Authors Keywords Abstract
"IVSC restructuring and the new link "education - profession - public" Following the IVSC restructuring there is a new possible link between education, appraisal profession and the public interest. IVSC has three main bodies: an independent global Board of Trustees, a Standards Board and a Professional Board appointed by the Trustees. The Professional Board main objective task is to promote professional and educational standards for valuation; ï foster and review the development of educational programmes consistent with IVSC objectives; ï develop a multi discipline international body of Knowledge; ï develop a set of international valuation Best Practice; ï promote education and training relative to international Valuation Standard // We could understood real estate valuation like a three dimension chess game with: the public (including the industry), the valuers and the education system. // The education level is important from minimum two prospectives: Minimum Education Requirements (MER) is important for certification and the public interest regarding the quality of the professional services. The Body of Knowledge will be important for continuous education system (profession) and development of the profession (public interest and the industry).
"The French concourse "Les NÈgociales" "There is a continuing high demand for effective negotiation in the workplace. Real estate students, in particular, need strong negotiation skills especially for future sales agents and consultants. Historically, negotiation has been an interdisciplinary field. Even today, researchers and educators continue to think about ways in which insights from such disciplines as law, business, psychology, sociology, anthropology, economics, game theory, complexity theory, and the arts. Many teachers in negotiation use a variety of teaching methods - lectures, simulations, discussion, videos, written assignments, etc. ñ to account for various learning preferences or multiple intelligences with a predominance of using simulations. Launching in 1990 by professors of the Nancy Academy (""TUT Tech. De Co""), the concourse óles NÈgociales"" (2,000 students in 12 qualification centres in France and a final at Nancy) has the objectives to confront professionals and students in short matches of negotiation on a case study elaborating by partners of the event (Coca Cola, Canon,...) and permit to promote sales careers in particular in real estate careers with the participation of Foncia and BNP Paribas."
15 years Experiences in Real Estate Education in Poland The aim of my presentation is to show the changes in real estate educational system in Poland. In my opinion polish education in real estate is young system and has a lot of failings because our real estate market is still developing. I would like to pay attention on accreditation system which we still change. But in the last 15 years we created a strong basis for the professions in the real estate management, valuation and selling so I will present the most important rules how to reach licence in our country.
A comparative analysis of long-life learning in Germany
A Cross-College, Multi-Disciplinary Course on Senior Housing and Design This paper presents the details of a unique real estate course offering that involves multiple universities and students from multiple disciplines. The course, Interdisciplinary Design and Development: Senior Housing, has been offered concurrently to students from DePaulís MBA program, IITís College of Architecture, and Kent Stateís School of Visual Communication Design. The challenge was to make the project as realistic as possible, but also a manageable, focused course that could be completed within the confines of the academic schedule. The further challenge was to do it using teleconferencing technology, coupled with two day-long workshops and a final presentation for a senior housing development that included market analysis and demographics, site selection, zoning and other public policy constraints, financial feasibility, capital sources, architectural design, the construction process, and marketing and branding. Students worked in teams, mostly by email and telephone each bringing his or her background and interests to the project.
A new proposal of Real Estate Degree according to Bolognia requirements We present a new structure of real estate studies to be proposed to approval as new Degree on Real Estate in the Alicante University, inside the new titles of the Bologna process agreement. The structure of the RE studies has a first 60 credits common with other disciplines, as Law, Economics Finance and Construction Technology, also including a list of ëinstrumentsí which covers education on most of the ëcapacitiesí any RE professional have to be able to dominate to provide RE services to the market. The rest credits deep on the different RE market specialities. Such a common structure allow to students to be mobile among titles, giving dynamism to the curriculum design.
A Proposal of a Pan-European Real Estate Master This paper presents a proposal of a master in real estate with an European base. The design is made in order to favour two aspects. First, to establish a possibility to different European universities to participate in a ëEuropean masterí teaching contents related to how their real estate market performs and their own characteristics. Second, to give the possibility to students to learn about the differences among European real estate markets, and also to develop specialisations in some of them. Establishing the same master across Europe could create the platform to increase education and research activities relating most European research centres.
Access for students and educators to ERES topics presented in a Digital Library On the occasion of the 2009 Annual ERES conference, a newly established Digital Library - consisting of previous ERES proceedings - was presented. Meanwhile, all ERES conferences since 1993 have been recorded and the total output in this ìcollective memoryî amounts to over 2,800 recorded entries. Further events are already scheduled for the coming years and an annual increase of ERES-related presentations by more than 300 entries is to be expected. It has to be noted that the quality of the metadata is only as good as the data delivered by the acting conference and seminar chairs. The available initial content is vast enough for this Digital Library to serve as an important source of information for both researchers and educators. The focus of this contribution is placed on the latter. When trying to convey the state of the art to students working on a master thesis or dissertation, eres.scix.net should provide a more than suitable information source. Due to the fact that bibliographical information (for example for contributions to a conference or seminar) is made available shortly after an event, the community enjoys access with a very short delay. It is hoped, however, that a switch to (pre-) publishing the entries shortly before the conference or the seminar will occur in due time. In the spirit of ìopen accessî, no barriers are erected and, similar to Google, the current solution can be regarded as an uncomplicated and trouble-free gateway to information. The argument of ìspeedî for retrieving information should also be considered. A classical library with books on the shelf seems to be easily ìoutgunnedî in this context. Many libraries have therefore successfully adapted to these changing user needs, as will be shown by using the example of the Vienna University of Technology. For instance, collections of books related to real estate can be retrieved by simply clicking on a link on a website. An online up-to-date listing of finished MSc-thesis work has also been made available, thus allowing access to a body of knowledge and diminishing the danger of this type of academic work being under-utilised due to limited visibility.
Access to Distributed Learning Materials via Tablets

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.

