech while attempting openended questions. Thus, eliminates

the biasness of this research likewise providing in-depth information for the researcher,

instead of answering based on the responses provided (Kumar, 2011). The questionnaire is

designed using two different tools that are Microsoft Words and Google Forms. However,

questionnaires in the form of Google Forms are only distributed via social platforms and

email to ease the targeted respondents to complete them and environmentally friendly

alternative to do so.

Basically, the questionnaire for this research is categorised into four sections as shown:-

i) Section A: Demographic Profile

This section aims to identify the demographic background of the targeted respondents

based on gender, which stage they are currently in within Taylor’s University, working

experiences as well as adaptation and comfort in using BIM in their respective stages. This

section also comprises of an open-ended question to justify the possible reasons why certain

factors affect their comfortability and adaptation in using BIM.

ii) Section B: Factors affecting implementation of BIM within the education industry

In this section, respondents are required to rate on their agreement on the factors

affecting the implementation of BIM within the education industry based on the Likert scale

of ordinal measures as shown in Table 3.2. The factors given are classified into ‘External’

and ‘Internal’ push factors. At the end of the section, an open-ended question is incorporated

to allow respondents to provide their opinion on other factors that should be considered that

is affecting the implementation of BIM within the education industry.

iii) Section C(I): Level of Frequency of Factors

Section C intends to obtain the perception of the respondents on the occurrence of

each factor as stated in Section B. It is compulsory for respondents to rate the level of

frequency of each factor using the Five-point Likert scale as shown in Table 3.3. Likewise,

respondents are able to propose their viewpoints on an alternative factor that happens

frequently which need to be considered in the open-ended question that is integrated.

iv) Section C(II): Level of Impact of Factors

Meanwhile, section C(II) aims to gather the views from respondents on the level of

impact on the similar factors by using the Likert scale as illustrated in Table 3.4. This section

also enables respondents to express their suggestion on different possible factors that have a

severe impact on the implementation of BIM within the education industry.

v) Section D: Practical Solutions to readdress the lack of implementation of BIM

within the education industry

The final section displays several practical solutions to readdress this issue for

respondents to rate on their level of agreement on the solutions provided. A similar approach,

Likert scale will also be used as shown in Table 3.2. Similarly, respondents will have the

opportunity to provide various solutions which are perceived to be appropriate to address

drawbacks that may be hindering the implementation of BIM within the education industry.

3.6 Method of Sampling

3.6.1 Sampling

As identified by Kumar (2011), sampling is a process of choosing a group of sample

from a larger population. This sample shall then serve as a basis for to generalise the outcome

as a whole. It is vital to select a suitable sampling method to conduct the research in order to

maximise the accuracy of the prediction within the sampling size. There is a variety of

sampling strategies which has been subdivided by Kumar (2011) into random sampling, non-

random sampling and mixed sampling as shown in Figure 3.2.

INSERT CHART HEREEEEE

In this research, random sampling has been utilised to obtain the relevant data from

the population. Salkind (2012) also revealed that random sampling distributes any possible

bias among the population which is ideally the choice for selection. Out of the techniques

available for random sampling, stratified random sampling will be carried out whereby the

sample will be randomly selected based on three out of the 19 universities that offer QS

degree courses in Malaysia and only focusing on the University faculties located within the

Kuala Lumpur district. Semester 1 students and Graduates of more than 1 year from their

graduation are excluded as their experience are deemed to be inadequate or adapted as stated

respectively.

3.6.2 Target Population and Sampling Frame

Figure 3.4 shows the scope of this research shall be limited to viewpoints of who are

currently studying in University institutions within the Kuala Lumpur district; those who are

in their first semesters or have graduated for more than one year will be exempted. The

Quantity Surveying course is highly sort after within the districts of Kuala Lumpur as it is

considered as the city centre of Malaysia. The sampling frame only involves those who are

still studying within the 19 universities in Malaysia (Higher Education Advisor, 2017). Based

on Table 3.5, three out of the top 19 universities in Malaysia which are highlighted below are

offering QS Bachelor’s Degree courses.

