INCORPORATION OF BUILDING INFORMATION MODELLING INTO QUANTITY SURVEYING PROGRAMMES SYLLABUS IN MALAYSIA
Building Information Modelling (BIM) provides positive influences towards the efficiency of construction industry. Quantity surveyors as one of the main professionals in construction industry should have adequate BIM knowledge and skills. Therefore, it is essential for Quantity Surveying (QS) programmes in Malaysia to incorporate BIM into its syllabus. The aim of the paper is to study the incorporation of BIM into QS programmes syllabus in Malaysia. In order to achieve the aim, the research seeks to examine the benefits and barriers of incorporation of BIM into QS programmes syllabus in Malaysia, to expose the incorporation as well as to suggest strategies in enhancing the incorporation. Case studies approach involving six higher education institutions offering QS programmes in Malaysia is adopted for the research and data are collected by means of semi structured interview and document analysis. The research reveals that the incorporation of BIM into QS programmes syllabus in Malaysia is still at the low level and lack of standardization. BIM should be incorporated into variety of subjects instead of only focusing on the core subject of QS. In conclusion, collaboration with industry, academic and professional bodies is recommended in order to enhance the incorporation. INTRODUCTION Different people may have different definition of BIM (Olatunji et al. 2010) Despite of the differences, BIM provides significant benefits to the professionals in the construction industry. In context of quantity surveying, it allows for automation of quantification and enhances accuracy of estimation (Aouad et al. 2007; Zhou et al. 2012) by eliminating human errors and promoting collaboration (Zhou et al. 2012) Fung et al. (2014) added that BIM allows for quick cost appraisal, clash detection, cost checking, intelligent information management and cost update. Obviously, there is a considerable potential for BIM to influence QS profession (Masidah and Khairuddin, 2005) Hence, it is essential for quantity surveyors to adopt BIM in their practices. However, Han and Bedrick (2015) argued that BIM adoption will suffer without its incorporation into education. Higher education institutions need to incorporate BIM into their programmes with the support from government and industry (NATSPEC, 2013) This will ensure the production of BIM ready graduates for the construction industry. BIM IN EDUCATION Based on the UK's Higher Education Academy (HEA) report of BIM in taught programmes, there are three types of learning outcomes for BIM incorporation that need to be taken into account which are knowledge and understanding, practical skills and transferable skills. Ghosh et al. (2013) added that theory, practical and technology aspects are also essential in order to ensure effective incorporation of BIM into education programmes. There are a number of approaches that have been adopted to incorporate BIM in education (Sacks and Barak, 2009; Burr, 2009; Denzer and Hedges, 2008) In Malaysia, Kherun Nita and Nur Emma (2014) developed a BIM educational framework for QS graduates and it has been accepted by the QSAC. The framework comprises of four objectives which are visualization, quantification, planning and scheduling and management. Each of the objectives are achievable by means of several mediums as listed in Table 1 below. Table 1: Objectives and mediums of BIM educational framework for QS graduates (modified from Kherun Nita and Nur Emma (2014) Visualization Quantification Planning Scheduling Management Draughtmanship Measurement Cost Planning Scheduling Contract Construction Technology Cost Estimating Cost Analysis Professional Practice Construction Services Project Management Therefore, in order to incorporate BIM into QS programmes, higher education institutions in Malaysia should ensure that the four objectives are attainable through the mediums that they offer in their QS programmes. The research seeks to study the incorporation of BIM into QS programmes syllabus in Malaysia. In order to achieve the aim, the research seeks to examine the benefits and barriers of incorporation of BIM into QS programmes syllabus in Malaysia, to expose the incorporation as well as to suggest strategies to enhance the incorporation. METHODOLOGY In order to achieve the aim and objectives of the research, the research adopted case studies approach. This approach is adopted as it provides the potential to study a phenomenon that is impenetrable by technical investigation (Yin, 2003) Also, Johnson et al. (1999) added that this approach allows researcher to exploit available data sources within a case study. Hence, data are collected by means of document analysis and semi structured interview with programme lead of QS programme of each of the case studies. The researcher approached all public and private higher education institutions offering QS programmes in Malaysia, however, due to time constraint and lack of cooperation, only six of them responded. Collected data are analysed based on four units of analysis including benefits of incorporation, barriers of incorporation, current state of incorporation and strategies of incorporation. According to McClintock et al. (1979) establishment of units of analysis is the most important step in case studies approach. In the research, units of analysis are established towards achieving the aim and objectives of the research. BACKGROUND OF CASE STUDIES Case Study 1 (CS1) is a foreign higher education institution operating locally, offers QS degree programme which is incorporated with BIM for a duration of 3 years. 4 years QS degree programme which is also incorporated with BIM is offered by Case Study 2 (CS2) a public higher education institution. While Case Study 3 (CS3) is another foreign higher education institution operating locally, offers QS degree programme which is incorporated with BIM for a duration of 3 years. Case Study 4 (CS4) is a public higher education institution and is the only case study in the research that offers QS diploma programme for a duration of 3 years. However, the programme is not incorporated with BIM. Similarly, for Case Study 5 (CS5) a private higher education institution, BIM is not incorporated into the 3 years duration of QS degree programme. The final case study (CS6) a public higher education institution offers QS degree programme for a duration of 4 years and the programme is incorporated with BIM. RESULTS DISCUSSION The results and discussion are presented based on the units of analysis as mentioned earlier. Benefits of incorporation of BIM into QS programmes syllabus in Malaysia Based on the semi structured interview, there are many benefits of incorporation of BIM into QS programmes syllabus in Malaysia that have been indicated as listed in Table 2. Obviously, the programme lead of QS programme in each of the case studies are fully aware of positive influences of BIM. Table 2: Benefits of incorporation of BIM into QS programmes syllabus in Malaysia