Accreditation and its Influence on Public Acceptance of the Real Estate Professional; A Case Study of the Estate Surveyor and Valuer in the Nigerian Scenario Accreditation is simply the determination and confirmation of standards and requirements set down by a statutory body which may be professional, educational or governmental with the aim of regulating and controlling the minimum standard expected of any member of a given area of discipline. In Nigeria, the national universities commission together with the Estate surveyors and valuers registration board of Nigeria [ESVARBON] determines and monitor the minimum standards expected of institutions offering courses in Estate management which may lead to a Bachelors degree or a Higher national diploma[HND].Accreditation determines the acceptance of graduates of any institution in the open labor market. This paper examines the influence accreditation has on the acceptability of graduates from the Nigerian universities and polytechnics, and the role of the nigerian institution of estate surveyors and valuers [NIESV]in accreditation exercise and also the association of professional bodies of Nigeria [APBON].
Accreditation Issues Recent US Experience Demand for a real estate accreditation program developed by the Society of Accredited Real Estate Programs has been disappointing. The organization is rethinking ist mission. The current president of SAREP provides an overview of the situation. The presentation examines issues of Why is accreditation needed? Who would accredit programs? What should be accredited? How should the process be conducted?
Alumni as Stakeholders: ImmoABS - Vienna
An analysis of Real Estate Masters: The case of UPV and NTU European Universities are developing an important process of reform due to the Bologna Agreement. Measures adopted to assure the quality of programme provision include: the accreditation of degree programmes, the teaching staff, institutional faculties, and the Universities themselves. This paper/presentation analyses three Masters programmes in the field of Real Estate, and reports on the differences and similarities between them. In particular the Masters programmes are analyzed in terms of content, student ambition and requirements, faculty, and programmed marketing. The paper considers the differences between the process of accreditation of the Master of Real Estate Sciences by a professional institution, namely the Royal Institution of Chartered Surveyors (RICS) in two European countries, Spain and England, and the Spanish official process of course accreditation carried out by the Spanish Ministry of Education. Of particular significance in Spain, and an area of increasing importance and distinction, is the coexistence of two types of Masters degree accreditation processes. Within Spanish universities some Masters degrees are accredited by the Spanish Ministry of Education, a national institution, whilst others are accredited by the University itself, working in partnership with a professional body. Masters programmes accredited at national level, occupy an academic position part-way between first degree study at the Bachelor level, and Doctoral level study leading to the award of a PhD. The Masters programmes accredited by the university, with input from a professional body, are designed to cater primarily for the needs of professional practice. Additionally, they endeavour to extend and develop knowledge, understanding and skills within a vocational context, and with less emphasis on pure research. This paper contrasts the position of three Masters programmes. Two of these are accredited by an independent body - the Royal Institution of Chartered Surveyors (RICS), (one of which is offered by the Polytechnic University of Valencia (Spain), and the other by Nottingham Trent University (UK)), and a Masters programme accredited by the official institution of a European country (Spain). Additionally the paper will report on the success of Masters students in obtaining relevant employment in their vocational area, during study of, or on graduation from, the programmes.
Application of MyUniversity portal in PhD real estate education
Audio-Visual Technics Applied to Teaching of the Discipline of the Appraisal The process to adequate the teaching system to the European Higher Education Area (EHEA) implies for the student, among other issues, to learn how to work autonomosly. Beyond a doubt, the great challenge in the appaisal discipline teaching, consists of making inexperienced students conceive the field, as complex as it is for gathering a number of knowledges ambits (economy, architecture, urban management, law), as something linked to their everyday life. To achieve this goal, the students are asked to arrange a fictitious technical visit to their own houses. They have to use for this purpose audio-visual technics and subsequently create a valuation report. The videos filmed by the students are shown in the classroom and later commented by the professor. Through this teaching method, the students achieve a more dinamic, active and communicative learning, as well as improving their competences when planifiying and organizing the visits. The students consider this to be a satisfying experience, as they understand these ficticial visits as a first contact with what they expect to be their career development in the future.
Best practice in the development of an international real estate education programme - overcoming intercultural problems in student teams

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.

Blended group work – phenomenological systems
Blended Learning: Best of Both Worlds

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.

Building Process and Real Estate Management Meulman
Case Studies on Blended Learning in the Context of Real Estate Education

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.

