A shift in the provision and delivery of accompanying learning entities became recently apparent in the framework of real estate education. So far, scripts, syllabi etc., were delivered in printed form to the postgraduate students. Paper-based media have been serving for a long time and especially the feature of handwritten annotations by the students has to be highlighted. However, some shortcomings have been on the agenda as well, such as the issue of colour images. Also the handling had certain constraints in the timeline of delivery. Digital file distribution allows to delay to a certain extent the handover of materials from the lecturer to the students. On top of this the searchability of PDF-files is for example striking. Real estate students in the area of continuing education at Vienna University of Technology do since 2013 not receive any longer paper-based media. At the very beginning of a study course a tablet is handed over, which belongs to the student. By way of preinstalled apps for example annotations can be performed. On top of this coloured images are contained. All in all the ease-of-handling has to be highlighted as neither a tutorial is needed, nor the tablet requires perpetual maintenance. The iPads are connected to the existing Virtual Learning Environment and the delivery takes place via a standard internet browser. Though also smartphones could be connected, these screens are in general too small to support learning activities for a long time. It is expected that in 3-5 years tablets will be widely used by students already before the Start of their studies and therefore any commitment of the course provider in terms of hardware delivery will not be any longer required.

The 'case-study method' is frequently used in management education to put theory into practice. The same is true in real estate education. In real estate it is also critical that the students gain practical experience with industry tools used to support valuation and investment decision-making. Since 2009 Altus Group has been running the Argus University Challenge by which students from real estate programmes around the globe can demonstrate their proficiency in using the Argus software.

This session focuses on how the case-study narrative and software skills are put together in the context of the Argus University Challenge while ensuring that the brief meets the requirements of the organiser and attracts a wide range of students from different programmes. Given the shortage of readily available and complex real estate case studies addressing the current challenges, the session discusses a useful resource for students to question their thinking on real estate development and investment, while mastering their technical competency.

At Hanze University of Applied Sciences in Groningen (NL) internationalization has been central in the schoolís strategy for the last decennium or more. In line with the overall University policy the department of Real Estate Management developed an international programme in the early years of 2000. After introducing the programme to Dutch students only, the department of Real Estate Management welcomed its first international students in 2006. In the international class Dutch students work together with these exchange students in multicultural teams. After some 3 years of experience it is now possible to prepare the accounts. Student- and teachers evaluations have been organized right from the start to get a clear idea of the problems that occur when working in intercultural teams on a complex real estate case and to take appropriate steps to overcome them. In this paper the progress made in handling intercultural differences is described with an aim to present an insight into opportunities and threats that were met on the way. The international programme, that is the basis for this paper, is part of a four year Bachelors degree course in Real Estate. In line with prevailing views in Dutch higher education the programme was developed round a project. The focus of this so-called project-centered education is on active learning. Courses and training sessions and other activities offer students the knowledge and skills required for a successful fulfillment of the project. The project central in the programme is The European Challenge. In the project students act as real estate professionals in an international context. They develop tailor-made advice for an American company that wants to concentrate its European activities in a new headquarters in a major European city. In the process students develop consultancy skills, learn to build an effective relationship with the client, investigate and understand the specific business goals and requirements of their client and take effective initiatives to direct the consulting process. Working together on such a complex problem in a multicultural setting causes problems and stressful situations. By using extensive evaluation methods and carefully planning follow-up actions, these problems have in the end been solved. This paper aims at giving an insight in some of the obstacles that were met on the way and in the solutions found to overcome them. A number of concrete examples will be analyzed and used to illustrate the process.

The fourth industrial revolution (4IR) landscape, which encompasses the trend towards more impact of technology, provides both challenges and opportunities for the real estate sector. As educators we carry the responsibility to prepare the next generation of professionals for the ethical dilemmas and societal concerns that this revolution throws up and need to prepare students to deal with its dilemmas and concerns. Concerns are raised that the advent of the 4IR is putting social justice under an increasing threat of unequal access to opportunities. The advent of financial capitalism has already impacted on equitable access to real estate. The process of financialisation and its impact of the real estate (housing mainly) sector shows that it is a fine balancing act of to achieve social justice and sustainability of our cities. The presentation elaborates on a blended course for MSc students at the Faculty of Architecture whereby students debate the topic of financialisation of real estate to stimulate their academic thinking. In the format of a role play of a municipal council hearing, students are expected to advocate (and therefore) understand the impact of financial capitalism of various stakeholders in two different cities, namely London and Cape Town. The impact of the commodification of housing as an asset, challenging equity and therefore social justice is the focus of the debate that is impacted to take place in the ‘municipal council hearing’. Yet the impact can be both positive or negative depending also on the motivations, needs and perspectives of the selected stakeholders. The preparation for this hearing is based on blended learning format which uses online and face-to-face session to prepare and organize for the debate. Students are expected to engage with the dynamics of the stakeholders that they represent; familiarize themselves with either the dynamics of London or Cape Town and make active use of materials develop in a blended format. For this the course also draws from a series of educational videos developed under the collaboration TU Delft and the IHS of the EUR which captured open access in a Blended platform. The materials developed here also more broadly cover social justice and societal challenges that lie ahead for the next generation of professionals. Advancements in blended learning for lecturers are supported and embedded into the framework of TU Delft, by inter alia learner development in online trainings offered under the Digitel Pro and the EMBED project.

The MSc course discussed here has been developed with the aid of three ‘platforms’ that are supported by the TU Delft. These showcase also the institutional framework that is provided for lecturers to develop blended education. All materials developed here are open access.

• Blended platform weblink: https://www.blendededucation.
• Digitel Pro: https://digitelpro.eadtu.eu/ [DigiTeL pro is about professional development for digital teaching and learning].
• EMBED: https://embed.eadtu.eu/

Blended learning which combines online lecture delivery with interactive face-to-face tutorials provides students with added flexibility, better live, work, study balance and is found to enhance student learning. Several appropriate undergraduate courses taught by the University of Auckland Business School’s Department of Property have adopted blended learning which students overwhelmingly prefer over traditional in-class approaches. Through innovative features such as closed captions, live-streaming and bring-your-own-device student engagement systems, the Department is at the cutting edge of crafting pedagogy that meets the unique needs of digital natives.

Integrating online study material in campus education forms a great challenge for coordinators and students. More so in times when physical education activities are limited, and structural change in the balance between online and face-to-face learning activities is evident. But also, because online education development requires meticulous preparation and tailor-made solutions. This presentation sets out the known theoretical didactical challenges of blended education, introduces the blended learning didactical choices for a third year bachelor course “Urban redevelopment”, and critically evaluates the learning experiences from both tutors and students by comparing education practice with theoretical insights. In designing the blended version of the course a conscious choice was made to reuse and adjust existing videos and assignments from two massive open online courses (MOOCs) for three course themes in a structured manner. Evaluations show that it is pivotal to explain to students that blended learning is introduced to stimulate active learning and what is expected from them. Moreover, a healthy balance between online and face-to-face learning activities for a theoretical course seems achievable, but delicate too, especially in creating a satisfying interactive learning experience.

In this presentation we will share the experiences of turning a regular real estate finance course into a blended learning format. Starting with constructive alignment, the course was revisited from the learning objectives, teaching method and assessment. The choice to blend this course was made in order to improve and optimize the following aspects: allow for personalized learning; activate student self-learning to acquire calculation skills; integrate peer-learning and peer-assessing; and pave the way for novel ways of assessment. Another important reason to blend the course was to re-balance the lecturer/student time inputs. Blending your education comes with extra development time upfront but should be off-set against future efficiency. A team of 3 (all presenters) was involved in the preparatory work – drawing from and including the student perspective. We will share the experiences of the development of the course and to some extent implementation (which is on- going at the time of conference). Lastly, we will share our insights on which Learning Management System and what tools we used.

