i

TABLE OF CONTENTS

CHAPTER TITLE PAGE

TABLE OF CONTENTS i

LIST OF TABLES iii

LIST OF FIGURES iv

LIST OF ABBREVIATIONS v

2 LITERATURE REVIEW

2.1 Introduction 1

2.2 Definition of BIM 2

2.3 Implementation of BIM in Malaysia 3

2.4 Ability to Adapt to New Information within Students 7

2.5 Quantity Surveying Competency 9

2.5.1 BIM Competencies for Quantity Surveying 11

Students
2.6 Factors Affecting the Implementation of BIM in 13
general
2.6.1 Technical and Social Interference 14
2.6.2 Organizational Interference 16
2.6.3 Lack of Knowledge and Skill 18
2.6.4 Driving Factors in Implementing Building 21
Information Modelling (BIM)
 ii

2.7 Remedies to address the hindering factors of BIM 23

Implementation
2.7.1 Idea of Change 24

2.7.2 Process Change 24

2.7.3 Culture and Environment 25

2.7.4 Barriers of Change 26

2.8 Summary 27
2.9 References 29
 iii

LIST OF TABLES

TABLE NO. TITLE PAGE

2.1 List of Public Universities and Private Universities in 6

Malaysia offering Bachelor Degree of Quantity Surveying
program

2.2 Summary of BIM Competencies for Quantity Surveying 12

Students

2.3 Details of Firms interviewed (Love, P.E.D., Li, H. Cheng, 17

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

2.4 Rank for Factors of Barriers (Zahrizan, Nasly, Ahmad, 20

Marshall-Pointing & Zuhairi, 2013)

2.5 Rank for Driving Factors (Zahrizan, Nasly, Ahmad, 21

Marshall-Pointing & Zuhairi, 2013)
 iv

LIST OF FIGURES

FIGURE NO. TITLE PAGE

2.1 Barriers to adopting e-commerce in construction (Love, 17

P.E.D., Li, H. Cheng, E.W.L and Tse, R.Y.C, 2001)
 v

LIST OF ABBREVIATIONS

QS : Quantity Surveyor

BIM : Building Integrated Modelling

PWD : Public Works Department

IT : Information Technology

AEC/FM : Architecture/Engineering/ Construction/Facility Management

 1

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

2.2 Definition of BIM

According to the WSP Online (2013), it is the process of designing a building

collaboratively using one coherent system of computer models rather than as
separate sets of drawings. BIM is merged between technology and a set of work
processes that allow the entities to synergize their work force, resulting in better
efficiency of work flow. There are several types of BIM software that co-exist with
the development of the construction and the education industry, such as the most
recently trending one, Glodon, Cost X, Atlespro and etc. BIM on its own can possess
entirely different definitions but there exists a widespread acceptance that it cannot
solely exist without the inclusion of either technology or the set of work processes.

Implementation of BIM within Malaysia was officially introduced by the

Director of Public Works Department (PWD) in the year 2007. The Malaysian
government on its own well-being sorts out to encourage construction players to
apply BIM to construction projects because it can overcome typical construction
project problems such as delay and clashes in design by different professionals and
construction cost overrun.

In summary, BIM is a huge platform on its own that allows users to acquire a
better grasp of the details about the project that they are attending to. At the technical
core of BIM is the software that enables efficient 3D modelling and information
management. Extensive use of the software eventually leads to a more complete
understanding of the technical core. It also acts as a sociotechnical system where it is
classified as a combination of both man-made technology and the social and
institutional consequences of its implementation in the society. BIM is a system
because it could be described as a unified entity consisting of many interacting parts,
some physical, others not. It is sociotechnical because it has social components,
complementing the technical core.
 3

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. From that point on, BIM has
seen a rise in its usage in the country. Autodesk tools have been suggested by the
government as a main BIM tool platform. It is crucial for construction players to be
aware of the importance of BIM application in construction projects. This generally
means that the use of BIM is being focussed towards the employment industry rather
than its development under the education industry.

In this era of modernisation, it has become a necessity for people to work

efficiently where there are major time constraints and delay, especially within the
construction industry where these situations are almost always inevitable. The
implementation of BIM has led to many breakthroughs of project possibilities. As
shown under the National BIM Report (2016), through the implementation of BIM,
63% believe BIM will help bring about a 33% reduction in the initial cost of
construction and whole life cost of built assets, indicating that it is a cost beneficial
entity on its own.