CECnet: An e-learning Environment for Real Estate Courses "The use of the MOODLE e-learning environment (an acronym for ""Modular Object-Oriented Dynamic Learning Environment"") in the framework of programmes offered by the Continuing Education Center (CEC) at the Vienna University of Technology will be elaborated in this contribution. Indeed the naming of this open source software is playful, as moodling can be interpreted as a verb which points to improvisational processes of doing things as it occurs to you to do them. In this context the focus is defined by blended learning, which supports a mix between presence and virtual interaction ""in between"". As a matter of principle, it has to be stated, that the goal of the CECnet is not to replace tuition by presence. In terms of usability, furthermore the easiness of setting up a course will be presented as well as available choices for assessment, such as the submission of homework and feedback questionnaires."
Changes in Real Estate and the challenges for Real Estate Education in the Netherlands
Changes on Phd system for real estate students in Spain
Changing and emerging patterns in American and European real estate education: trends and a case study Most university-based real estate education in America is housed in business schools and much of that in finance departments while in Europe it takes place in more diverse contexts including architecture and planning schools. These differences result in competing perspectives and possibilities but as globalization progresses, the changes afoot may allow one to incorporate features from the other. This presentation deals with trends and features of American real estate education manifest in a business school, in comparison with those in a real estate program in a European architecture, building and planning school.
Co-operation of Latvia University of Agriculture in Real Estate Field
Collaborative Learning in Finance and Investment using Wiki Wiki is an editable webpage that can be developed with multiple links, embedded objects, and collaborative contents. One of the largest wiki based website in the world in Wikipedia. This research explores the potential of wiki to be used as a collaborative learning and teaching tool in higher education. In one of the corporate finance modules at the School of Management, University of Surrey, several wiki based assignments involving real life data and information were designed to formally assess the participants. The result is remarkable with positive feedback from the students who had an immersive enquiry based learning experience. It clearly demonstrated the power of collaborative learning using technology as a source of knowledge and means of convenience to develop very rich content for the specified problems. Three separate time-bound lab sessions were designed using wiki as the platform, which has now been formally adopted as the principle group project (coursework) in this particular module from this academic year. Few of the major learning out of this action research were: the need for appropriate planning, time management, adequate training for participants to maximise the potential usage of wiki, and providing high quality data and information for better learning.
Combined seminar and internship in real estate management education The Real Estate Management Education Programme at the Agder University College; School of Management (AUC-SM), now includes a one-semester combined seminar and internship in real estate management, as part of the Bachelor degree programmes in Business Administration and Engineering (îConstruction technologyî). It is also an area of specialization in the Master of Science program in Business Administration. The internship programme consists of a placement job, two weeks of classroom teaching, and a term paper. The programme has been carried out for the first time in the fall term this year (2006). In the present paper we present a model for organising the communication between the student community, the research community, and the business community, which we prefer to call ìThe dialogical modelî. The main characteristic of this model is a two-way communication between the three communities, as opposed to the common one-way information form (ìThe monological modelî). According to learning theory and our model, we expect the internship programme to enhance learning for the students and work as a vehicle for coalescence between industry and academics in the field of real estate. A survey among the students and the participating firms presented in this paper, has revealed that the students have had a very interesting and instructive time in the real estate industry. Their motivation for further real estate related studies, and for a career in the real estate industry was reinforced, and they discovered the value of theories and tools already acquired in their bachelor studies. The real estate industry saw the programme as a useful way of getting in touch with our students and academics, and they expected this contact to be useful for their market image. They also saw the programme as useful for getting an outsider view of some of their problems, and for building a stronger relationship to the university.
Communication in Real Estate
Competences for Real Estate Graduates in Brazil: results from a stakeholder survey

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.