The discipline of property requires students to be introduced to not only theories and ideas but also to understand and experience physical structures and surroundings. With class sizes increasing and Health and Safety regulations becoming more stringent it is becoming more and more difficult to give students these important experiences. The introduction of a three-dimensional, computer generated environment to university of Auckland property courses has produced a virtual environments enabling our students to virtually experience field trips to active construction sites and other high-risk, complex environments that would be impractical to visit in-person. This VR experience creates a safe environment that students can experience in the safety of the classroom, their own home or other locations such as a café. First year Bachelor of Property students from the University of Auckland have been all been provided with Google cardboard VR headsets. They are low-cost and re-semble a cardboard Viewfinder from the 1980s, with a place to insert a smartphone. When photos and videos are captured on a special 360 degree camera and played on a smartphone, they appear in 3D, creating an immersive experience. As part of their coursework, students took a virtual tour of a construction site at Parnell Terraces, a former leaky building in Auckland, New Zealand, which is being remediated. Through VR, students could also explore the hidden working organs of the home of the University of Auckland Business School, the Sir Owen G Glenn Building, including the heating and cooling equipment on the roof and plant rooms in the basement. This presentation will report on the introduction of VR into the First Year Course “Building Construction” by Dr Michael Rehm who has driven this VR initiative.

Aims & Objectives: Blended learning has been operational for nearly two decades. Normally this would be long enough for optimal models to have evolved and regimes to be established to measure the effectiveness of the techniques employed. However, blended learning involves the use of technology – at least in part – and almost twenty years is a long, long time in technology terms. Real estate has the reputation of being a slow adopter of technology. The objectives of this research were to establish how blended learning had advanced in the context of real estate education.

Approach: A preceding presentation at the ERES 2015 annual conference explored first of all different blended learning models and examined the components of a typical blended learning system including tools for content management such as course/module management, delivery and moderation. On the occasion of the ERES Education Seminar in Delft a subsequent survey with accompanying structured interviews was presented. This inquiry was conducted with representatives stemming from either schools of built environment or business schools and was based on a questionnaire about the incidence and nature of blended learning in real estate education specifically.

This research: The methodologies used with the online survey are triangulated with some in depth interviews and case studies of particular implementations - picking up points raised on the previous two presentations.
Implications: In some quarters, the use of technology in teaching is itself contentious but this research has shown its adoption to be inexorable in real estate education. It has identified very real concerns about the nature and structure of courses and the skillsets of lecturing and course management in a blended learning environment but also identified some real positives about student engagement and outcomes.

Significance: This research records the status quo and finds that real estate education is lagging in the adoption of blended learning. It should act as a call to arms for faculty and students to demand better.

This exploratory research offers a stakeholder’s perspective about the professional profile of real estate graduates, in line with concerns regarding skilled labour posed to the Real Estate sector in Brazil. Specifically, it recognizes a set of core competencies (composed of knowledge, skills, and attitudes) required by real estate development companies to qualify professionals who work with design and planning of real estate products. The opinions about professional competences were obtained through an online survey, conducted with real estate executives, academics and recruitment professionals of leading Brazilian real estate development companies. The questionnaire was based on existing literature depicting similar surveys, and insights gained from semi-structured interviews previously conducted with five key industry employers. One thousand questionnaires were sent and 261 were considered as valid responses out of the 341 returned questionnaires. Respondents rated a group of 30 competences according to their perception of relevance, using a five-point Likert scale. After the survey, results were compiled, ranked and classified by type of respondent and expertise of the company. The five competences that got higher scores were: Awareness of professional ethical responsibility, perception of what happens in the market, critical thinking - ability to assimilate complex situations, capacity to identify problems and find solutions, and knowledge of legal and regulatory aspects of the market. Based on the survey results, a discussion about professional ethics and the pertinence of a multidisciplinary approach in real estate education is offered.

Why is it important for companies to adhere to laws that protect the environment and accept responsibility for society and employees? Where is the (economic) benefit? What do these questions have to do with Corporate Governance (CG) and sustainable corporate leadership? Especially the real estate sector struggles with a relatively negative image when compared to other sectors. There are mechanisms that can identify the value added by good Corporate Governance, including econometric studies using regression analyses. The empirical studies have particular advantages in proving the potential benefit of good Corporate Governance. By using large datasets as the starting point, they can measure the real effects that occurred in the market on performance related variables. These and other results clearly demonstrate the positive connection between good Corporate Governance and various key performance indicators.

Warehouse policy represents a key issue for supply chain management and companies have to identify the optimal strategy for identifying locations for their investment in real estate assets. The optimal policy depends on the distance from suppliers and customers, the standardisation of the inputs necessary for the production process, the type product/service provided and the demand elasticity, and the cost and time necessary for the delivery. The presentation will focus on the gamification approach for teaching logistic optimal planning for corporation by using SAP S/4 Hana and ERP simulation games. The game will be constructed in order to measure the advantage and losses related to different choices in warehouse location and the impact of automated vs discretionary choices for procurement/replenishment process. The presentation will also point out some of the evidence of the in-class simulation and the pros and cons of the gamification approach for evaluating the impact of warehouse location and management on the performance of the company.

Responsibility and teaching of it is directly linked with the diploma with which curriculum graduates will be awarded. In Estonia, the graduates will receive the diploma of engineering, i.e. master degree in real estate is related with an MSc in engineering. From this arises a clear vision that responsibility as a subject will be engineering responsibility. According to the common practice, engineers and their professional societies have separate Codes of Ethics that are grounded on general and historical practice in the absence of a regulation like e.g. GAAP for accounting specialists. The teaching must also include philosophical motifs. All students must be teached in a way that they are able to meet real estate market needs. After all, compliance is available if market professionals take part in university practice and also supervise the enterprise-based practice. Due to the small number of curriculums on the one hand and the heretofore limited interest from the side of firms and professional bodies, this is named exactly the basic mainstream for teaching responsibility. It is also evident that different building environment keywords like energy efficiency, sustainability, renewable energy etc must frame the picture. The presentation tries to answer the question how to arrange this on a small real estate education market.

The availability and interpretability of information is key to a successful construction project and the steering of real estate. Due to the current possibilities in methods and software (such as Building Information Modelling (BIM)) more information can be collected and processed than before. It is expected that through BIM the flow of information between stakeholders and project phases is improved. Methods and tools, however, cannot determine which information is needed in respect to corporate necessities, real estate specific, project specific, economical or legal aspects. This leads to the following research questions: - How can the information demand in a certain (project-) situation be determined? / - What is the necessary information? // At first an extensive literature review was conducted to analyse the terms ‘information’ in the context of BIM. From there a methodology was developed and tested how the information demand can be examined. On that basis a project in collaboration with real estate departments of prestigious companies is now carried out to identify relevant information and visualise it in a data-tool. The result of the research thus is firstly a methodology to identify relevant information depending on the objectives and given circumstances. The methodology can be used in consulting building owners or other stakeholders to determine their information demand prior to e.g. the start of a new project. This task is a new field of work for real estate professionals and is in intense demand in the context of BIM. Secondly the research will provide a general data tool which will make it possible to determine the specific information demand e.g. for a specific task or phase of the project. This data tool will be valuable to specify data requirements needed for example for defining the BIM deliverables and issue a BIM Project Execution Planning guide.