INSERT TABLE OF UNIVERSITIES afterschool

3.6.3 Research Sampling Size

The formula generated by Krejcie & Morgan (1970) is adopted for this study in order

to establish the minimum number of respondents needed for the questionnaire survey. The

formula is as shown below: -

Where,

S = required sample size

X2 = the table value of chi-square for 1 degree of freedom at the desired confidence level

(3.841)

N = the population size

P = the population proportion (assumed to be .50 since this would provide the

maximum sample size).

d = the degree of accuracy expressed as a proportion (0.05)

________________________________________________

Calculation of sample size is as follows: -

S = 3.841 x 2900 x 0.5 x ( 1 – 0.5 )

[ ( 0.05 )2 x ( 2900 – 1 ) ] + [ 3.841 x 0.5 ( 1 – 0.5 ) ]

S = 2784.725 / 8.20775

S = 339.280

S = 340 respondents

Based on the total population of 2900 targeted students studying in University

institutions within the Kuala Lumpur district, a total sample size of 340 samples is req uired to

act as a baseline figure for the questionnaire survey.

3.7 Data Analysis Method

Having collected the data from the questionnaire survey, data that are incomplete and

inconsistent are filtered before the analysis of data takes place. Content analysis and multi-

attribute methods were both used to analyse the data obtained from the questionnaire surveys.

3.7.1 Content Analysis Method

Content analysis method was adopted to sort out the content by using statements to deliver a

system of groupings as claimed by Flick (2011).

3.7.2 Multi-Attribute Method

The followings are the multi-attribute approaches applied in this study: -

i) Descriptive Statistics

According to Fisher and Marshall (2009), descriptive statistics represents the simplest

statistical analysis while summarising the findings. This analysis will be used to interpret the

data from Section A using percentages (%). The formula illustrates the method of percentage

calculation by David and Carole (2011).

Where,

P = Percentage (%)

F = Frequency

N = Total number of respondents

ii) Relative Agreement Index (RAI)

All the data in Section B and D of the questionnaire will be further analysed using

relative importance index. This method is used to derive the significance of each factor

affecting QS graduates to work abroad, based on the five-point Likert scale. The formula is as

shown.

Where,

W = Weighting stated by the respondents and ranging from 1 to 5

A = The highest weight ( i.e 5 in this case )

N = Total number of respondents

iii) Ranking Method

Ranking method is used to identify the ranking of both external and internal factors

which will be carried out in this study. The factors are given rankings to determine their

position based on the findings to allow ease of understanding.

iv) Impact-Frequency Mapping

This method will be used to analyse the data from Section C(I) and C(II). This

analysis requires two dimensions which are mean impact level rating (MR) and the frequency

index which will enable the data to be visualised based on the risk levels of each factor

affecting the implementation of BIM in the Malaysian education industry.

On the vertical axis, the impact levels were established based on a scale 1- 5 whereas

for the horizontal axis the frequency index is plotted on a scale of 0 - 100 percent. The axis of

the mapping is sub-divided into four bands to further distinguish the factors associated with

risk bands.

The calculations for Mean Rating of the impact and frequency index based on the

external and internal factors are as shown in the formula provided. \

a) Mean Rating (MR)

Where,

MRj = Mean Rating for Attribute j

Rpjk = Rating Point k (ranging from 1 to 5)

%Rjk = Percentage response to the rating point k, for attribute j

b) Frequency Percentage (FP)

Where,

a = Rating given to each response ranging from 1 to 5

n = Frequency of Response

N = Total number of respondents

3.8 Summary of Research Methodology

This chapter describes all applicable methods and implements used for the data

collection and analysis, commencing from the research process and research design. In

addition, a research framework which provides a comprehensive perspective on the study is

established based on the four objectives. The research technique utilised is a questionnaire

survey. It is designed with both open-ended and closed questions, structured according to the

variables derived from the literature review. The population of the targeted respondents are

Quantity Surveying students currently studying in or have graduated from the 3 out of the 19

listed universities that offer Quantity Surveying degree courses in Malaysia as previously

stated earlier and only focusing on those currently studying within the districts of Kuala

Lumpur, which amounts to 2,900. These questionnaires are distributed via social platform

and email. Likewise, a minimum of 340 usable responses must be collected from the

sampling frame to ensure the validity and accuracy of the results. Fortunately, 428 sets were

received. Last but not least, this chapter is enclosed with proposed data analysis method

comprising of both content analysis and multi-attribute analysis method which are relative

importance index, overall suitability score and impact-frequency mapping. These data

findings will be further presented, discussed and analysed in Chapter 4.

