It is a well-known fact the architecture industry is at the forefront of implementing and using Building Information Modelling (BIM) to conceptualize, develop, resolve and execute buildings. Although it may seem like a new concept, BIM had its foundations set in the 1980's with the disruption being 3D CAD. BIM has significantly been revolutionized beyond the likes of 3D CAD to become a complex system of information. Currently, BIM is still revolutionizing how architects design buildings by intelligently documenting buildings, realistic visualization, error reduction and 3D resolution of construction detailing. However, when and where is BIM implemented to allow architects to maneuver in the complex web of BIM? In recent times, BIM has become a household phrase amongst architecture schools around the world. BIM is fundamentally important in the architectural design and construction courses as it allows students to explore their designs and resolve problems surrounding the resolution of designs, construction of buildings. materiality etc. BIM is a complex system of information and is an ever-changing philosophy that has changed how buildings are conceptualized and executed. As BIM revolutionizes the architecture industry, it is important to grasp the level of implementation and methods of executing the teaching pedagogies in teaching BIM. From various research conducted, it is evident that the architecture industry is at the forefront of BIM implementation, however is this the case at the various schools of architecture? This research focuses on the levels of implementation of BIM at schools of architecture in South Africa. The research makes use of a mixed method approach of both primary and secondary data. The primary method of data collection was executed using a qualitative interview-based approach to unravel the various opportunities and challenges faced at architecture schools in teaching and disseminating BIM knowledge in South Africa. The interview schedule was based on various questions including the current state of implementation, equipment, lecturer's knowledge and importance of an integrated BIM philosophy in courses. The secondary data for this research was collected through an intense literature review that sought to discover the implementation of BIM throughout the world and the opportunities and challenges experienced by other international schools of architecture. Preliminary findings reveal that there is some usage of 2D, and 3D CAD being implemented, however little implementation of BIM methods, processes and pedagogies have been recorded, which prompted the need for research in this key area. This research will be useful to Universities which are currently implementing BIM, the BIM research community, Industry and other stakeholders which wish to contribute to the body of knowledge of Building Information Modelling.

Meeting planned timelines, quality and budget requirements in construction projects is always a challenge and the impact means that resources that should be used in other development projects get redirected to addressing the problems created by exceeding time, quality and cost aberrations. However, the fourth industrial revolution has not spared the construction industry and it is affecting the way infrastructure is delivered. According to the World Economic Forum, digital technologies have begun to change how infrastructure and the built assets are designed, constructed, operated and maintained. The entry of technology to the industry is also driven by the realization that in order to improve on the delivery of projects, adoption of innovative methods that are based on digital technology is essential as it ensures efficiency and effectiveness in project management, transparency, and record keeping. In this study, we report on the use of drones (Unmanned Aerial Vehicles-UAV) to capture site data and how it was integrated to Building Information Modelling (BIM) models to produce as-built drawings and quality checks from comparisons with as-imagined models. Data used in the study was obtained from construction projects sponsored by the Gauteng department of infrastructure, in South Africa. Findings demonstrate that UAV and BIM technology has the potential to improve the efficiency and effectiveness of project delivery. An enhancement in monitoring of work progress during construction, site surveillance, and integration of transformed 3D models to BIM to achieve more effective project management, record keeping, and quality control were observed. The accuracy of the data was also found to be adequate for the purpose of project management tasks.

Fostering sectoral competitiveness and adaption: 4IR in architecture curricula of South African tertiary institutions 57 th ISOCARP World Planning Congress

The spatial inequities of apartheid severely compromised the advancement of historically marginalised societies in South Africa. Exclusive barriers to access and opportunity defined an underlying geo-social intent for the oppression of societies, hereafter referred to as historically disadvantaged communities. The socio-economic injustices extended beyond physical spatial barriers into the realm of intellectual imprisonment effected by pedagogic exclusion. This ultimately prevented knowledge generation by exclusion of lived experiences in historically disadvantaged communities. The research approach is informed by a problem which focuses on pedagogic exclusion and the critical role of inclusive pedagogies and participatory approaches to research in architectural education for the advancement of society in order to promote spatial transformation.

Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?