Since over 15 years RICS is establishing profound and trusted relationships with universities running accredited courses. Even before the online learning revolution and the emerging MOOC, RICS started its online learning initiative. Today the RICS Online Academy provides members and professionals working in land, property and the built environment with convenient, flexible, online study options outside of the traditional classroom. Since its launch in 2011, RICS training has been very successful in the UK. This year demand has become more international therefore, our efforts in the future months will focus on introducing online training in continental Europe, Russia & CIS. At the same time we want to intensify the co-operation with the industry and academic world on the further development of training and education. We follow our vision to be recognised as the premier provider of training services in the land, property and construction sectors and we will be working on a suitable training offer for our stakeholders in continental Europe, Russia and CIS.

To function effectively in multiple roles and priorities concerning property students need to know property knowledge that they would not know prior and sadly, all too prevalently, after to an introductory real estate principles course. These roles subsume responsible citizen, consumer of property goods and services, choosing place in which to live, selecting and arranging the terms of a particular property interest, property in business, development and the place making process, property financing and investing, and the various functions of property and the careers associated with those property functions. This big scope, big scale, big tent knowledge prescription implies an audience for property education extending well beyond those who might work in the property discipline per se. Introductory property textbooks, however, are predominantly oriented to those who would pursue property careers. The design of a property curriculum necessarily follows from consideration of the scope and particulars of the property discipline as widely recognized and practiced. If the property discipline is considered narrowly, as it most often is, then the needed knowledge may be very different than if the property discipline is considered more broadly, as it too seldom is. Consider the differences in how need to know property knowledge might be defined from such contrasting perspectives as: 

• Sell side or buy side
•  Business level or individual consumer level
• Private property or public good
• Property owner or tenant
• Property provider or property user

The property discipline is most be effectively considered from dualistic perspectives, a portfolio of yin and yang contrasts. Just as property practitioner and professionals education must reconcile the challenge of balancing established institutions and new models, tradition and innovation, continuity and discontinuity, so, too, must the articulation and instruction of property knowledge reconcile these competing objectives. This task is made even more fraught by the extraordinary change in so very many elements of the property discipline. This paper builds on an empirical content analysis of real estate textbooks in relationship to their relative emphasis on major categories of knowledge, to consider the degree to which these textbooks cover the major perspectives that may be favored for property knowledge. A structure to organize property discipline knowledge into 15 property knowledge domains is provided. The property discipline’s knowledge that students need to know encompasses (1) contemporary societal values and challenges that shape property experiences; (2) technology advances in the critical TICMELM technologies: transportation, information, communications, making, energy, learning and money; (3) shifting “rules of the game” as in the form of restrictions and regulation governing public places and private property interests. These considerations are seen in varying degrees in the focus of scholarly research concerning the different elements and topics of real estate knowledge between different places and over time. The cumulative interaction of these forces and factors defines what students need to know about property. Juxtaposing this need to know prescription results in a discordant mismatch if not a chasm between to what the textbooks actually teach and property and what students need to know. This paper introduces the means to enable students to know what they need to know about the property discipline.

Over the past several years the University of Auckland Business School’s Department of Property has redesigned several of its core papers to embrace online learning and other technologies in order to challenge and create an exciting learning environment for our undergraduate students. Three courses have adopted a blended learning model with purpose-made online lectures coupled with regular interactive face-to-face tutorial sessions featuring the online Top Hat student response system. These and other papers have also embraced two free Internet tools developed by the University of Auckland. Aropa enables students to peer review classmates’ assignments while Peerwise invites students to draft their own practice questions and share them with their peers. Lastly, the no-cost online Q&A platform Piazza is being incorporated into the Department’s courses to allow students to crowdsource answers to their questions from peers with academics and teaching assistants monitoring and contributing when needed. Being digital natives, university students are enamoured by these innovative teaching methods and are taking full advantage of the flexibility and enriched learning that these tools offer.

The online/blended course Energy Friendly Renovation Processes will provide its participants from the building sector and Master students with pioneering knowledge about ambitious energy-saving refurbishment projects within the existing housing stock. Energy Friendly Renovation Processes is a unique course with interesting interaction between professionals and Master students. By offering course simultaneously to professionals and Master students and by creating a platform and facilitating three real life sessions these two can engage in a dialogue, an interesting interaction for both parties arises. In the online environment success factors will be discussed, by means of concise knowledge videos and accompanying questions, in relation to the energy saving issue within existing neighbourhoods and dwellings. The course pays attention to technical and financial factors, however the main focus lies on other success factors like the skills to work with various parties with different interests on ambitious goals. Each week the students apply the new knowledge on a case study in a group. These cases are based on current issues that participants from the building sector face in the real world, so as to simulate the process that is taken place in real projects.

In positioning the design school versus the business school, the management game as an educational module in the last semester of the architectural bachelor in Delft is illustrative for the possible synthesis between real estate and architecture. The explicit approach of design, as applied in Delft and many other institutes for architecture, and the implementation in a typical real estate process, reveals the designerly way of thinking. The paper aligns the design approach and the policy gaming, and its unification in the management game. The management game is not only bridging design education and real estate and management education, but also enlightens the advantage of architectural based real estate education; in order to come up with solutions for the genuine challenges of obsolescence and urban redevelopment, a proper understanding of the market as well as buildings is essential.

Since the beginning of first Real Estate Master’s Program in Turkey 2001, real estate finance as a term has been changed and evolved by definition from space and asset market players. After 2007 mortgage system is introduced in the country and past 7 years market is demanding more knowledge and data in order to position itself to rapid changing of game rules from local and central governments. Among those changes the real estate finance course at Istanbul Technical University started a curriculum mostly from US perspective while strengthen the enrollment from Erasmus programs in EU. While most of the fundamentals of real estate finance stays the same, multidisciplinary backgrounds of the students provide different viewpoints and investment/ risk perception to be discussed throughout the year. In this paper, the survey data of Master’s Programme graduates and current students analyzed and discussed.

Most of Italian Universities are public-sector bodies, recently entitled to become private foundations. They are characterized by regulatory autonomy, teaching autonomy and financial one. The principle of autonomy in teaching means that Universities may decide the distinguishing features and contents of study courses offered to students. Nevertheless, formative paths designed by each University must meet certain criteria, expressed by ministerial decrees, in terms of objectives to be pursued providing a set of compulsory training activities.

Research indicates that despite increasingly multicultural approach of the universities, typical patterns show that students with different cultures minimally interact, and this leads to ‘group separation’. This implies that there is greater degree of separation between local and international students making it difficult to interact and work in groups. Additionally, neither traditional 'knowledge delivery' models of teaching, or a purely 'student-centred' approach would adequately address the challenges of student diversity, because students are for most of the course struggle to make meaning in strange intellectual and social surroundings. An approach to this challenge is ‘group learning’ or ‘cooperative learning’, characterized by positive interdependence, where students perceive that better performance by individuals produces better performance by the entire group. One of the recognised techniques of ‘group learning’ is ‘gaming simulations’, and this research explored the application of ‘gaming simulation’ to translate a ‘group assignment’ into a ‘strategy game’ as full-day class activity aligning it with an assessment -group presentation. Research shows that gaming simulations, students’ activity and discussions are key to the learning experience, which artifacts the concepts of constructivism.

Furthermore, group activities are beneficial in revealing managerial and leadership characteristics and demonstrate how leaders can manage effectively to achieve goals. Conducted as an experiment, this research presents a pilot study that was used to assess the feasibility of ‘game-based learning’ in large-group learning withing the discipline of construction project management. The key outcomes from the study were that it successfully brought incohesive group members together and provided students an opportunity to pool their collective knowledge to create new understanding for the purpose of the assignment. The other key elements of the ‘strategy game’ were ‘peer review’, ‘peer feedback’ and prize.