CHAPTER 4

DATA ANALYSIS

4.1 Introduction

This chapter is a presentation section where all the relevant data collected through

questionnaire surveys from the targeted population is analysed using the research techniques

as discussed in the previous chapter. Besides analytical texts, the findings are also supported

by the application of visual aid tools such as tables and pie charts to easily convey the results.

Prior to the analysis of the data, response rates shall first be verified. The data analysis is

divided into four sub-sections which include respondents’ demographical profile, respondents’

perception on the agreement of the internal and external factors affecting the implementation

of BIM software within the Malaysian education industry, followed by, the risk levels based

on the impact and frequency levels as perceived by the respondents and respondents’

agreement on the practical solutions to address the hindering factors affecting the

implementation of BIM software within the Malaysian education industry.

Last but not least, a detailed discussion will be comprised at the end of this chapter to

summarise the results based on the literature reviewed whereby all differences and

similarities will be highlighted.

4.2 Response Rate

A total amount of 600 questionnaire surveys were distributed via social platforms and

email. Among the 600 sets distributed, a total of 428 sets are completed within the stipulated

timeframe. All of the set of questionnaire surveys are filtered and there is no incomplete data

or contradicting data found. Therefore, all 428 sets of data are considered valid data which

will be used for the data analysis of this study.

4.3 Demographic Background

4.3.1 Gender of Respondents

Figure 4.1: Gender of Respondents

Based on the 428 sets of questionnaire collected, 53% of the respondents are males

whereas 47% are females.

Male

56.31%

Female

43.69% Male

Female

4.3.2 Age of Respondents

Figure 4.2: Age of Respondents

Based on the 428 sets of questionnaire collected, Figure 4.2 shows that 4.30% of the

respondents belonged to the “17 to 20 year old” category, 72.43 percent belonging to the “21

– 24 year old” category and 3.27 percent of the respondents belonging to the category of

17 - 20 yrs24.30%

21 - 24 yrs72.43%

Above 28 yrs3.27%

17 - 20 yrs

21 - 24 yrs

25 - 28 yrs

Above 28 yrs

“above 28 years old”. There were no respondents recorded to be within the “25 – 28 year old”

category.

4.3.3 University of Respondents

Figure 4.3: University of Respondents

By examining Figure 4.3, the university which has the highest weightage of Quantity

Surveying respondents is INTI International College Subang Jaya (INTI) comprising of

41.36% of the population, followed by Taylor’s Universtity at 35.98% and lastly SEGi

University at 22.66%. All universities stated are listed down as private universities.

TU35.98%

INTI41.36%

SEGi22.66%

TU

INTI

SEGi

4.3.4 Semester Respondents are Currently in

Figure 4.4: Semester Respondents are Currently in

Based on Figure 4.4, from the total of 428 respondents, the highest percentage of

respondents were within the “Semester 6” category at 51.64%, followed by “Semester 4” at

27.57% and 10.28 percent within “Semester 3”. The categories with the lower respondents’

Sem 310.28%

Semester 427.57%

Internship3.74%

Sem 54.67%

Semester 651.64%

Graduated2.10%

Semester 1

Semester 2

Semester 3

Semester 4

Internship

Semester 5

Semester 6

Graduated

rate were within the “Semester 5” category at 4.67%, “Internship” category at 3.74% and

lastly, “Graduated” category holding 2.10%. Semesters 1 and 2 had a zero percent response

rate for this analysis but are deemed to not affect the outcome of the study as both semesters

are within the early stages of their University placement and have not been fully exposed to

the internal and external factors as experienced by the later semesters.

4.3.5 Amount of BIM Experience Respondents have Gained

Figure 4.5: Amount of BIM Experience Respondents have Gained

From the total of 428 respondents, Figure 4.5 indicates that 17.29% have gained more

than 1 year of experience using BIM while working in the industry. The remaining 82.71%

had less than 1 year of experience using BIM outside in the industry, as most are still not

fully exposed to the working environment. The respondents needed to fulfil the criteria of not

Less than 1 year 82.71%

More than 1 year

17.29%

working for more than 2 years within the construction industry. However, respondents can

also include their response based on their inclusive experience gained within their period of

practice during their internship, as the practice itself acts as a simulation of a real workplace

in the working industry.

4.3.6 Respondents that Have Studied using BIM During their Studies

Figure 4.6: Respondents that Have Studied using BIM During their Studies

Based on Figure 4.6, a percentage of 77.34% of respondents have studied the use of

BIM during their time in their respective university placements. However, there is a

considerable fraction of respondents at 22.66% have only studied the use of BIM after they

have graduated or do not have access to BIM software in their university institutions. This

indicates the possibility of the non-existence of BIM within one of the schools.

