The methodology and technology associated with building information modeling (BIM) provide architects, engineers, and historians with concepts and tools that support the development of heritage projects. However, this specific form of BIM orientated towards buildings of patrimonial value—known as historic building information modeling (HBIM)—requires a distinct and additional view, accounting for aspects which are normally not attended to on projects involving new buildings. In an HBIM context, the parametric modeling process, the basis of any BIM procedure, involves the study of shapes, patterns, or standards for the establishment of particular collections of parametric objects, as well as the record of the available technology used to capture digital geometric data. In addition, all the information collected and generated through an HBIM process must be adequately managed, maintained, and archived. In the present study, we intend to list the most recent features of HBIM, based on a bibliographic review, encompassing distinct building situations (preservation, restoration, rehabilitation, and structural assessment); different technical equipment (drones, scanners, and photogrammetry); as well as diverse forms of geometric characterization (patterns, geometric rules, or curve generation) and ways of archiving data (stratigraphy, old drawings folders, or as-built models). With the aim of identifying, as an overview, we have presented the principal modeling strategies, technologic devices, and archive procedures, as a contribution to systematizing and organizing the dispersed practical and theorical studies related with HBIM.

This paper develops an assessment of an academic implementation of building information modeling (BIM) carried out in an expert project subject of a School of Industrial Engineering. The objectives were for the students discover sustainable industrial during the design process and the students understand and participate in a real process of the implementation of industrial projects through real collaboration between academic and business contexts. The outcomes of this academic initiative were evaluated using academic results as well as students’ perceptions. Academic results were analyzed using the FUZZY VIKOR method. An analysis of variance (ANOVA) was performed to determine whether the use of BIM, the proposed university-enterprise environment and the sustainability proposal rate of the students’ projects had statistically significant effects on the results. Students´ perception evaluation was based on a Likert survey with five levels, and the results were interpreted using fuzzy k-means clustering and classification tree analysis. The results show that 77.8% of students consider that for learning, it is more effective to carry out a project related to an existing company, with the realization of the project with BIM methodology being of great value. The sustainability aspects were applied more easily thanks to the proposed methodology, and they were positively valued by the company.

The building information modeling (BIM) methodology is becoming a mandatory requirement in the development of projects within the world context. Consequently, technical schools have been introducing BIM in their curricula. The present study aims to evaluate student perceptions concerning the advantages and difficulties of incorporating BIM into the formal teaching system as part of the degree in industrial engineering. Students’ understanding and satisfaction were analyzed while using BIM in the development of the practical component of a didactic industrial project. The evaluation was based on a Likert survey with five levels, and the results were interpreted using a factor analysis and ascending hierarchical classification. To identify possible relationships between student satisfaction with the BIM implementation and the factors obtained, a multiple regression analysis was performed. It was determined that students have a high perception of BIM utility and consider the use of the BIM tool that is intuitive and easy to learn, including during the autonomous learning process. The results show a direct correlation between the benefits of BIM implementation in industrial projects and the advantages of defining teamwork within collaborative projects. The incorporation of BIM as a mandatory subject in the industrial engineering curriculum appears to be successful, and the results are encouraging.

The implementation of building information modeling (BIM) has become a reality worldwide, not only because of the advantages it offers, but also because of the obligatory nature of its use in construction and civil engineering projects in various countries around the world. An intervention project on an industrial heritage property requires a methodology that considers the condition of the building over time and its value for new use. The advantages of working with a precise 3D model that integrates engineering data in a collaborative work environment makes BIM and heritage BIM (HBIM) very useful tools in a project whose objective is the recovery of an industrial heritage real estate property. This work is part of the academic implementation of BIM in university technical education centers and aims to establish a methodology for shared and collaborative group work in a BIM environment through a Spanish industrial heritage case study of a flour factory dating to 1865. A rigorous historical study and the elaboration of a central BIM model loaded with real content on the industrial complex have allowed the immersion of the students into the BIM methodology, as well as the generation of a value proposition for the exploitation of the factory.

This work aims to apply a systematic methodology to the analysis and graphical recovery of the “artefact” of the first lock of the Canal de Castilla (“the forge of Alar del Rey”) located in the Canal de Castilla as it passes through the province of Palencia (Spain). The canal, a great engineering work that began in the 18th century, was declared an asset of cultural interest (BIC, for its acronym in Spanish) in 1991 and was included in the National Plan for Industrial Heritage. To analyze and to obtain graphic reconstruction proposals, six main activities were developed, following three phases (study of primary and complementary technological and historical sources, fieldwork, and digital reconstruction). The reconstruction proposals were evaluated using three criteria: artefact data, the number of similar artefacts, and the performance. The weights of these three criteria were obtained using the Best-Worst Method (BWM), and the reconstruction proposals were classified using the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) under uncertain conditions. AutoCAD was used to obtain detailed artefact geometric documentation (plans and detail drawings of each element). The work carried out on the artefact has allowed the reconstruction of the missing machinery and its factory, establishing a proposal consistent with the technological solutions of the end of the eighteenth century as well as with the ironworks studied and with the documentary sources consulted, recovering the memory of an artefact that is about to be lost.

This study attempts to illustrate the current situation in the Industrial Engineering School in Valladolid regarding the development and management of engineering projects using the BIM (Building Information Modelling) methodology. It is widely accepted that the evolution of information modelling (BIM) is affecting the role of professionals in projects and in the management of the project life cycle. It is starting to become clear within the university environment, that the information modelling of BIM technology must become part of the education of future engineers. It uses integrated project delivery to respond to the professional demand that requires the development of skills in the educational practices to tackle the problems and limitations arising in the new practices. The BIM methodology covers everything from the project stage to asset management. The proposal of its inclusion in the Industrial Engineering School Degree qualifications came about in order to stagger the introduction of the student into the project process set up through this “new philosophy”.