The ‘social interdependence theory’ explains five variables which mediate the effects of corporation, the fifth variable is that group work should encourage mechanism for assessing positive and negative group interactions and provide feedback to group members. Thus, ‘peer review’ and ‘peer feedback’ was introduced by us for ‘game’, and student groups assessed each other’s works for identifying the winner. The prize worked as a competitive incentive. Student feedback repeated the words ‘innovative’, and ‘engaging’. The key challenge was whilst students engaged and enjoyed the process of deriving their own solutions, they were still unsure of their decisions and required a tutor-led intervention.

7th ERES EDUCATION SEMINAR - Henley Business School / University of Reading, December 2-3 2011

Nurturing connections between the university and the real estate alumni seems to play a pivotal role in improving the communication within the real estate sector and to continuously align the educational offer to the emerging industry needs. Alumni engagement and building alumni networks are the key elements of the American university system. In the UK some of the universities providing real estate programmes use alumni networks for extending the curriculum beyond the classroom and to build the brand. In the era of digitalisation, when the bonds in the society are weakened, alumni and wider professional networks play an increasingly important role in collaboration between universities and the industry to shape the real estate programmes for future generations of surveyors. The UWE real estate programme leaders questioned that the current alumni engagement practices may be suboptimal. Given the increasing pressures imposed on academics involved in delivery and management of real estate programmes, the programme leaders wondered: what are the current market practices?; how well do they work?; what are the communication channels?; what is the role of social media? and what could be the optimal models?. Hence, the aim of the study was to inform the future strategy for the real estate alumni engagement of the University of the West of England Bristol (UWE). To gain a clear view on the current market practice study included a comparative analysis of networking practices at selected higher education institutions. As this suggested potential gaps in the current practices at UWE, this analysis was followed up semi-structured interviews with UWE staff and real estate programmes alumni, and a survey of real estate programmes alumni to understand they views on the current offering and desired practices. This research confirmed that building engagement with the real estate alumni is important and that the networking can be mutually beneficial for both the alumni and the university, with the main benefits for the university being: improved employability amongst graduates and growing students' enrolment. For the alumni the major benefits included improving professional network, sourcing talent, and shaping the programmes to ensure long terms alignment with the changing business needs. The study also identified the lack of consistent communication strategy, limited resources, and insufficient funding as major barriers for creating efficient alumni networks. These informed creating a model of a sustainable alumni network, which builds on four pillars: the university as an institution, university's staff engaged with the real estate programmes, alumni and current students. The model suggests that development of efficient alumni engagement programmes must be based on clear funding, appropriate resourcing and facilitated communication between the staff, alumni and current students. As the research found deficiencies in the current UWE practices, it provided recommendations for the alumni network at UWE, highlighting the fact that each network is unique, and requires continuous reassessment of practices and initiatives. As the research was based on a small sample of UWE alumni, further research could be considered to understand situation across other universities.

Digitalization is challenging us - both privately and professionally. We must be able to adapt flexibly to all these changes. Educational institutions must be more than just a place of knowledge transfer. Against the background of a constantly changing society and working world, educational institutions must also teach future-oriented skills. In this way it is possible to make students fit for the working world of the (digital) future. We are currently experiencing a dynamic digital change in the real estate industry. New, data-driven business models are establishing themselves and in some cases replacing previous models and companies. New market players (e.g. Amazon, Google, Airbnb) are successively conquering the real estate industry with innovative technologies. Revolutionary or part of continuous evolution? The presentation looks at ways of thinking of traditional and new market players, motivates to "thinking outside the box" and provides suggestions for implementation in teaching.

7th ERES EDUCATION SEMINAR - Henley Business School / University of Reading, December 2-3 2011

Since the beginning of first Real Estate Master’s Program in Turkey 2001, real estate finance as a term has been changed and evolved by definition from space and asset market players. After 2007, the mortgage system was introduced in the country and the market is demanding more knowledge and data in order to position itself to rapid changing of game rules from local and central governments. Among those changes the real estate finance course at Istanbul Technical University started a curriculum mostly inspired from a US perspective while strengthening the enrolment of Erasmus students from the EU. While most of the fundamentals of real estate finance stay the same, multidisciplinary backgrounds of the students provide different viewpoints and investment/risk perceptions to be discussed throughout the year. In this paper, the survey data of Master’s Programme graduates and current students is analysed and discussed.

This paper discusses how real estate education can benefit from letting students keep a scientific diary. This scientific diary approach entails that, as a complementary course activity, students keep a diary in which they reflect on any real estate related news, projects, daily observations or policies that fascinate them or attract their attention or curiosity. Personal curiosity, while a fundamental driver of science, often lacks a formal role in real estate courses. As such, diaries may help, in a modest way, to enrich the classroom as well as the teacher’s perspective on the thoughts and personal development of students. In this paper we frame specific pros and cons of the diary approach within the educational literature, whilst paying special attention to the traditional lecture approach and the recently popular flipped classroom approach. To empirically illustrate what real estate diaries may bring about, the current study offers a content analysis of the entries in diaries kept by two cohorts of students of the University of Groningen Master’s program of Real Estate Studies and a cohort of students of the George Washington University School of Business MBA program. We show results of a systematic categorization of the 200+ diary posts as to their content and form. We conclude with a discussion of the possible merits of this approach. One of these merits is a broadening of the topics that students study within the (pre-fixed) study program. Another is that recent events, impossible to be captured in textbooks and academic literature, are actively connected to. The openness of the diary approach may help to make students’ own-level thinking about real-world observations more serious, in small steps, through a process of exploration and writing. In addition, diaries can be discussed in-class in a group setting, under the teacher’s supervision, in order to share observations and discuss knowledge- claims. This practices the framing of real-world observations within existing theory as well as the assessment of whether alterations to theoretical models are needed to understand the observation at hand. We hypothesize that practice of this type of reflection on fresh issues in the ‘daily real estate life’ of students may lead to a stronger connection between their academic training and the professional field of real estate.

The body of knowledge is a fundamental attribute of an established discipline. In the field of accounting, for instance, the accounting body of knowledge is reflected in statements of accounting principles. In most disciplines an introductory textbook is presumed to reflect that discipline’s body of knowledge. While there have been a select number of research papers addressing the property discipline’s body of knowledge, heretofore a comprehensive, integrating, inclusive, and contemporary statement of the discipline’s body of knowledge has not been provided. This paper addresses this pressing need. Beyond providing a rationally organized statement of the discipline’s body of knowledge, the presentation is extended to address explicitly how that body of knowledge appropriately is included in real estate education. The consideration of the body of knowledge in real estate education is addressed at multiple levels, ranging from the introductory principles class for a student or individual who had no prior exposure to or knowledge of property and real estate through elective classes that would explore certain topics – i.e. finance, investment, appraisal, development, etc. – to develop the coverage of that subject more fully; and through more advanced treatment of certain of these topics. This paper provides suggested ways of integrating concepts of the body of knowledge some 15 different courses that might comprise a real estate curriculum. This paper makes the significant contribution of organizing documents in the body of knowledge (BOK) and then linking and connecting that BOK to the real estate education.

Real Estate is seen by most Architects or Architects-to-be as a constraint to design and to the fulfillment of people’s real spatial needs. Real Estate education within Faculties of Architecture has to face this. The key to attract Architects could be a research agenda that interprets Architectural design (urban design included) as the design of Real Estate goods. This presentation goes through a list of on-going research projects at the Faculty of Architecture of the Universidade de Lisboa to contribute to find a list of categories that might be common to the few European Faculties of Architecture that have a place for Real Estate education. The second tentative step is to transform those projects themselves into Real Estate research.