Conceptual Imagery for developing Real state Finance Modules The presentation depicts conceptual imagery to visualize the process of developing real estate finance modules for undergraduate and postgraduate programmes in a business school setting. Based on the teaching experience at the Department of Land Economy, University of Cambridge, the presenter has drawn two conceptual models on developing modules in real estate finance for BSc in Business Management, MSc, and MBA students at the school of Management, University of Surrey. Recent researches in Education promote this idea of conceptual visualization for module and programme development. The presentation starts with the presenterís experiences at Cambridge and prospects at Surrey in real estate finance modules and develops the conceptual imagery to depict the dynamics in real estate module development. Various critical aspects influencing a module in real estate finance have been integrated in these conceptual mages, which will encourage debate and discussion for better pedagogy in real estate.
Contradictory Criteria
Contribution to the discussion on the architectural education scope in the context of building sustainable cities
Course Entities with Exercise Content in the Framework of Postgraduate Real Estate Education: Conceptual Design, Issues and Learning Outcomes Whereas the course entities offered in the context of real estate education courses usually take the form of lectures or seminars, project work which confronts students with a real-estate task for which solutions need to be systematically developed, complements the practice side of the curriculum. As students have already attended some theoretical classes when the projects start, they have most of the theoretical knowledge required for the given task. The participants are expected to show a high level of initiative and make an active contribution to the project. Work in small groups fosters synergy effects between the group members, and the input of different technical skills from each group member is welcome. This contribution presents the project contexts and modalities developed at the Vienna University of Technology. Projects may be distinguished according to whether they relate to an existing structure or a new construction project. The first project activity for students is the design of residential or commercial properties. At a second stage, they are given the task of developing feasibility studies for properties in Vienna in need of renovation. One project may cover several sites. A separate class is devoted to project work on an ìappraisal reportî. Work on a project basis constitutes one fifth (24 ECTS) of the overall course work (120 ECTS). After an initial introduction and explanation of the modalities, individual project tasks are set. During the life of the project, participants have regular meetings with the lecturer and are expected to submit progress reports for the individual project milestones. Each of the small groups is given different milestones which will later be aggregated for the final report. This modus also enables a benchmarking process at the end of the project. If there are deficits which prevent the setting up of balanced groups, any identified gaps in knowledge are addressed through special coaching sessions. A MOODLE-based e-learning-environment provides a very useful platform for the group work.
CRE in the MBA Core: Problems and Prospects There is no authentic business that does not involve a location on a parcel of land. Land and its improvements is real estate, a factor of production rarely addressed in the study of management. Instead it is addressed typically as a business in its own right.The effect is that corporate real estate (CRE) has a second class status in MBA curricula.Received ideas affecting research in CRE stem from an industrial era perspective.For the foreseeable future, as the so-called knowledge economy develops, this perspective limits effective research that would enable managers to intervene effectively in the knowledge workplace. This presentation argues that, like marketing, human resources or finance, CRE should be in MBA core curricula.It reviews the current state of knowledge, theories and assumptions about CRE, their sources, what areas of knowledge may be missing and what strategies might be undertaken to improve CRE curriculum status.
Creating an enhancing learning environment
Current practices and evolutionary trends of real estate education in a business school environment in Estonia In Estonia university-based real estate education in a business school environment started in the middle of 1990ies, together with the formation and development of real estate market, when universities began to include real estate related courses into their business administration curricula. Subsequent development of real estate education was connected on the one hand with the reforms in the field of higher education and on the other hand with the development of professional standards and the launch of certification of real estate related professions. At present the schools of economics and business administration of most universities have real estate related courses in their curricula ñ at the levels of diploma, bachelorís and masterís degree studies. Prevalent courses are real estate economics, real estate finance, real estate appraisal and real estate marketing. However, there are only a few real estate related curricula, e.g. the real estate management curriculum in Tallinn University of Technology. In developing courses in the schools of economics and business administration primarily the necessity for qualified real estate appraisers, - brokers and ñmanagers has been kept in mind. Consequently the universities have participated in working out the professional standards of the above-named professions, in synchronizing professional requirements in an international level and in carrying out professional qualification exams, in co-operation with the professional associations. The further directions of developing real estate education are the refinement of the methodical side of existing courses, the development of real estate courses at the doctoral level and the participation in international co-operation networks, in order to offer a wider scale of opportunities in choosing courses to students who decide to specialize in real estate field.
Developing a Global Benchmark of Excellence in the Provision of Postgraduate Real Estate Education - The Case of the MSRE In recent years one of the key defining features of change in the provision of real estate education has been a profound shift towards postgraduate modes both full-time and part-time. Within this the MSc in Real Estate has emerged as the dominant designation. The process has so far been largely spontaneous in character. This presentation explores the potential for developing this designation as the recognised global benchmark of excellence in the provision of entry-level and post-experience postgraduate real estate education. In particular it considers issues of common curriculum development, accreditation and industry recognition. It concludes by considering the potential role of organisations such as ERES and ARES in developing appropriate framework to achieve this goal.
Developing continuous education in Canada
Developing European real estate case studies
Developing post-graduate real estate educational offers in a transnational context: Reflecting the local demands and challenges
Developing quality training approaches for effective property tax administration A number of countries have recently adopted real estate taxes based upon market values. In the transitional economies the state needed new systems of taxation to meet a fiscal gap. The immobile nature of property makes real estate taxes particularly important in an era of tax competition as well as to support local government. There are formidable obstacles to developing such taxes, including the need for qualified valuers. The presentation describes a project to produce an e-learning course on valuation for those involved in real estate taxation. The work included researching the real tax systems in the four countries involved, their valuation standards, including educational standards, codes of ethics, and standards for the measurement of property, the valuation methods in use, the availability of data about market prices, valuersí experiences, and the training they had undertaken. The research was used to inform the development of the e-learning course. The presentation is based upon the project RO/05/B/P/PP175018, Developing quality training approaches for property market valuation professionals for an effective property tax administration, funded by the EUís Leonardo da Vinci programme by Agentia Nationala Leonardo da Vinci. The project was lead by CRFB and the other partners in the project were ANEVAR, the Technical University of Bucharest, the University of West Hungary, CVT Georgiki Anaptixi, and Oxford Brookes University. A paper presenting the research undertaken into the tax systems was presented to the ERES Conference in London in 2007 ñ Anghel I & Grover R (2007) Opportunities and constraints on the development of real estate taxation in transitional countries.
Development of Base Competences in Transilvania University of Brasov The sinuous development of market economy in Romania brought into attention the need for new qualifications and for development of more sophisticated competencies in the economic domain. Moreover, according to Bologna process, the whole European higher education system has changed and the need for new study programs arises. As a consequence, a new curriculum, based both on ARACIS and ACPART recommendations, has been designed and accredited in order to launch an advanced master in management and business strategies in ìTransilvaniaî University of Brasov, Romania. The aim of this paper is to present and discuss the base competencies master students in management studies should acquire and if those competencies are fulfilling the requirements of a future career in valuation, taking into account that they can have different undergraduate economic backgrounds. For achieving the paperís goal, an insightful research has been completed, by studying and making comparisons between all undergraduate curriculum in Economics Faculty and identifying courses that can set up base competencies in valuation, based on the courses descriptions. For the selected undergraduate programs, we analyze and group courses competencies according with ARACIS recommendations (general, specific and affective competencies) and compare them with those of the newly initiated master program ìManagement and business strategyî. Based on identified competencies, we consider that there exist coherence between licence and master for training the students as future valuators, but during the preparation of the master curricula for ìManagement and business strategiesî, on face-to-face discussions with former master students in management, along with the need for theoretical knowledge acquired in the university, three items became visible: - a need for thoroughly information about career opportunities in valuation; - a need for enhanced collaboration with practitioners in order to gain confidence in the use of their competencies; - a need for knowledge comparisons with those of foreign students. // As a result, for the purpose of improving the master studentsí competencies in valuation, we consider that the professors should emphasis all the competencies the courses are offering and the university should develop partnerships with ANEVAR tutors and should identify possible partnerships with universities both from Romania and from other countries in the domain of valuation.
Digital evolution. RICS Online Academy a joint initiative in continental Europe