No22.66%

Yes77.34%

4.3.7 Provision of BIM Software to Respondents by Universities

Figure 4.7: Provision of BIM Software to Respondents by Universities

Figure 4.7 shows a similar percentage as Figure 4.6; where there 77.34% of the

respondents have had a provision of a mix of both Glodon, Revit and Cost X whiles the

remaining 22.66% had no access to BIM Software within their university placements.

No22.66%

Yes77.34%

4.3.8 Respondents’ Ability to Understand the Application of BIM Software

Figure 4.8: Respondents’ Ability to Understand the Application of BIM Software

Referring to Figure 4.8, respondents that understood the application of BIM software

and had no difficulty in coping with the subject or training courses made up 72.43% of the

sampling. However, an astounding percentage of 27.57% had difficulty with understanding

the use of BIM software and had little to no knowledge on the application of BIM software.

The respondents who could not proactively cope with the use of BIM software responded

with reasons related to unfamiliarity of use, over complication, lack o f time and level of

technique taught that is not at the industries’ level of competency.

No72.43%

Yes 27.57%

4.4 Discussion in relation to Objective 1: To study the implementation of various

types of BIM Applications and the primary BIM software, Glodon within several

schools and its impact on the educational industry.

Table 4.1 indicates the Relative Agreement Index (RAI) of factors affecting the

implementation of BIM Software within the Malaysian Education industry. Among all the

factors provided, cost of implementation of BIM holds the highest threshold of RAI at 0.116.

This is justified by Liu, Xie, Tivendal and Liu (2015) where they believe that among the

largest barriers to the implementation of BIM would be the cost of initialization on its own.

Liu, Xie, Tivendal and Liu (2015) also quote that “While BIM is expected to provide

significant benefits to the AEC industry, its implementation requires costs, as with any new

technology. The perceived costs of implementing BIM technology include education and

training costs, administration and start-up costs, and transition and behavioural costs. The

cost of implementation is frequently recognized as a barrier to BIM implementation.”

Other than costs building a barrier over the implementation of BIM software, the

availability of experts in the area of BIM knowledge is the second highest RAI of 0.115. With

the lack of skilled professionals in this area of knowledge, the need for BIM cannot co-exist

with the high cost factor of implementing BIM Software. There must be a line of professional

or skilled trainers or personnel to avoid the back draw of BIM implementation. This can be

reflected through Bercerik-Gerber et al. (2011) where they claim the lack of adequately

trained BIM professionals has hindered BIM implementation and its use in the AEC industry.

Hence, this statement can be strongly supported by a Smith & Tardif (2009) as they opine

that this situation is likely to become worse due to a persistent shortage of capable BIM

professionals over the next 20 years. Its affects have definitely taken its toll and will not stop

deteriorating the chances of lower BIM implementation unless there is a rise in BIM adequate

personnel.

Moving on to the third highest RAI of 0.110 is the level of technological advancement.

There exists an age gap where the seniors tend to have higher reluctance to adopt the

implementation of BIM. This can come from many reasons such as fear of loss of job or the

incapability of increasing skill cap to match the needs of the standard market. This can be

supported by Ruikar et al. (2005) where they believe that senior managers are reluctant to

introduce new technologies and processes to the organization, while management support for

BIM implementation is essential. However true this may be, this problem also rises among

students or the younger ages. As shown in Figure 4.8, it is almost certain that despite the

generation gap, BIM is still at a level where not less than 20% of the younger generation can

comprehend the use of BIM. At this stage, the factor of resistance can fall upon the high level

of advancement of BIM, if not including other factors such as lack of teaching skills shown

by lecturers.

In addition, there were several other factors obtained from the targeted respondents.

However, the factors that have been provided are similar to some of the factors provided such

as requirements for skill levels which have been included as a factor categorised as B1.7 -

Requirements to be deemed as BIM competent and B1.2 - The lack of ability to adapt to

newer software.

Ta

ble

4.1

4.5 Discussion in relation to Objective 2 and 3: To Determine and Identify the effects

of Implementing BIM within Students’ Daily Learnings and their Required Skill

Cap Levels and How They Intend to use it.