The objective of this paper is to explore the extent to which current real estate academic curriculum in the UK align with industry needs in order to identify key areas for reform. A case study of four Universities was undertaken in the study. These cases were randomly selected from the Midlands, Northern and Southern parts of the UK. Data for the study was collected through a desk-top review of real estate curriculum from the four selected Universities and analysed using mind mapping approach. The study revealed that though knowledge from real estate academic curriculum aligns with the industry in six out of nine knowledge base areas, there were gaps in knowledge in the three areas considered most significant to the needs of industry. The study, therefore argues that universities may have dedicated enormous resources to educating real estate graduates in modules that are not necessarily essential to their daily job roles. This study is important in the sense that it is the first ever conducted to identify the key areas of the curriculum that show gaps in real estate education offered by universities in the UK. The findings of the research could inform future curriculum reform.

A vast number of case studies (some of which are considered classic works) is produced in academic/scientific operative research, thesis and dissertation research as well as in professional practice across a variety of traditional social science disciplines - like psychology, sociology, political science, anthropology, history and economics - and practice oriented fields such as urban planning, public administration, public policy, management sciences, and education. Case studies often occur also in evaluation research (Yin, 1989) and, quoting from Stake (1995, p. 95-6), we can even say that “All evaluation studies are case studies.” In recent years, a deep theoretical and methodological reflection on case studies produced a wide and rich scientific literature in different social research fields including economics, the most ambitious social science in its epistemological aspirations (George e Bennett, 2005). In the field of project evaluation, the extensive use of case studies is not combined with an actual awareness of its theoretical and methodological foundations or its potential as a theory-building tool and, as a consequence, some considerations on case-study as a research strategy are needed. From a methodological point of view, this presentation mainly aims at: 

• framing and defining the case-study as a research strategy (has the case-study scientific bases? What are the main features of case study? In what does it differ from other research strategies (experiment, statistical analysis, archival research, history) setting in which situations case-study is more suitable than other methods and when it is worth using it;
• proposing a definition of a case-study as a research strategy suitable for evaluation and survey;
• illustrating the main types of case-studies in the literature (e.g.: exploratory descriptive, explanatory, intrinsic, instrumental, etc.);
• presenting the case-study research design;
• highlighting the main criticisms to case-studies method (with a special, even though not exhaustive, attention to the problem of results’ generalization and validity).

From the point of view of evaluation and survey, this work aims at stimulating a reflection on the need to provide evaluative case studies with major scientific foundation suggesting the opportunity to apply a case – study research design suitable to this scientific field.

The COVID-19 pandemic led to widespread closure of physical learning at universities in Kenya and South Africa. Many universities turned to e-learning to provide educational continuity, but they now face the challenge of how to reopen safely and resume in-class learning. This is difficult to achieve without methods for measuring the impact of university policies on student physical interactions. This paper is an attempt to explain briefly what we can learn from education emergency responses from emerging country perspectives. We shall analyze the emergency education responses to the COVID-19 pandemic of Universities in Kenya and South Africa since March 2020. We will attempt to interrogate whether remote learning in the two countries is perceived as effective and try to explain the successes or otherwise of utilizing remote learning in institutions of higher learning. We will focus on how e-learning has brought to the fore, new challenges in delivery systems and the challenges, if any, in curriculum adjustments and how the academic faculty were able to weather through these unsurmountable challenges with minimum support from the university administration. The paper outlines the key challenges and successes faced in embracing on-line learning by both the students and the academic members of staff during this era of the COVID-19 pandemic.

The lockdowns in response to COVID-19 had a serious impact on higher education as universities closed their premises and countries shut their borders in response to lockdown measures. Ministry of higher education institutions were quick to replace face-to-face lectures with online learning. However, these closures require additional solutions in aspect of quality of learning and examination as well as the learning syllabus. To remain relevant, universities will need to reinvent their learning environments so that digitalisation expands and complements student-teacher and other relationships. This paper intends to share teaching and learning quality control and experiences among 254 Real Estate students in Universiti Teknologi Malaysia during Covid-19. This study has views the regulation that has been imposed by governing board (BOVEAP) on teaching and learning activity during Covid-19. A survey were conducted among Real Estate students to measure their perception towards online teaching and learning, online assessment, and online sharing session. Students agreed that the overall quality of online teaching and learning during Covid-19 are similar at 47.2% for good and moderate level. More than half of the students (59.8%) are satisfied with the conducted online assessment. Majority of students (80.6%) agreed that online knowledge sharing session during Covid-19 is important for students. Major obstacle during online session is the internet connection.

7th ERES EDUCATION SEMINAR - Henley Business School / University of Reading, December 2-3 2011

Aim and Objectives: Geurts and Jaffe (1996) presented the results from an educational property rights game they created. This game teaches the students how a framework of well-protected property rights leads to more productive real estate investments. The aim of this paper is to improve on the explanations provided in that paper.

Design / Methods / Approach: This is an in-classroom educational game, where students simulate production using real estate under varying levels of property rights protection. As such this is an interactive teaching method with a self- directed learning approach.

Findings: It shows that the better their property rights are protected the higher the productivity. Although most of the actions of the students during the game could be explained, some of the outcomes seemed not rational. Indeed, Geurts and Jaffe wrote “We have noticed that peer pressure to work can hamper this process” with regards to irrational behavior. The authors of this paper attempt to expound on some of the unexplainable behavior in the Geurts and Jaffe paper and in addition provide some alternative views for the explanations provided in that paper, using a behavioral analysis.

Research Limitations / Implications: Educational games are typically used to explain some theoretical concept in a self-directed learning approach, however the theory is often based on rational behavior. The outcomes of the educational game can therefore be different from what the theory predicts, which can be considered a limitation to the approach. However, a behavioral analysis, as presented in this paper, might explain the outcomes better and provide for a better learning experience for the students, since the outcomes can fully and/or better explained.

Originality, Rigour and Significance of the Study: This is an original game developed by one of the authors of this paper, which was published in one of the top peer-reviewed journals of the field, namely the Journal of Real Estate Finance and Economics. This is of course no guarantee that this paper is of similar rigor and/or significance, however it shows the relevance of this topic and approach: Teaching students under which circumstances an investment in real estate is most successful.

The number of published entities has been rapidly growing in the past years. In the framework of this contribution a demonstration will be delivered on how to structure a search string in order to retrieve an adequate number of hits when investigating the wider area of "energy" within the context of real estate. The ERES Digital Library will be highlighted in this regard, but also a large repository will be examined in detail. Finally, the results of data mining efforts within ERES submissions for the Annual Conference in the period 2012-2017 will be presented along with the concept of word pairs.

Helena Hurd from Routledge demonstrates how to publish your work, whether as a book or in a journal, debunking some of the myths about publishing and explaining how best to navigate the publishing process. Topics to be covered include: the publishing process, how to start a publishing career, what makes a good proposal, identifying your topic and your market, looking at the competition, choosing a publisher, the external reviewing of proposals, what makes a good book, contracts, permissions, ebooks, after publication and an introduction to journal publishing. Recent digital innovations both in teaching and in publishing will also be explored, asking ‘where next for academic publishing?’

The master thesis represents an essential component of a postgraduate programme. First of all, the student has to define a topic and a set of relevant research questions. After having settled the supervision agreement, he or she can embark on the actual work on the thesis. Nowadays, a wealth of preceding publication output is accessible and it is tempting to "re-use" this material. If time is short and deadlines beckon, plagiarism may seem to be the easy way out. This means that (substantial) chunks of already published work is reused in the master thesis, but even paraphrased modifications may still be in dangerous proximity to the original publication. Moreover, an author may consider to incorporate large parts of his/her own previous work, thereby engaging in self-plagiarism. The supervisor has a crucial role in this regard. If he or she has an excessive number of students to supervise, there may not be enough time for individual consultations. On the other hand, supervisors may expect to see work in progress on which to give feedback, which should then in turn be reflected in the final version. If a more or less final version is submitted without intermediate stages, this might be regarded as a warning sign. Another tell-tale signal is a mismatch between a student’s oral proficiency of expression versus "perfect" writing. There are several tools to check digital documents for any degree of plagiarism. These reports need to be critically checked, but they can provide a helpful first impression. It also has to be noted, that retrospective digitisation may lead to the detection of plagiarism in the future. The contribution will conclude with some comments on ghost writing.