Adam Matthews (2016) states that there are three trends that focuses public
sector minds on investing in new ways of working. Firstly, governments and public
agencies across the world are adapting to the new norm of inclined pressure on
public spending. This is being catalysed by macro issues such cost bearing of an
ageing population, rising social welfare and national debt concerns. These issues are
far from unique as governments around the world are facing similarly tough
budgetary constraints. Secondly, despite fiscal challenges, governments must build
and fund national infrastructure for the future. Putting infrastructure development on
hold devastates future prospects of a region or country as inadequate infrastructure
limits prospects for growth or inward investment.
 4

Thirdly, to compound the public challenge, increasing regulation and policy

drivers to reduce consumption of natural resources, including fossil fuels, are
creating an acute need for public procurers to find new ways to address this three-
sided conundrum; spend carefully, build more, and build to a higher, more
sustainable quality standard. The construction sector holds the promise of a
significant contribution to all of these three challenges. Through these trends, it
solidifies the obvious fact that without an efficient alternative in construction
planning, there will be no room for country development in construction.

Hence, this focusses on the employees ability to carry out these concepts by
adapting to the recently implemented idea of BIM within Malaysia on its own. The
idea persists as a method to crystalize the concept of efficient growth in the
construction sector but regardless of any sort of effort to implement its adoptability,
Olatunji, Sher and Gu (2009) believe that the industry has remained one of the
slowest adopters of innovative technologies despite strong evidence of the
correlation between investment in Information Technology (IT) and improved
performance.

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

the employees and the companies on their own. This simply shows portrays that the
employees have developed a mutual fear among one another, and that fear is the over
implementations of these software. They fear that humans will become far inferior in
the future and have chosen to not adapt to these applications, in the sore believe that
BIM will not take over these jobs if there is no adaptation in the first place. Despite
the prediction that the uptake of BIM in the AEC/FM will be slow but inevitable
(Goldberg, 2005), there are some real barriers which need to be addressed in order
for this adoption to occur.
 5

This begs the question for another underlying clause which may improve this
adoptability, 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 possible impacts from the implementation of BIM along with the
provision of full understanding to the students and the lecturers can be fulfilling.
From the implementation of BIM in such a case, students will be able to understand
the concept of BIM much better with their perk in advanced technology. Their
capabilities of understanding the platform is not hindered by their personal factors,
but rather the external factors such as lecturers possessing inadequate teaching
materials for BIM or the lack of training periods given to the students of this
generation. Their ability can serve an efficient protocol when they are in the working
phase, where these expectations are already met without the need of excessive
training.

Macdonald and Mills (2011) postulate the need to establish BIM education
framework to support adoption of collaborative design and BIM education by
Architecture, Engineering and Construction (AEC) schools. Additionally, Macdonald
(2012) developed the Illustration, Manipulation, Application and Collaboration
(IMAC) framework to help teachers benchmark their curriculum to improve
collaborative design education among students of the architecture, engineering and
construction (AEC) disciplines. The framework synthesized Bloom et al. (1956)
learning taxonomy which classify learning into cognitive, affective and psychomotor
and Krathwohl et al. (1964) which extended the classification to include changes in
interest, attitude and values. The framework aims to redeveloping current course to
accommodate BIM competences for different disciplines.
 6

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

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 Taylors 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
 7

2.4 Ability to Adapt to New Information within Students

Views of intelligence - that is, whether students see their abilities as fixed or
malleable- influence student performance in the classroom (Dweck, 1986). Any
student, who sees intelligence as fixed, is usually discouraged by mistakes and
encounter roadblocks while learning. A view some hold is that sciences are reserved
for the smart students (Barmby & Defty, 2006); science is an ability that most
normal people are incapable of achieving naturally. This is representative of a fixed
mind set, which can hold people back. On the other hand, students, who see
intelligence as malleable, learn from mistakes and see challenges as obstacles to be
conquered.

All subjects, no matter the difficulty, are a set of skills that need to be refined.
People need to remove themselves from the fixed mind-set that learning anything
difficult is an ability they either possess or do not possess and begin to realize that
with effort they can refine skills and develop that intelligence. For this reason,
students should adopt a growth mind set of refining skills and developing their
intelligence. Learning is never finished; challenges and failures have to eventually be
embraced. This study was a way for students to develop a growth mind set, a view
that has been shown to improve academic performance from a fixed view (Blackwell
et al., 2007; Mangels et al., 2006; Birgit, 2001). A growth mind set person believes
that his or her intelligence can change, either positively or negatively, depending on
the effort and education (Blazer, 2011).

Students are not all the same, which means their mind sets are not all the
same. Jones, Byrd, and Lusk (2009) studied high school students beliefs about
intelligence and found that students have a range of beliefs about the definition of
intelligence (p. 3). Dweck (1999) noted that students with fixed mind sets tend to
avoid challenges because they want to do well.
 8

Therefore, fixed mind set students avoid activities where they may fail,
essentially when fully implementing BIM and its full functions as a sort of new
information for students to handle. These challenges that the fixed mind set students
avoid are external forces that get in students way when showing what they know.
People with fixed mind sets do not process why they should make an effort because
they naturally do not possess the ability, therefore it does not move them forward or
make a positive change for them, so it is seen as a waste of time.