Table 4.2 and 4.3 indicates the level of frequency and level of impact of the factors

affecting the implementation of BIM. According to table 4.2, with the highest frequency of

0.115, the cost of implementation of BIM has led to many disputes between students and

their learning capabilities towards BIM. With the high costs of implementation of BIM, it is

clear that affordability to cater for many students in one seating is very low. If anything, the

cost of BIM has definitely hindered the implementation of an all-out spread of BIM

implementation through the Kuala Lumpur district. Not to mention that Kuala Lumpur is one

of the most diverse in both academic and multi-cultural growth, as shown in QS University

Rankings: Asia 2016, where the top Malaysian universities are mostly within the Kuala

Lumpur district. This goes to show that despite the high gross in education value within the

main city centre, cost of implementing BIM in schools is a tough break, and not many

institutions can do so. With the effects of this alone, students will not be able to get their fair

share of BIM training and will struggle through the course. This then provides a huge impact

as shown in Table 4.3, where cost of implementation of BIM stays at the top. As the primary

cause that relates itself to many other factors, existence of BIM within the education industry

can vary from the high contradicting loads of assignments or the increase in psychological

stress to cope with the training.

The second highest and most frequent factor lies under level of technological

advancement at 0.110 RAI. Despite the age of students who are deemed to be more advanced

at adapting technology, there still exists some who cannot cope with the level of

technological advancements for BIM. This may be due to the lack of personal attention

shown in class or the lecturers’ skill in teaching the students. The level of impact that higher

levels of technological advancement definitely affects the factors and can divert into both

positive or negative results, depending on the audience or users.

The third and most relevant impacting factor is psychological stress. Psychological

stress is common and inevitable in the lives of every individual, regardless of race or cultural

background (Newth, 2011). Especially in the tertiary education stage, university students tend

to face and undergo more stress through heavier loads of assignments and classes. Hall

(2005) deems that university students have shown to possess a unique set of stressors which

can affect every day experiences. These stress levels can impact the students’ capabilities in

learning efficiently, which ultimately becomes a factor of implementation of BIM within

university institutions. If the students’ stress level exceeds their limit, they view almost

anything as a negative interpretation to existence. Nathan (2002) quotes that “prolonged and

severe stress may be psychologically damaging in that it may hinder a person’s ability to

engage in effective behaviour and instead the person might end up distancing and worst case

scenario- not engage or be present at all”. This can be challenging and contradicting to

resolve as this can lead into different directions; where if students who are already stressed

with the need to study a new subject or BIM in this matter, then there is a high chance that

BIM implementation will not accelerate within the education industry. However, if there is

no BIM implementation, stress levels for students will see a decrease in accordance to the

lower need to complete more classes or daily tasks.

Ta

ble

4.2

Ta

ble

4.3

4.6 Discussion in relation to Objective 4: To Determine Why BIM has not Been Fully

Utilised within Schools

Respondents are required to rate the survey on their level of agreement on the six

practical solutions as provided and responses will be analysed according to the ranking

placements of the RAI as calculated and depicted in Table 4.4. As this whole situation

revolves around the education industry, this would generally mean the students are the main

priority and not the institution alone. Following this point, the solution, in allowing for more

consultancies on how to cope with BIM training courses shows the most outstanding RAI

value of 0.176. This is due to the surprising outcome from the number of students who have

not grasped the use of BIM and its application. In order to ensure that they are able to cope, it

would be sensible for the students to seek for guidance on how they can understand the

application of BIM much better.

Moving along to the next highest RAI rating, allowing more opportunities to partake

in training sessions ranked second in the list at an RAI value of 0.172. This solution is

prioritized right after the first one due to the fact that most of the students who strive to

improve themselves in using BIM software are lacking the amount of proper training they

need within a proper environment. Most of the time, most institutions do not offer adequate

training which leads to lack of progress shown by students, hence slowing down BIM

development within the students themselves. Abadzi (2016) quotes that “Those who practice

the most forget the least over time,” She follows up her quote by stating that practicing, or

‘overlearning’, protects from forgetting, because consolidation requires repetition where

small bits are learned slowly at a time. As shown the same, the students require more training

sessions in order to practice the application of BIM. The training itself is slow, but

progressive compared to chucking loads of information in one go without the ability to

practice them, hence forgetting all that is learnt.