In connection with the covid -19 pandemic during the last three semesters, three teaching models were implemented at the Cracow University of Economics. During the first year of the pandemic there was an asynchronous model, then a synchronous one. Now a hybrid model is implemented which means that some classes are online and some are stationary. The presentation focuses on the analysis of the results of surveys carried out among students of real estate economics at the Cracow University of Economics. The research was carried out three times at 6-monthly intervals.

During the last two decades, the built environment had changed dramatically. The modifications linked with basic markers, market participators and with therefor with the requirements for the arising from changed nature of built environment. Beside the political influences are very important those one that arise as obligation conversion of higher education, the both one built environment schools vs business schools are involved. According the market needs, is evidential that trough LLL paradigm on the one hand and professional requirements on the other hand, the essential and accepted movement is available.

Since the CG session featured more diverse presentations, the results from the discus- sions are presented separately for each presentation. First, CG was discussed as a driver of company performance with results from an empirical study of the real estate sector. The second presentation was on how CG could be taught in real estate classes – and why. The third contribution on plagiarism served as a means for discussing eth- ical standards amongst students of real estate.

The IT session was marked by some overarching concepts and insights that spread across all presentations. The results from the discussions are thus presented in a joint format focusing on four questions: What opportunities may technology create for real estate companies? What role does information play in real estate management? What competencies do young professionals need? What can education do to support the next generation of professionals in the best way?

A dramatic change of the way of education and learning emerged during the pandemic. Educational institutions started to respond to the situation by several methods and tools, shifting from face-to- face learning to virtual. However, throughout the vaccine period people started to go back gradually to the physical education once more. Thus, highlighting the need for new opportunities and better ways of teaching. New architecture design techniques for spaces is as important as the role of artificial intelligence in the education system. It creates an opportunity to rethink the learning experience and make the interaction better through three stages. Starting by responding to the present by small changes in the rooms’ capacity ore rearranging existing furniture to make barriers. Then, planning for the near- future by designing for disinfecting setting in addition to spaces that accommodate more people. As well as combining the technology and physical learning together. The last step is looking towards the far, by reinventing spaces that emphasize safely environments. On the other hand, the artificial intelligence role became crucial in the education specially during the pandemic. Teachers have been using the e-learning platforms sharing online materials and conducting lectures virtually via teaching applications. Consequently, transmitting the information for a larger number of groups, with a consistent delivery of updated data. Therefore, the interactive technological tools such as Nearpod, whiteboard chats, and other ed-tech tools Help in strengthening the teaching. Both spatial design of the built environment and education-technology contribute in strengthening and developing the education system post-Covid 19 in many different ways. Potential alternatives for the future of learning are created by the diversity of implication of architects and scientists.

My presentation will give a short overview about our course and explain our „career tracking“ in which we follow the development of the salary as well as the satisfaction with their job content. We have three data points, before they start the course, one year and five years after the course. The data is far from being complete but you can make the first conclusions. The major one is probably that the course and therefore the fees are a very good investment (if there is a change of job involved). Those students can get their fees back in two years’ time with a higher salary. So I argue about the return on investment on a quantitative basis. Additionally we see the satisfaction with new jobs and the content and field of work is very satisfactory – so that’s the qualitative approach. These findings are also important for our position in the market (of further education in Real Estate).

7th ERES EDUCATION SEMINAR - Henley Business School / University of Reading, December 2-3 2011

The pandemic situation forced many institutions to acquire capabilities with online teaching tools within a relatively short period of time. First of all, more or less overnight teaching in presence mode had to be abandoned and the settlement with Virtual Learning Environment followed. It seems that all in all a rather steep learning curve was achieved, and this with different modes of adaptation. Most likely, when returned to "normal" a discourse regarding the degree of "virtual" or "presence" will follow. In this framework blended learning can be regarded as a mediator between both "worlds". In other words, some degree of (non-) presence mode will remain. In the course of this contribution several different options for the delivery of real estate course work will be elaborated.

A century ago, Nobel literature laureate Rudyard Kipling, advanced the proposition that six critical lines of inquiry were fundamental to knowledge: What, Why, When, How, Where, and Who (Kipling, 1902) Had Kipling been writing today, likely he might have added two more honest serving men: Which and Whether. Knowledge derives from learning. In common with any significant, high-stakes, important undertaking, knowledge of real estate investment – its theory and practice — is a central critical success factor. Learning is the intended byproduct of education. In the 21st century that education is expected to be both rigorous and relevant, concurrently sound in theory and practical in application. Real estate investment knowledge — specifically, how real estate investment theory and practice are conveyed through education — can appropriately be considered through addressing Rudyard Kipling’s Six Honest Serving Men – Plus Two.

The introduction of the Fourth Industrial Revolution has demanded for the paradigm shift in the traditional real estate education to the delivery of smart real estate education. However, smart real estate is the combination of sustainability, user-centred, and innovative technologies for the effective delivery of real estate services to its consumers. This study therefore explores the challenges and prospects in the delivery of smart real estate education in the Fourth Industrial Revolution. Some challenges discussed were cyber security issues, data management and accessibility, and affordability. The prospects in the fourth industrial revolution include partnership with government, society and industry for the effective delivery of smart real estate education. This study therefore recommends that educational partnerships would help to improve the future employability skills needed for the delivery of smart real estate services in the fourth industrial revolution.

CEPI was established in Brussels in 1990 as an international non-profit organisation. Its 29 members are national associations based in the EU and wider Europe representing estate agents and property managers. The mission of the association is to support European and cross-border real estate transactions by developing the work and activities of real estate professionals with the interests of the consumer in mind. The association aims to raise standards in the real estate professions, promoting that real estate brokerage and property management be conducted by qualified professionals with high ethical standards. As the European Union and its rules and regulations continue to impact further on the real estate market and the activities of real estate professionals, CEPI also aims to use its combined strength to bring the views of real estate professionals to the attention of policymakers in the EU, and to address and find solutions for their practical concerns in dealing with the implementation of EU policy and legislation. Therefore, its work has an emphasis on European policy, lobbying and having an active presence in Brussels. // What is Eureduc and why it is an opportunity to strengthen education for future real estate professionals? CEPI considers education as being one of its key missions and priorities and, for this reason, we have decided to create the Eureduc programme. Eureduc is an educational programme intended for real estate agents and property managers. This programme aims to offer a minimum common degree course to the main universities, colleges, high schools, and professional training institutes which already offer courses for real estate agents and/or property managers in the EU member states. This minimum course should correspond to the minimum educational requirements for agents and for property managers set up by CEPI. Several European educational establishments (28) have signed the Mission Statement through which they commit themselves to integrating the Eureduc programme into their syllabus. Most of the signatories have also asked for, and were granted, the CEPI Eur label, confirming that their activities comply with the programme. Only in 2020, and despite the difficulties arising from the pandemic, the Eureduc programme has collected approximately 700 certificates from all over Europe. Always in the framework of its constant ambition to internationally strengthen education of future professionals, the Eureduc programme has launched several new initiatives in the last years. For example, with the newly created “Eureduc Theses Library", CEPI aims not only at facilitating knowledge exchange among students of our Eureduc institutions, but also at providing all those who are pursuing knowledge for personal or professional reasons (life-long learning), with interesting and innovative materials on different topics concerning the real estate sector. Finally, we are committed to building a strong community of Eureduc alumni through dedicated events and webinars, newsletter, and exchange projects. We strive for enabling former students to exchange experiences, develop professional connections, and stay connected with each other. We are constantly working to raise awareness about the Eureduc programme and expand our network of educational institutes and universities throughout Europe. The Eureduc Programme is currently active in twenty-eight partner institutes spread in ten countries. It is important to remind that the programme does not require the payment of any fees at any stage of the participation. For CEPI and its member associations, Eureduc is an educational mission through which we are working to build a solid and trustworthy network of current and future professionals of the real estate sector from all over Europe.

