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Building information modelling (BIM) offers rich opportunities for property professionals to use information throughout the property life cycle. However, the benefits of BIM for property professionals are largely untapped. BIM was developed by the architecture, engineering and construction (AEC) sector to assist in managing design and construction data. As these technologies mature and evolve, so does the opportunity for other professional groups to use data within, or linked to, BIM models. This paper aims to explore the potential for corporate real estate managers (CREM) and investment surveyors to use data contained in BIM models and building management systems, which could help these professionals with strategic planning, portfolio rationalisation and acquisitions.

This is a scoping study to explore the potential to expand the scope of BIM to other professional activities. As such, the research adopted a Delphi approach with a series of workshops with experienced stakeholders in Australia and England. Qualitative research is inductive and hypothesis-generating. That is, as the researcher assimilates knowledge and information contained in the literature, ideas and questions are formed, which are put to research participants, and, from this process, conclusions are drawn.

It is technologically feasible for some property professionals, such as CREM, to use some data contained within BIM, and linked building management systems. The types of data used by property professionals were identified and ranked in importance. Needs are varied, both in the range of data and the points in the property life cycle when they are required. The benefits identified include potentially accessing and using more reliable and accurate data in professional tasks; however, challenges exist around the fidelity of the data and assurances that it is current.

The key limitations of the research were that the views expressed are those of a select group of experienced practitioners and may not represent the consensus view of the professions and industry as a whole. The limitations and criticisms of focus group data collection are that individuals holding strong views may dominate the sessions.

The findings show that expanding access to BIM could enable some property professionals, including CREM, to utilise relevant data that could improve the quality and accuracy of their professional services. A simple initial system could be trialled to ascertain the value of the data. Over time, the availability of data could be extended to allow more professionals access. Furthermore, there is potential to link BIM to other digitised property data in the future.

To date, no one has considered the practicality or potential utility of expanding the access to data contained in 3D BIM models to property professionals, nor has anyone considered which data would be useful to them. The value of using BIM data is that, as more property stock is delivered and maintained via BIM-enabled processes, it will be possible for a wider range of professionals such as CREM and investment surveyors to offer more accurate advice and services to clients.

This position paper urges a drive towards clarity in the key definitions, terminologies and habits of speech associated with digital engineering and building information modelling (BIM). The ultimate goal of the paper is to facilitate the move towards arriving at an ideal definition for both concepts.

This paper takes the “explanation building” review approach in providing prescriptive guidelines to researchers and industry practitioners. The aim of the review is to draw upon existing studies to identify, describe and find application of principles in a real-world context.

The paper highlights the definitional challenges surrounding digital engineering and BIM in Australia, to evoke a debate on BIM and digital engineering boundaries, how and why these two concepts may be linked, and how they relate to emerging concepts.

This is the first scholarly attempt to clarify the definition of digital engineering and address the confusion between the concepts of BIM and digital engineering.

The purpose of this study is to better understand the ways in which K-8 teachers from a semirural, predominantly white district perceive their responsibilities to work toward anti-racism, as well as to learn more about how the teachers can be supported as they work to overcome the challenges facing teachers in these fraught times in this country’s history.

The authors use a reconstructive approach to critical discourse analytic methods (Bartlett, 2012; Hughes, 2018; Luke, 2002, 2004; Martin, 2004) to analyze an online discussion that took place among participants in a virtual anti-racist critical professional development course (Kohli, 2019; Kohli et al., 2015) as they grappled with what it means to confront their own racial identities, positionalities and responsibilities.

Three primary tensions emerged in teachers’ discussion: between geographic and professional identities; between individual and institutional responsibility; and between literacy instruction and critical literacy instruction. In all three cases, teachers expressed the difficulties associated with enacting anti-racist critical literacy pedagogy in their school context, while also leaving space for possibility.

The findings from this study add to the field’s understanding about how teachers in various contexts approach the work of anti-racist critical literacy pedagogy at different stages in their careers and how teacher educators might support them in doing so.

This study is important in its focus on professional development for in-service teachers, as much of the work has focused on preservice teachers and those who have been in classrooms for varying lengths of time have different levels of experience and different professional needs (Hambacher and Ginn, 2021). It is also notable that these teachers worked in a semirural, predominantly white district, as teachers working in such geographic locations often do not receive education about engaging with diversity (Anthony-Stevens et al., 2017; Anthony-Stevens and Langford, 2020) and it is essential that teachers and students in these districts are engaged if we are going to make headway in challenging whiteness in schools.

In this paper we narrate a story of working on a large project funded by an Australian Research Council Linkage grant the ‘Keeping Connected: Young People, Identity and Schooling’ project. The purpose of the study is to consider the social connection and schooling of young people who have experienced long‐term chronic illness. While the research involves both quantitative and qualitative elements, the qualitative component is the largest and involves the most researcher time and diversity. At an early stage of the project, three of the researchers working on the qualitative team consider why the study was framed as a series of case studies rather than as ethnography. The second issue considered in this paper is the different approaches to data collection, data analysis and truth claims we might take.

Plagued by doubt and methodological unease, two researchers from a large Australian study resolve their quandary by revisiting methodological literature related to narrative inquiry, visual approaches and contemporary interviewing to find that the application of poststructuralist theory to methodology provides a useful way of addressing their concerns. Before embarking on extensive writing about the project, they trouble issues of data authenticity, analytic integrity and the problem of voice. The main value of this deliberation is its applicability to the wider discourse about contemporary qualitative inquiry that other researchers facing analytical dilemmas may also find helpful.