The third most possible initiative solution which can be implemented is to increase

the seating availability of the said BIM software. With the third highest standing RAI value

of 0.170, respondents prefer to see the increase in seating availability in classrooms or other

classrooms. The cost of implementation of BIM forms an indirect relation with this solution,

as seating increment will result only in higher initial cost. With this barrier standing, the

solution can be a tough reach. With the lack of seating availability, students tend to struggle

to obtain space for themselves in order to even complete any of the given assignments.

Besides the solutions provided, there are several other respondent solutions that they

have highlighted which can overcome the hindering factors of implementation of BIM. One

of these solutions is to provide an incentive for implementer of the said BIM software. This

on its own does not only benefit the users, but allows the implementers to see the benefits of

investing in this implementation. Examples of said incentives can come in various forms such

as free expert training provision or free maintenance.

Ta

ble

4.4

4.7 Summary of Data Analysis

This chapter reviews the data obtained from the quantitative survey which has been

distributed to the targeted respondents. The demographic profile of respondents is intended to

interpret data using a descriptive statistical method in percentage form. In general, the cost of

implementing BIM software is initially high and deemed to be unaffordable in ratio to the

number of students present within the institutions. Most institutions see almost no need to

implement a certain facility or specific software if it only favours only a few courses, in this

case only benefitting the Quantity Surveying course. Thereafter, Quantity Surveying students

have also perceived that the other internal and external factors, level of technological

advancement stipulated for new learners, psychological stress and the availability of experts

within that field of knowledge play a significant role as factors affecting the implementation

of BIM software in the education industry. This study further reveals that there are possible

and plausible practical solutions to overcome these hindering factors which are greatly

affected by the quality of training and attention the students are able to gain through training

courses for the said BIM software. Finally, all findings that have been discussed are used to

draw a final conclusion for the following chapter.

CHAPTER 5

CONCLUSION

5.1 Introduction

This final chapter serves as the concluding chapter of this entire research in order to

summarise all key findings and discloses any limitation encountered throughout the whole

research process. Similarly, any suggested recommendations for future research on the topic,

implementation of BIM software within the Malaysian education industry would also be

listed down along with a conclusion on the overall study.

5.2 Summary of Key Research Findings

The four objectives listed below have been achieved to address all research questions

of this study.

i) To study the implementation of various types of BIM Applications and the

primary BIM software, Glodon within several schools and its impact on the

educational industry.

ii) To determine and analyse the effects of implementing BIM within the students’

daily learnings.

iii) To identify the students’ skill cap levels in the application of BIM and how do

they intend to use these applications in the future

iv) To determine why BIM has not been fully utilized within schools.

The following sub-sections serves as a segment to discuss the main findings of the

topic in accordance with the research objectives.

5.2.1 Findings in relation to Objective 1: To study the implementation of various types

of BIM Applications and the primary BIM software, Glodon within several

schools and its impact on the educational industry.

The first objective of this research is to identify what are the types of BIM software

implemented and what are the factors affecting the implementation of these BIM software.

Multiple sources have emphasised that the initial costs of implementing these software are

expensive. Cost of implementation is regarded as the ultimate factor causing this issue. Due

to this main barrier itself, most schools have not implemented the latest BIM software which

greatly hinders the implementation of BIM software. Initially back in the earlier stages of

BIM implementation, the concern for its high cost of implementation has been ever existent.

Till today, as technology grows, so does it value and costs.

5.2.2 Findings in relation to Objective 2 and 3: To Determine and Identify the effects

of Implementing BIM within Students’ Daily Learnings and their Required Skill

Cap Levels and How They Intend to use it.

The second objective of the study is to determine the effects of implementation of

BIM Software that may affect the students’ daily learnings and the skill cap levels they need

to acquire to ensure a decent or better job title in the future. Cost of implementation has

definitely affected the education in both positive and negative ways. The outcome of the non-

implementation of this BIM software has led to a better assignment workflow and

concentration in class among students who did not have access to BIM software. Despite this,

the students will not acquire a new skill in BIM usage and may lower their skill caps that they

intend to achieve in order to match the requirements when they go out into the construction

industry. In both ways, the cost has definitely implemented change in student behaviour.

5.2.3 Findings in relation to Objective 4: To Determine Why BIM has not Been Fully

Utilised within Schools

The final objective of this research is to determine the possible practical solution to

readdress this issue that is happening within Malaysian Education industry. From an

institution’s point of view, cost must be the one and only barrier it faces. However, to a

student, their intention to grow and improve their skill cap levels and knowledge in using

BIM software requires attention by none other than the lecturers themselves. The lack of

consultations on how to cope with the application of BIM software has disallowed a big

portion of students to fall behind on their understanding of the course.