About the course - Course specifics related to Covid, Course specifics related to blending.

Spring 2020 with A-Z as case the pitch workshop started promising. Where the pitch previously was a fest of creativity it was expected the more digital approach enforced by Covid would steer towards.

Some parts are good ...

“Your manuscript is both good and original; but the part that is good is not original, and the part that is original is not good.” Is credited to Samuel Johnson, but not proven yet. In German it appears with new/true as opposite characteristics: “Dein redseliges Buch lehrt mancherlei Neues und Wahres, Wäre das Wahre nur neu, wäre das Neue nur wahr!”. The standard practice of teaching was overawed by blended learning and Covid. Not all new was good and not all was negative, and it wasn’t standard in the first place.

Conclusion: An huge inaccuracy is the idea of time saving by blended learning ...

During the last decades the number of students in a mobility is growing year-by-year but the percentage of students that may have an experience as exchange students during their career is still lower than the 10% of the overall students enrolled. The main problem is related to the socio-economic issues that may represent a barrier for starting a standard mobility program in a foreign country that will require to live abroad for several months.

The development of new technology has improved the quality of the teaching activities online or on blended mode and there is a raising interest in the virtual mobility opportunities in order to increase the number of students involved in mobility programs and support the inclusion of students that cannot or are not interested to traditional mobility.

Topics presented will be focused on the results of the ERASMUS+ KA2 project named EDUSC that involved companies (Confia and Kiron), universities (University Carlos III Madrid and the University of Rome Tor Vergata), and an association (YERUN) coming from five different European countries.

The importance of technology, preliminary with regard to IT, cannot be overestimated. Problems arise since the number of curriculums in which IT starts to be a distinct element is still small. This is the case in Estonia where the real estate based curriculum is general on the first level of higher education and on the second level of education is lacking the required space for teaching effective IT-linked subjects. On both the Bachelor and on the Master of Science level detailed due diligence applications and also a good knowledge of market requirements are required, which will help to balance the existing subjects and curriculum with a growing impact of IT and technological innovations. In this case, the current approach gives an answer in which way the technological application should be approved and proceed with minimal efforts and disturbance of already established curriculums. In spite of keeping the existing real estate curriculums engine, the new contents should be applied and arranged as inputs into specific subjects but also as some new subjects or practices. The linkage between the academic education and LLL serves as one of possible instruments for solving the problem. Also, the other trends while current attributes are mixed with future solutions need to be analyzed. The presentation gives an answer and recommendations how involve IT in an interdisciplinary framework.

Real estate education across Europe is predominantly embedded in either schools of built environment or business schools. The framework conditions and especially the size of the student cohorts have a significant impact on the setup and handling of teaching and subsequent learning facilities. Blended learning is to regarded a didactical meaningful combination of traditional face-to-face instruction and state-of-the-art e-learning formats. This contribution is reporting on a survey with accompanying structured interviews conducted with representatives stemming from both types of real estate education. The survey itself has already been presented at the ERES2015 conference in Istanbul. The interviews serve as augmenting case studies touching upon four main areas: delivery of content, training, strategic impetus, culture. The questions for the case studies were sent in advance to the interview partners (in order to settle preparation) and undertaken using a videoconference.

Looking back several decades it can be found that real estate Bachelor and Master degrees are a relatively new offerings in the landscape of Bachelor and Master programs at German universities. Traditionally, the real estate industry recruited graduates from universities focused on degrees including architecture, building engineering, business administration, law, geography and similar. However, the last 20 years saw the emergence of a larger number of university programs crafted to the needs oft he real estate industry. These programs vary in scope and content, they range from syllabus more driven towards the business and economics field, or towards the technical field associated with an engineering angle, or anchored in faculties of architecture. As result and in contrast to more traditional fields of study like business administration or law, the real estate programs´syllabus can vary widely. In addition, the percentage of school graduates qualified for university entrance has risen sharply. Recruiters at personnel departments of companies in the real estate industry therefore face quality uncertainty assessing the quality of graduates and difficulties scrutinizing the set of qualifications they can expect when hiring graduates from different universities. Adding to this quality uncertainty, student assessment and grading from professors can vary widely. Thus relying on the formal documents like Bachelor and Master degrees poses challenges from viewpoint of recruiters. This ERES Education Seminar presentation looks at aforementioned challenges and the impacts on the hiring process of graduates in the German real estate industry.

Covid-19 pandemic affected the world in a way that no one could have imagined and the education sector, especially in Nigeria, was not left out. Therefore, the government had to temporarily shut down schools in a bid to curtail the widespread of the pandemic. Although the sudden lockdown was an excellent measure adopted by the government to solve the crisis, it in every way, impeded the growth of students and teachers. Nevertheless, many countries had to adopt new strategies and techniques such as blended learning to support the continuation of education. This transition was most challenging in Nigeria due to a lack of network infrastructures, computers, and an enabling blended learning environment. This led to a massive strain on the economy as a whole. The advent of this pandemic exposed the deficiency and wide digital gap in the Nigerian education system. The way forward is for schools to enhance and reinvent the education system to remain relevant in the world. Hence, this paper aims to review the preparedness of real estate education practitioners in the covid-19 and post covid-19 era.

Presently, rapid property development in forms of construction of buildings and infrastructure has been observed throughout the country. These development has been closely related to growth in the economy of the country and flourishing of market economy system. Property Development in tern requires well function legal system, good investment climate, and finance and health economic environments and working conditions. The main objectives of the graduate program on urban land and property valuation emanates from the need to supply a skill manpower desires of the country for enormous property development and constantly growing property market. Each year the country commits more than half its capital outlays to land development, building and infrastructure the graduates of the program were assumed to deliver the skill and knowledge requirements for such development. The real estate industry is rapidly moving from essentially responding to client requirements for structures to providing business solutions and sustainable development. This makes property a key sector of the economy. The market-friendly policy of the Ethiopian government has also created favourable condition of property development and investment. Property valuation may be considered as one of real estate activities. Everyone uses real estate in one way or another and must pay for its use, which involves a decision about value. Hence widespread need for appraisals is apparent. Practical decisions concerning value must be undertaken based on some kind of appraisal or valuation of real property. There is no institution that provide real estate education in the country; while the need assessment conducted on urban and property reveals that there is extremely high level of professional needs at all levels of city administration as well as private sectors. Whatever the purpose of the property valuation, it is crucial to undertake it based on facts and accurately as pricing it too high or too low may have detrimental consequences. The intended graduate program is developed to enrich the students’ practical knowledge with skills and abilities specific to real property valuation; it provide rigorous understanding of property markets and a range of practice based knowledge and skills within a flexible learning environment; it also covers essential elements of Construction, Economics, Legal Studies and Valuation, finance and accounting and will provides the ability to relate the property industry to other built environment fields and the wider business context.

The complexity of housing markets and the increasing education requirements make it increasingly difficult to introduce new disciplines in housing market analysis to allow students to learn properly. There are two main difficulties: Firstly, the level of basic formation the students bring when registering in the Master course. Secondly, the increasing knowledge in the housing market forces the idea that students should expand the areas and disciplines they should learn to understand the housing market and analyse it properly. An example of this complexity is explained, and the education requirements are also described, showing the difficulties of a new master student could profit from the education due to the lack of previous or essential background.