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.

Do Students Need To Know About Property? What Do Textbooks Actually Teach About Property”

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.

Doctoral Education at Aalto University
Doctoral Education at TiasNimbas
Does professional accreditation of postgraduatereal estate courses align with the requirements of employers and graduates?
Dwelling houses - Facility management and finance management for renovation
Educating Digital Natives

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.

Educating principles for real estate studies Educating for real estate professions needs a leading principle to know what subject should be taught. One approach is: a list of all things students should know and skills to master. It is not difficult to make such a list: everybody knows that a professional should know the essentials of economics, law, construction, negotiation skills, etc. A problem arises, if you try to specify such a list: then many people argue that in a particular case additional knowledge and skills are absolutely necessary and the list grows endlessly. Another approach is: specify competences of professional needs, based on a definition of real estate practice. Subjects and skills are then derived from those competences. This last approach is used by RICS and in adapted version used by Hanzehogeschool Groningen. We will show you the details and add an example. We are very interested to hear how other schools decide about subjects to teach!
Educating the future; bringing knowledge to the world The economic crisis the world faces today comes at the transition of one technological era to another. Genetics, robotization, biotechnology, nanotechnology will make their entry into all economic sectors. Within five years we will have computers that are smarter than humans; we will have cameraís that can look through walls and there will be moving/turning skyscrapers. There will be more and more people on earth. In 1900 2 billion people were living on our planet; now we are with 6.5 billion and in a few decades 9 billion people will cover the earth. All these people need food, beverages, want to drive cars, need housing and will exhaust the earth. The above leads to the situation that universities and business schools educate students for situations, knowledge and jobs that do not exist yet. From this global context the possible impact for the university of the future (distant learning, dual learning programs) and the students of the future (based on the so called zap-generation will be formulated. The status quo will be defined for real estate education worldwide. Where can real estate education be positioned on a worldwide scale and what are the challenges the universities and business schools face. Finally the conclusion will be made that it is preferable that the whole education chain should operate joint and transparent; filling in the gaps and needs that exist (like lifelong learning and in company courses). Careful and accurate positioning and accreditation by an independent organization seems to be a must in order to be educating the future and bringing knowledge into the world. [see also http://www.youtube.com/watch?v=Hj7kTWnSpCY]
Education and knowledge in the context of term Facility Management in Slovakia
Educational aspects of residential value analysis methodology
Educational system orientation tor requirements of real estate business environment. Accents and limits in intercultural communication
Elements of Real Estate Education at Slovak University of Technology The presentation will deal with the development of the real estate market in the Slovack Republic and the responsive of STYís educators to the required new skills and body of Knowledge. We will present the curricula of two specialization that partly reflect the needs of market. The economics and management of construction sector and spatial planning and management. We shall also outline the future perspectives of the real estate education in Slovackia.
Embedding Employability in the Postgraduate Real Estate Education Experience: A Case Study of Intent A large proportion of students entering professionally accredited postgraduate programmes in the general fields of real estate and construction have little, if any, direct relevant work based experience of the operation and nature of practice within these industries and professions. Indeed, the majority of entrants to such programmes of academic study at postgraduate level generally hold a first degree in a non or semi relate or cognate subject area. Given this limited exposure and experience of professional activity and practice, and the ëfast trackí nature of these postgraduate, often Masters programmes, it is essential that they provide opportunity for students to develop experience of, and employment skills, in their chosen field of specialisation within the built environment sector. Embedding the development of relevant skills in these very intensive postgraduate programmes requires that a balance is struck between academic and theoretical development, the development of a coherent understanding of professional practice, and the provision of opportunity for direct or simulated exposure to practice within the industry, profession, and/or workplace. Whilst different programmes and programme providers will pursue different solutions to this challenge, often through a multi-tiered approach, this paper will present details of the central features of the approach taken on the Royal Institution of Chartered Surveyorsí accredited, MSc suite of programmes in the fields of real estate and construction, offered at the Nottingham Trent University, Nottingham, UK. In particular, the paper will examine and report on the suiteís module in Professional Practice, which serves as a cornerstone for the facilitation of studentsí engagement with industry and professional activity, and development of key employability skills; this being achieved through a mix of simulated group based activity or short-term secondment to industry, and completion of a negotiated consultancy project. During these activities it is intended that students will enhance their knowledge and understanding of practice within the built environment professions and industry, and develop and apply skills critical to ongoing employability and success and achievement within these professions and industries.
Embedding Sustainability in the Real Estate Education (An Estonian approach)
Energy Friendly Renovation Processes

