Risks and uncertainties are inevitable in construction projects and can drastically change the expected outcome, negatively impacting the project’s success. However, risk management (RM) is still conducted in a manual, largely ineffective, and experience-based fashion, hindering automation and knowledge transfer in projects. The construction industry is benefitting from the recent Industry 4.0 revolution and the advancements in data science branches, such as artificial intelligence (AI), for the digitalization and optimization of processes. Data-driven methods, e.g., AI and machine learning algorithms, Bayesian inference, and fuzzy logic, are being widely explored as possible solutions to RM domain shortcomings. These methods use deterministic or probabilistic risk reasoning approaches, the first of which proposes a fixed predicted value, and the latter embraces the notion of uncertainty, causal dependencies, and inferences between variables affecting projects’ risk in the predicted value. This research used a systematic literature review method with the objective of investigating and comparatively analyzing the main deterministic and probabilistic methods applied to construction RM in respect of scope, primary applications, advantages, disadvantages, limitations, and proven accuracy. The findings established recommendations for optimum AI-based frameworks for different management levels—enterprise, project, and operational—for large or small data sets.

Purpose: Building Information Modelling (BIM) is becoming the new norm in the AEC industry and also part of many construction project management (CPM) programmes. The purpose of this paper is to address the difficulty and challenges in walking the narrow line between an industry-ready BIM and a BIM that is good for student learning and offers a realistic and practical, but simultaneously achievable, learning environment. Design/methodology/approach: An action research was conducted in an undergraduate CPM education setting. Findings: Key challenges encountered were availability of appropriate teaching and learning resources for BIM; finding the balance between theory and practice, technology and process, and traditional and emerging CPM methods; and facilitating staff’s professional development. Closer look was given to the teaching and learning resources for BIM. Theoretical resources that are available for education in the form of books, articles and websites are easy and straightforward to locate. Likewise, a good share of various tools are available for educational purposes. On the other hand, actual building models represent a challenge in terms of preparing and optimising usage of the model for high-quality educational purposes. Several different approaches for obtaining BIM resources were identified with various challenges and benefits. Originality/value: The results and recommendations will assist educators to better understand and overcome the practical challenges related to BIM education, especially those related to teaching and learning resources.

This study reports a case study that investigates the gap between BIM tertiary education and the building industry’s needs in New Zealand (NZ). In specific, it aims to (1) identify the industry’s requirements on BIM competencies, (2) examine the status quo of BIM tertiary education in NZ, and (3) identify and analyse the gaps between current BIM education and the industry’s needs. Data were collected through BIM job advertisement to identify the industry’s requirements of BIM competencies and top BIM uses. Data of thirty-three courses were also collected from nine tertiary institutions. Results indicated that there were discrepancies between the type and level (i.e. cognitive levels) of BIM competencies. It was indicated that missing links existed in almost all BIM uses that were taught, except 4D modelling. A large proportion of learning outcomes were focused on ‘understanding’ for several BIM uses, while NZ BIM Handbook requires higher levels of application and evaluation. To bridge the gaps, core competence sets should be determined by disciplines. BIM competencies can also be classified based on BIM uses, BIM processes and phases, and project roles. This paper proposed a conceptual framework, which suggests the way ahead towards future competency-based BIM education.

Digital technologies are becoming increasingly wide-spread not just in our personal but also in our professional lives. Younger generations, born into a world of vast technological advances and innovations, are constantly connected expecting immediate response. Despite the relatively later adoption of digital technology in the Architecture, Engineering and Construction (AEC) industry, it has now become a permanent part of its successful operation with one such example being Building Information Modelling (BIM). This study employed a survey research approach to investigate how digital natives cope with the use of digital construction technologies in an education context. The findings suggest that the students on the course prefer mobile devices over desktop computers, stay connected continuously by using a wide variety of social media applications, learn new construction-specific freeware intuitively and by experimenting rather than following step-by-step instructions, and especially value the use of diverse specialist software to aid their learning. These findings could have potential implications for the future design of learning spaces, the way connectivity is considered in delivery and assessment, and the continual upskilling of the older generation faculty to address the constantly evolving learning preferences of the digital natives.

Responsibilities in construction management can be looked at from many perspectives: individually and organizationally, within the organization and outside the organization. They spread from the daily tasks of a site manager to contractual responsibilities of a whole organization forming a wide and complex topic. The aim of this research was to enhance the understanding of construction management responsibilities by looking at how job advertisements frame the responsibilities of construction management professionals. A documentary research approach with genre and content analyses was used to analyze a selection of job advertisements from large main contractors in the UK and the USA qualitatively. The genre analysis revealed that job advertisements present the construction management responsibilities through a breakdown of three levels: the role name, the overview of the work functions and the description of the responsibilities. The qualitative content analysis resulted in a redeveloped definition of construction management and typology of responsibilities. Recommendations are given for job advertisement writers to ensure that the role name, overview of the work functions and description of the responsibilities all align and contain an appropriate amount of accurate information to attract suitable candidates to apply.

This article is a first step in a longitudinal research in New Zealand context to identify what impact national education approaches have on uptake of BIM education in individual tertiary institutes. Although BIM and BIM education as research topics are on rise, there is limited research on national approaches and their impact on width and depth of BIM education and through that graduate capabilities and BIM adoption by the industry. Case study approach has been selected to investigate first the challenges encountered by the tertiary institutes, how these can be addressed at national level and in later stages what the impact has been to the width and depth of BIM education and graduate outcomes. Only a limited number of countries such as UK have introduced national approaches to BIM education. In New Zealand National BIM Education Working Group (NBEWG) was established in December 2014. The group has representatives from seven tertiary institutes who have strong interest in including BIM as part of their programmes. NBEWG promotes integration of BIM into all architectural, engineering and construction programmes in New Zealand by providing national curriculum guidelines and guidance in adopting BIM curriculum. A survey was conducted among the institutes to identify the key challenges encountered in BIM integration. Among these were knowledge and skill gaps among faculty, crowded curricula, and limited time for development work.