This short essay try to discuss the key issues about doctoral research in real estate appraisal within a Ph.D. Course in regional planning and public policy, which is held at IUAV University of Venice.

The COVID-19 pandemic has become a global challenge that brings major disruptions to the higher education sector. People are asked to stay at home with ongoing lockdowns and national borders are closed to prevent the spread of the COVID-19. Schools and universities are forced to shut down across countries and switch to online teaching platforms. To adapt to the “new normal” amidst the global pandemic, educators are exploring different novel ways to deliver teaching-learning activities. The application of blended synchronous learning (BSL) appears to be a novel pedagogical delivery mode that combines face-to-face classes and remote teaching with the assistance of synchronous technologies to provide more options to students. The objective of this paper is to review the literature on the BSL and explore its application in property courses in an Australian university as an example. This paper demonstrates the roles and values of BSL as a novel delivery mode in the post- pandemic world.

The influence of digital transformation in educational system has describe learning environments (such as remote learning, e-learning, hybrid/blended learning, technology-enhanced learning etc.) in which technology is used to facilitate the learning process. Pedagogy is not limited to the theoretical concepts and practical educational approaches only, but also include the learning processes. In the context of smart pedagogy, Technology-Enhanced Learning (TEL) support the use of technology and digital solutions to facilitate the learning processes. In PropTech education, TEL process is required to help educators provide teaching and learning support to real estate students in higher education.TEL process is therefore essential for the integration of PropTech education and smart pedagogical framework in the curriculum of real estate higher education. Furthermore, TEL process could provide real estate students with the necessary knowledge, skills and competencies essential to get actively involved in PropTech. In view of this, some degree of competencies (such as technological pedagogical content competencies and predictive analytical competence) and skills are needed to achieve an effective TEL process that would sustain the integration of PropTech education in the curriculum of real estate higher education. The new concept of digital intelligence (include digital: literacy, communication, identity, safety, security, use etc.) is a set of skills and competencies needed by PropTech educators to meet the demand of smart pedagogy in TEL process and achieve a quality delivery of PropTech education. This study therefore proposes the adoption of digital intelligence in the development of smart pedagogical framework to improve TEL process and sustain the future of PropTech education in the curriculum of real estate higher education. The integration of digital intelligence in smart pedagogy would enhance PropTech educator’s pedagogical competence to predict the outcomes (i.e transiting basic knowledge of real estate to innovative PropTech) in a TEL process.

Conventional real estate education emphasises the application of knowledge from disciplines such as economics, law, finance, accounting, construction and architecture. While the emphasis has merit, the efficacy of such application is subject to the development of a discipline. One notable case is adopting financial technologies (or FinTech) in real estate. When the research on FinTech applications on artificial intelligence, blockchain, cloud computing, and big data (ABCD) is still relatively immature, adopting those new practices and theories cannot be straightforward. How to prepare our next generation with creative thinking, innovation and a risk-taking attitude to embrace the rapid transformation to an innovation-based economy is therefore critical. In this study, we advocate that the case study method is an effective teaching pedagogy that enables students to learn from analysing real cases and applying knowledge from such a complex discipline in real estate. By “stating and comparing opinions and learning from the differences and similarities,” The method helps students acquire new information to establish new practices and theories in the FinTech application in real estate. This study is a teaching reflection on adopting the case study method in an undergraduate Property Technology (PropTech) course. The case contains problem statements of FinTech applications in real estate markets. A discussion forum is used to encourage peer discussion on innovative solutions to the problem. Students are required to use real business cases to analyse how FinTech is good or bad at solving real estate problems. Discussions with lecturers and peer reviews enable students to wrestle with the knowledge they learn and encourage a knowledge co-creation atmosphere. Exemplars of the case studies are also published on social media such as Linkedin and Medium to share their findings on the latest knowledge of PropTech. The student evaluations of the course are positive and promising; the experience provides a novel knowledge co-creation model of teaching creative thinking.

In the last years Virtual Reality (VR) techniques such as Oculus Rift have become an alternative teaching tool in the Urban Studies programmes. Having provided 360° imagery and tracking, as well as binaural audio, Oculus Rift facilitates a more immersive experience which would fully engage students in a real world replica of any place and space. The Urban Studies and Planning Department at the University of Sheffield, organizes international field trips that allow students to analyse planning in rapidly changing cities. In recent years, the field trips have been to Istanbul, but rapidly emerging security threats in early 2016 required an urgent review. Module leaders were therefore required to carry out a significant rethink as to how the learning outcomes , centred on developing students’ abilities in urban analysis, could be met through an alternative way than a physical field trip. Therefore virtual reality techniques provided the engagement and analytical framework to ignite students’ critical thinking. The experience of using virtual reality tools in urban planning teaching is very new, and this pioneering approach will be used to further develop teaching in the Department. Since VR techniques can be applied to large range of scales, from city level down to room level, would this innovative way of teaching therefore be transferable in real estate education?

Based on experiences at the TU Delft, and her involvement in BOSS, the TU Delft study association for real estate students.

Education in the contemporary era has to don the new avatar of holistic preparedness to emerge as profession ready and assimilate multitasking skill quotient to collaborate with varied stakeholders, interest groups and investment houses. Real estate as a domain is a key player and contributor in the economic progression and developmental dynamics of any nation, with the process of imparting expertise outlining upgradation, global standardisation and ethical professional practice. Academic foothold rooted in theory and practice, real time grounded contextualism is the keyword that has to be dealt in its finer details. The influx of digital revolution has opened newer horizons of possibilities, corridors of exchange and realms of creative problem solving that has also engulfed the real estate sector in its advancements. The academic sojourn has to swing between foundational strength, multidisciplinary connect, focussed line of thought and snippets of touch and go phenomenon. The paper highlights the emerging trends, areas and facets of real estate education that has to undergo a revamp in terms of expanding frontiers, adopting change, extending boundaries and breaking barriers of generics. From virtual virtues in digital twin technology to the incorporation of recent advancements in AI, VR, AU and IOT/IOA, the need to integrate software expertise in real estate education becomes crucial. The preliminary pathway through GIS, BIM sensitisation as an entry gateway to the larger spectrum of the virtual realisation of the true ground realities has found its rooting in the studio-based courses in the Indian education in the context of real estate architecture and design. The incorporation of courses on resilience and asset creation, wealth from waste, green to brownfield resource generation has further outlined the need to integrate current scenarios of climate adaptation, SDG’s and energy demands. The classification of city as an enterprise in the real estate domain requires updating and upgrading the knowledge quotient in the learning system as changing scenarios, paradigm shits and perspectives stem from academia addressing the real time context. The trajectory has to strike the equilibrium from change as a constant to change as a system as addressing and adopting has to be the dictum beyond mere adaptation. Academic learning in real estate has to keep abreast of global events, economy crunch and crisis as the world is embarking on multi and inter disciplinary approach integrating multiple skills in the graduate. The new found, emerging combination of architecture and real estate offers immense potential in terms of design, development and financial outlays as a complete big picture in projects across varied asset classes. Incorporation of conservation, heritage and adaptive reuse mechanisms that could offer real estate potential is also making headway in the Indian curriculum in real estate. Real estate from an engineering, management and financial standpoint has now transcended boundaries and barriers to encompass architecture, design and urban development principles and domains. Academia has to integrate industrial mentorship and hone entrepreneurial quotient as teaching and learning is not about producing professionals and consultants but in creating strong individuals who could emerge as leaders leaving a trail of successful start-ups, unicorns and prop-tech entrepreneurs. This paper outlines the current academic emergence as an amalgamation of collaborative learning process in real estate beyond fragments and snippets from various disciplines, but as a structured course towards reals estate domain expertise.