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.

Enhancing the quality of a postgraduate programme in real estate via RICS accreditation
Ethics and Sufficiency Economy for Sustainable Real Estate Development "This paper has focused on the Royal Philosophy of Sufficiency Economy and the ""Buddhist Principles"" applied to Real Estate Development. This paper shows the ideas leading to the sustainable real estate development for the better quality of living and the real happiness. The paper relates to conceptual models in Buddhist Principles and the Royal Philosophy of Sufficiency Economy linked to some theory in the process of Real Estate Project Development with a summary of ideas in increasing the happiness of life and the quality of living. Developing the concepts of ""Human Needs"" and the ""Buddhist Principles"" associated with the Royal Philosophy of Sufficiency Economy subject to the objective of ethics to meet the sustainable development and needs of happiness."
Explicit design for real estate education

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.

Finance in real estate education: example from the emerging market perspective

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.

From Industry Dynamics to Life Long Learning
From Real Estate Appraisal to Economic and Financial Evaluation of Projects: the experience of Architecture Faculties

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.

Further Education in Real Estate in Germany at the Example of MBA ìInternational Real Estate Managementî Biberach - London- Zurich This submission explains the experience with the most successful Master course for real estate in Germany with so far eight intakes since April 2002in the context of basic choices for further education in real estate in general and of changing market conditions in Germany in particular. Different options for further education in real estate rose considerably. Right from the beginning one has to distinguish between a consecutive Master course following the Bachelor course, financed mainly by tax, and an MBA for graduates with business experience, financed by fees. In the first case lecturers are mainly academics, in the latter case mainly practitioners, coordinated by academics in their capacity as course directors. A further choice is on the kind of degree, public or private. Accreditation proved to be important, mainly by RICS concerning real estate and ethics, and by some other agency such as FIBAA concerning business management and the course structure. Distant learning is attractive to participants unable to interrupt work in spite of some disadvantages of this teaching method. A growing number of enterprises appears to prefer further education according to defined specific enterprise needs (in-house education), delivered either by their managers or by external suppliers. It has to be discussed whether in-house and external education are alternatives or complementary. In Germany, contrary to UK, undergraduate and postgraduate university courses on real estate had been offered only during the last ten years. However, private courses with the private degree ìImmobilienˆkonomî, first by EBS and later ADI, had been offered already ten years earlier. Combined with RICS accreditation, leading to RICS membership, it proved to be very successful. Surprisingly, Bauakademie Biberach together with Biberach University of Applied Science was the first to start a Master course in Germany on real estate in April 2002, followed by many further Master courses, partly with degrees by universities of UK or Austria. Whereas undergraduate university courses are mainly financed from tax, postgraduate courses for participants coming from the business world are financed from fees, as a private institution administers the course on behalf of the university. To some extent real estate enterprises make financial contributions for education and research. A number of enterprises develops preferential relations with one or some universities (concerning sending participants to the course and sponsoring the institution). Advantages and disadvantages of such an approach has to be discussed: Wouldnít it be better to leave the individual choice between different courses to the young professionals, their superiors and the personnel manager? In recent years rising supply of further real estate education is confronted with decreasing demand, not only as a matter of crisis. The ìBiberachî Master course on real estate is addressed to graduates with business experience in real estate and construction, based on fees covering all costs. Internationality is taken very seriously, not only concerning the contents but also with one month lecturing at London South Bank University and the international portfolio management week in Zurich provided by W¸est & Partner. Much attention is being given not only to investment and portfolio management but to project development as well, accompanied by the subjects finance, markets, law, research, marketing. Management is dealt with along the micro cycle of real estate. The MBA degree combined with RICS and later also FIBAA accreditation proved to be important. The founders of the course are convinced of the superiority of block study in small groups compared to weekend study in large groups. Due to having five course directors every lecture is attended by one of them according to his responsibility and knowledge. In addition to attending lectures, students have to make preparations on the basis of reading lists and questions to be answered and also to do home work, in both cases supervised by lecturers. Participants of the course come from different centres of real estate business from Germany and other countries. An active Advisory Board consisting of eminent personalities of real estate takes care of industryís needs for further education and contributes to networking with enterprises.
Future Learning Environments - Finnish Insights
GIS solutions in the real estate and economics What is Real Estates than location? The location means everything both for a researcher but for practitioners also. Nowadays the technology has evolved so much that real estate and economics field require a very rapid adaptation to it. One of the most interesting aspect of the real estate and economic research is to locate the most suitable places and the ones who may give u the best opportunities of earning reputation and money. For these it is required to use geographical tools and software also. GIS programs offer many chances to understand all the problems from the Real Estates field, but economics too. So my paper its focused on linkages between geography, real estates, economics and GIS with case studies from Bucharest. The purpose isnt to analyze the areas, but to offer perspectives of this field ñ GIS
Global Perspectives

