BIM in teaching — lessons learned from exploratory study

Building Information Technology bears promise to bring integration into fragmented AEC industry, as well as large potentials for optimization and management of building performance along life cycle. However, the adoption in Central Europe is much slower than in the USA or Scandinavia; the designers and planners are sceptical about BIM benefits. In order to build up capabilities and thus support BIM adoption in the practice, BIM skills have be built up already in university teaching. This endeavour is the central aim of the BIM_sustain project accomplished at the Vienna University of Technology. In winter term 2012/13 and winter term 2013/14 we accomplished interdisciplinary BIM-supported design labs with student participants from architecture, civil engineering and building science. The teams used different modelling and simulation software constellations for building design and analysis. The software-constellations were evaluated in terms of BIMinteroperability, and the design process was documented by means of time and activity assessment, surveys on team performance, process satisfaction and technology acceptance and focus group interviews. In this paper we will present the results of the evaluation of both courses and analyse the differences resulting from the different course design in the two consequent terms. The first course was dominated by the issue of interfaces, whereas the second course, where better functioning software combinations in terms of data transfer were used, was dominated by the issues related to the collaboration and teamwork. Our results are not only informative for the configuration of interdisciplinary BIM-supported university teaching, but can be derived for the practice as well, especially in the areas of project management, software usage, modelling conventions or incentive systems