Integrating BIM curriculum into traditional construction management (CM) programs is essential to meet the increasing industry demand for BIM-ready graduates. However, academia struggles with BIM curriculum integration due to unfamiliar emerging BIM technologies, and the increased workload associated with curriculum transformation. Disciplines including nursing, health science, and medical overcame the same challenges using the ability-desire-knowledge-ability-reinforcement (ADKAR) change management model, while CM programs have not explored this model for BIM curriculum development. Thus, this research introduces the ADKAR change management lens to BIM curriculum development by proposing a practically modified and replicable ADKAR model for CM programs. Focus group interviews with 14 academics from the UK, USA, Korea, and Australia, revealed establishing a sense of urgency by appointing a BIM champion is the most critical step before the BIM curriculum development. Instant advice demystifying uncertain BIM concepts is recognised the most effective motivation among academia. Well-balanced BIM concept integrations is ‘sine qua non’ since excessively saturating BIM aspects across the program can dilute students’ essential domain knowledge. Students’ evaluation over the BIM curriculum were collected through a six-year longitudinal focus group interviews, revealing that progressive BIM learnings scaffolded from foundational concepts to advanced applications throughout their coursework is the most valuable.
Kim et al. (Wed,) studied this question.