Benchmarking BIM graduate readiness using a competency gap index: evidence from a mixed-methods study
Teck Wei Ng, Wei Ying Choong, Leilei WangPurpose
This study assesses perceived building information modelling (BIM) graduate readiness for workforce entry in Malaysia by examining competency gaps using the Competency Gap Index (CGI). It addresses the perceived misalignment between graduates' current capabilities and industry-expected competencies in Construction 4.0 contexts, and proposes CGI as a structured diagnostic and benchmarking tool.
Design/methodology/approach
An explanatory sequential mixed-methods design was adopted. A survey of 80 recent BIM graduates measured perceived expected and self-assessed actual competency levels across 20 competencies; following reliability refinement, 19 competencies were analysed using the CGI. Subsequently, 15 semi-structured interviews were conducted to explain the identified gaps. Quantitative data were analysed using SPSS and Excel, while qualitative data were analysed thematically using NVivo.
Findings
Technical competencies show relatively lower perceived gaps (14.43%), while the largest perceived gaps are observed in process (23.91%) and managerial/strategic (22.73%) competencies, particularly in ISO 19650 compliance, lifecycle integration and digital leadership. Interview findings indicate that BIM education remains tool-focused, with limited emphasis on governance, coordination, and applied workflows.
Practical implications
CGI provides a structured basis for diagnosing perceived workforce readiness and informing curriculum design, training and policy interventions. Its wider use requires contextual adaptation, stakeholder validation and calibration against local professional requirements.
Originality/value
The study operationalises perceived BIM workforce readiness as a measurable index, offering a transparent and comparable diagnostic framework for Construction 4.0 capability development based on perceived competency gaps.