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

Global Perspectives on the Future of Real Estate Education

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

Higher Education in Real Estate and Responses to Revolution in Real Estate Jobs The world of real estate has gone through considerable upheavals over the past 15 years. New professions have cropped up (asset management and consulting) with other areas like real estate expertise and investment undergoing significant change. Corporate property management has also grown in professional stature. To response to this revolution, a postgraduate programme in Real Estate should fulfill 3 conditions examined in this his paper. Firstly, the architecture of the programme must balance courses run by academics and professionals. Two major obstacles await a postgraduate programme in real estate. The first is an overly academic approach lacking in practicality. The second is just as dangerous and involves empowering practitioners alone, under the premise that they will have a better insight into the real world. Above and beyond the need to find a balance between these two poles ñ which in all likelihood will ideally involve a 50/50 split between theoretical courses run by academics and professionalsí practical presentations - I considere it imperative that any postgraduate real estate programme syllabus start with academics offering students a theoretical framework evoking concepts and issues of use to them. In much the same way as we operate at IMPI, the ideal is to get practitioners involved during the latter half of the programme, at the same time as students engage in long-term internships enabling them to compare their own experiences with practitionersí. Secondly, the syllabus must take into account the financialisation of real estate over the past 15 years by strengthening a financial approach to real estate within the syllabus. The most crucial change over the past 15 years has been the advent of financial expertise and investment as real estate topics. This has been a clear trend in France since 1993 with the arrival of US funds that started buying commercial property on the basis of discounted future flow calculations. Real estate expertise must therefore be taught no longer only using comparative methods as people used to do in the past but also by applying discounted cash flows, hedonist methods, etc. Above and beyond the new evaluation methods, consideration must also be given to financial innovationís impact on real estate. This will specifically entail derivative products for which real estate constitutes an underlying asset, ranging from real estate indexes to securitised real estate assets (not just the infamous subprime loans but also sectorial securitisations involving residential real estate, commercial property, etc.).Lastly, the identification of real estate asset classes (and their many sub-categories, including residential property, logistics and the hotel sector) will require a comparison between yields and performances in real estate versus opposed to other asset classes. Long-term government debt is useful at this level since it enables a calculation of risk premiums and an identification of possible speculative bubbles (i.e. in 2006 and 2007, yields on UK property were lower than on Gilts, a clear sign of a bubble). Thirdly, the director of the program has to choose professionals who are competent and good teachers. It is relatively easy for the director of a postgraduate programme in real estate to find top quality professionals willing to give classroom talks - but much harder to find ones who are competent but can also teach, i.e. who can devise a original and structured module lasting at least 3 hours with teaching methodologies built around a simple 60 or 90 minute conference. Here, the only way that programme managers can identify poor teaching is through student feedback. Any problems evoked will then have to be diagnosed. Most likely, they will stem either from the individualís lack of teaching experience, in which case s/he will require a certain amount of additional training, or from his/her fundamental inability to teach, meaning that s/he will have to be replaced. To maintain a top notch postgraduate programme in real estate, the director must track professional and technical changes by scanning professional circles (hence the usefulness of being an RICS member) and maintaining up-to-date knowledge of state-of-the-art research literature. Lastly, although todayís financial and real estate crises have clearly been a major shock for the profession, academics must keep their ìeye on the ballî and work to ascertain ñ above and beyond the sectorís current chaotic situation ñ future signs of recovery and, above all, the emergence of new professions and practices.
How Real Estate Education is perceived at an Architecture College - Built Environment or Asset Management? Architecture schools are in a good position to provide Real Estate Education, which has mostly been the turf of Management schools. How do Architecture schoolís professors envisage this possibility? The survey conducted at an ancient and leading Portuguese school of Architecture shows that a past in which Real Estate and Architecture have been separated brings an in-house view of Real Estate which is not very systematic, though not as prejudiced as one might expect. Connections between Architecture and Real Estate donít appear to be fully explored as a World concerned with Sustainability would recommend and low cost analytic tools would allow. Will it make sense for Real Estate Education to propel those connections or preferably leave the Real Estate Education as mostly a Management subject?
How to attract talented students and keep them busy? In order to develop the innovation power of the employed population of the Netherlands, the Ministry of Education stimulates the development of education programs for talented students. The Real Estate Management programme of the Hanze University Groningen has started an honours programme in the academic year 2006-2007. At first it was difficult to attract students, but in our second year there were much more students interested. The programme consists of contacts with professionals, carrying out assignments for companies and the development of multi disciplinary knowledge. These students are also presented to several companies to fulfil internships. The main issues that will be discussed are: - What kind of students are interested? - What kind of teachers are committed to this programme? - What are conditions in order to be successful and be able to continue the programme with our own financial possibilities?
iLearn, YouLearn, WeLearn: Embedding Personal DevelopmentPlanning in Real Estate Education The University of Reading has recently restructured its approach to personal development planning for undergraduate students. This presentation will outline the use of the new iLearn web resource that has been established within the Blackboard VLE for real estate and planning students. It will explain and explore the rationale, philosophy, benefits, initial experiences and issues that have arisen. Work is ongoing to embed personal development planning into the curriculum of undergraduate (and postgraduate) students. iLearn is being rolled-out at the same time as the School of Real Estate & Planning is reviewing and updating its real estate programmes. This is providing opportunities for iLearn activities to be integrated into core modules within the programmes so that students engage in a reflective process of personal development throughout their time at the University.
Implementation of the distant education in the field of the Real Estate Management in Belarus
Importance of competencies of real estate graduates in employers’ perception
Importance of the housing market to the Slovak economy in the context of university education
Industry partnerships and real estate education
INREV Panel on the Education Requirements of the Indirect Investment Market