Miele and Molden (2010) found a tendency for [fixed mindset] theorist to
become less confident as they put more effort into the task (p. 553). For example,
students with a fixed mind set usually either ignore criticism or take it as an insult to
their intelligence. Because they believe intelligence cannot be improved, the
criticism of intelligence is perceived as a criticism of the student. This perceived
criticism of intelligence segregates students and discourages them from trying
anything new, leading them to avoid more challenges over time. Also, other
students success makes the fixed mind set student look bad in their mind. Other
students success is seen as either luck, objectionable actions, or as tarnish to their
own success as it brings about spiteful things towards the student. Because the
students with fixed mind sets do not challenge themselves and do not want to try,
they cannot reach their full potential and it will become challenging for them to
improve because everything they do or try to learn is who they are.

On the contrary, growth mind sets are met with different characteristics
(Dweck, 1999). These growth mind set 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 improve. Because they know and feel that
they can improve, they embrace challenges. This new embrace occurs because
growth mind set students know they can come out better on the other side, which
raises the confidence of the student. From this, the ability for students to adapt to
BIM and its entire functions may seem almost impossible, but eventually students
will be able to grasp its concept, given enough endorsement and practice along the
process.
 9

2.5 Quantity Surveying Competency

Competency is defined as an all-encompassing expectation of a professional

in a work place where application of skills and knowledge to tackle new situations
and job scope is required (Golob, 2002; Mohd Derus et al., 2009). These
competencies in the long-run lead to competitive advantage (Deist and Winterton,
2005). Stewart (2012) recommends that the QS profession align with present BIM
drive, have more research in quantity take-off IT con Vol. 21 (2016), Ali et al., pg.
143 with BIM and produce a new standard, keeping in mind the compatibility of the
software.

Standard measurement difference such as Ireland Agreed Rules of

Measurement (ARM), UK New Rules of Measurement (NRM), Malaysian Standard
Method of Measurement of Building Works (SMM) and others, create conflicting
software needs which require adjustments for each market (Olatunji et al., 2010;
Stewart, 2012; Yusuf et al., 2013). The UK New Rules of Measurement (NRM) is
recently used for various stages of construction namely:

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.
 10

This new process of measurement provides a consistent approach for cost

management and improves understanding of measurement rules by various
collaborating professionals (Lee et al., 2011; RICS, 2012). Wu et al., (2014) opined
that for measurement using BIM, quantities should be exported to link BIM
estimating with design tool and use specialised BIM measurement tool. However,
issues of substandard quality of BIM models, inconsistent level of design
information, data exchange and inconsistent formats used for estimating still exits.

Current research in Malaysia recommends the use of SMM for preparing

BoQ for M&E services as opposed to schedule of prices to reduces risk of price
uncertainty and improved client value. Hence, estimation using BIM requires the
filtration of BIM data to conform to SMM (Yusuf et al., 2013). In terms of soft skills
demanded by employers of quantity surveyors, Shafie et al. (2014) found that having
high level of critical thinking, problem solving and decision-making abilities ranked
highest for employer skill demanded. These soft skills are in line 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.
 11

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.
 12

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.

Competency Skill Set Author

Quantity Take-off Ability to utilize BIM for
quantity take-off
Energy Modelling (EM) Building element based
energy simulation
Precast Productivity Shop drawing development
and quantity take off
Level of Development Structural design quantity
(LOD) take-off
Project Management Project monitoring
Monteiro and Martins
(2013)
Lewis et al. (2015)
Nath et al. (2015)
Wood et al. (2014)
Morlhon et al. (2014)

Bill of Quantity Developing BoQ for M&E Yusuf et al., 2013

services
Collaboration Adapting to collaborative Gardner et al. (2014)
work environments

Table 2.2: Summary of BIM Competencies for Quantity Surveying Students

 13

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, consultant 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.
 14

2.6.1 Technical and Social Interference

Griffith et al. (1999), OBrien (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 systems 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.
 15

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.
 16

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.
 17

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

Cheng, E.W.L and Tse, R.Y.C, 2001)
 18

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 productivity. 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.
 19

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

applications was found to extend to contractors 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

implementing 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.
 20

The lack of knowledge about BIM in terms of benefit to the operation and
maintenance phase in the projects 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 not 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 (Zahrizan, Nasly, Ahmad, Marshall-Pointing & Zuhairi, 2013)
 21

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)

Table 2.5: Rank for Driving Factors (Zahrizan, Nasly, Ahmad, Marshall-Pointing & Zuhairi, 2013)
 22

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.

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.
 23

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 worlds 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.
 24

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.
 25

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
transition 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.
 26

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.
 27

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.
 28

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.
 29

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