Although this may be due to certain internal factors such as the students’ ability to

cope on their own, there should not be an excuse to leave any of them unattended. Therefore,

the solution to this study is to ensure that all students are given a fair and equitable attention

to ensure everyone copes smoothly throughout the course.

In fact, this side of the problem also lies on the skills the attending lecturer has. To be

able to convey and interpret the skills set slowly but progressively to students is something

that most lecturers or trainees acquire these days. The requirement for skilled lecturers who

are genuinely knowledgeable about the entire BIM software database is undoubtedly a must.

Lecturers as such can play a huge role, not only in connecting knowledge, but also

connecting with students. Some respondents have even suggested the need for interaction

between lecturers and students in order to form a more relaxed yet serious environment. This

allows the students to get comfortable with lecturers attending to them, allowing them to

know that they are capable of learning easier without any doubts of inconsistent teaching by

these qualified lecturers.

5.3 Limitations of the study

Undeniably, several hardships were certainly encountered during the process of

fulfilling the research objectives of this study. Initially, the first barrier that was faced is the

insufficient data on the sampling size of the population. There was no progress despite the

constant visits to different universities for respondents. With a limited number of contacts and

lack of response, the availability of the data exists but was never reached.

In addition to that, data of certain respondents were deemed unusable at a certain

point as the institutions disapprove the use of their data as most of the data I was to acquire

were deemed confidential. Besides that, the intended interview survey was not adopted to be

part of this methodology due to the high investment of time required to conduct an interview

as most of these interviewees were occupied with personal matters and working matters as

well. Last but not least, the tremendous difficulty of sourcing for secondary data which limits

the area of this study, particularly on the implementation of BIM within the Malaysian

education industry as most of the secondary data only included data applicable only for the

likes of the construction industry.

5.4 Recommendations for future research

This section serves as a suggestion to offer propositions or recommendations for

researchers who intend to conduct a further and detailed research study based on the similar

topic. This research mainly focuses on the factors affecting the implementation of BIM

software within the Malaysian education industry. Future research can be conducted by using

more than one approach, such as interviews and survey questionnaires, in order to ensure the

reliability of the data collected. Future research can also be carried out by seeking

perspectives of those who have been involved in the implementation of any BIM software

within university institutions. This further research might be able to provide an insight for

Malaysia to see the benefits of implementing BIM software within the education industry in

order to possibly achieve the status of a developed country by the year 2020. Further

recommendations on this particular study are to obtain insight from Quantity Surveying

students in Malaysia regarding their demands and expectations on the benefits of

implementing BIM software and its application at an early stage of education.

5.5 Summary

BIM is a highly advanced piece of technology that is implemented in the construction

industry to better aid the process of building construction. With the rise of competitive job

scopes and economic down fall, students need to be able to prepare any skill set in order to

thrive in a generation as such. In order to ensure that they are competent before entering the

competitive world, application of BIM software during their education stage can boost this

perk and allow them to have a head start in the working industry. However, the lack of

implementation of BIM software within the Malaysian education industry has taken its toll

onto the development of BIM application throughout Malaysia.

Thus, this study has carried the important weight to identify Malaysian Q uantity

Surveying students and graduates’ perception on their agreement on the factors affecting the

implementation of BIM software as associated with the level of impact these may have on

and from the implementation of these software, which is then followed by practical solutions

to overcome this hindering phenomenon. With this, it has achieved all the objectives set out

for the study.

The findings of this study would empower the Malaysia education industry to be

concerned of this problem involving not only the Quantity Surveying students and graduates,

but also to prospective construction employers which will expand their need to hire more

valuable professional graduates. This is because the availability of sufficient human resources

along with a set of skills that is valuable to use within the construction industry and is

especially crucial for a developing nation such as Malaysia in this digital era.

Therefore, the objective of this study can ensure a full greater impact whereby the

governing bodies of the construction industry such as the Construction Industry Development

Board (CIDB), BQSM and RISM can carry out relevant research to obtain key findings and

revamp the education industry in order to knock off into developing the construction industry

into an era of BIM software application. Ultimately, this would attract and retain the Quantity

Surveying graduates to contribute their known skills and knowledge towards refining the

Malaysian construction industry at a much faster pace in order for our nation to achieve the

standard of a developed nation by the year 2020.