Teaching BIM as a collaborative information management process through a continuous improvement assessment lens: a case study

Purpose This study explores a pedagogical approach to teaching students collaborative information delivery process in the context of BIM. The objectives were understand how this complex, open-ended problem planning their and then identify strategies for improving through plan-do-check-act cycle reflecting on applicability industry standards. Design/methodology/approach authors present longitudinal case based qualitative data from 3 consecutive years senior undergraduate course construction engineering program. Findings findings offer rich picture approached emphasize complex nature BIM as management process. instances made sense standards applied experience. also demonstrate value an outcome-based whereby knowledge is gained iterative cycle. Here, BEP model deliverables served only vehicles test apply range skills by making them more explicit. Practical implications research contributes literature mechanisms that support planning, managing context. Specifically, illustrate tension pedagogically deploy industry-oriented methods establish relevance order effectively engage interdisciplinary teams. Originality/value In paper, argue plan, design enact effective collaboration firmly nested within communication skills. with examples make approaches concrete meaningful own