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

Integrating Finance and Valuation in the Undergraduate Curriculum experiences from the University of Pretoria
Integrating Real Estate Professionals into the Classroom This paper outlines an approach to balancing the teaching of theoretical, conceptual models and analytical approaches with up-to-date real world professional practices. This is an issue that plagues all business disciplines, but it seems particularly troubling in real estate, which is already suspected of being too applied and anecdotal in many universities and business schools The approach we have taken at De Paul is to house the program in Finance and to ensure that the curriculum is theoretically grounded, but to provide a number of options for incorporating contemporary practice into each course. These range from selective courses being taught by well versed professional adjunct faculty, a common practice in many colleges, to designing team taught courses with about a third of a course taught by an academic being led by a real estate professional. Details and results in several different courses, both undergraduate and graduate, will be discussed.
Integrating Real Estate Professionals Into The Curriculum Traditional business school courses feature either a full time faculty member or a part time adjunct faculty member preparing and presenting a series of lectures over the course of the semester or quarter. Increasingly it is common for one or more guest speakers to present a specific topic to the class. The approach we have taken at the real estate department at DePaul University is to severely limit the number of courses in which an adjunct faculty member teaches a full course, but to increase the occasions in which senior professionals participate in the courses as team teachers over several weeks or as part of a series of speakers for parts of evenings. This presentation will lay out several versions of the approach and discuss the benefits and problems that have been revealed by implementing it.
Inter-disciplinary Working - a practical e-learning case study: The Shanghai Challenge For decades, Built Environment departments have discussed inter-disciplinary working and aspired to deliver projects bringing architectural, building, real estate, planning and engineering students together to mirror real life practices. Unfortunately, barriers such as timetabling, facilities, management structures, professional accreditation restrictions and university bureaucracy have frustrated such innovation. This presentation demonstrates the creation of an inter-disciplinary e-learning project linking architectural, construction and real estate students together in a project based around a site in Shanghai. It discusses the projects design, assessment criteria, integration of inter-disciplinary working and an evaluation of its first year of operation. The presentation explores the pedagogical and technological opportunities and problems associated with the ìmassificationî of the project by creating a DVD based resource that students can use to undertake the project in a ìvirtualî environment and provides: A checklist for success; An analysis of how the approach removed the barriers to inter-disciplinary project creation.
Interactive Case Study Sessions using Technologically Enhanced Learning and Teaching Environment: Use of Electronic Voting System, ULearn (WebCT Vista), and Tablet PCs Over the last four years, it was observed by the author that in a traditional computer lab based environment (for financial spreadsheet analysis sessions) it is difficult to promote team work for interaction and deeper learning of financial concepts. Creativity gets restricted as participants concentrate on their spreadsheet analysis and focus too much on the technical part of the exercise. The exploratory part of the problem solving session with creativity gets sidelined. Learning and teaching environment that does not over emphasise computers despite of its necessity, promote team work, and increase interaction within and across the groups are necessary. With these requirements in mind, in spring 2007, couple of case study sessions were incorporated in real estate finance and investment (REFI) module in a classroom setting using tablet PCs as the technological mean to solve spreadsheet based finance problems. Subsequently participants were consulted using a questionnaire and anonymous voice recorded discussion for their valuable feedback. Few of the major findings of such study were that the participants found the sessions too long with too complicated cases, lack of prior training prohibited them from using the tablet capability of the supplied PCs, at times participants found themselves not having any clue about the potential case solution. This reflective learning and teaching exercise triggered the idea of more interactive, less complicated, short case studies with ample prior training, and room for interaction with other groups and the facilitator using ULearn and EVS. A technologically enhanced class room setup was arranged in spring 2008 using EVS, ULearn, and Tablet PCs to facilitate immersive and creative learning in real estate finance & investment topics. Participants were given prior training of the technology beside the core knowledge in real estate finance and investment. During the case study sessions, participants were expected to solve simulated cases using the technologies as a group, whereas the facilitator provided the bare minimum support mostly through ULearn discussion forum. The facilitators also guided the groups through questions delivered by the EVS to provoke brainstorming. The process was evaluated using open feedback on notes at the end of each session from the participants. Further evaluative comments were gathered through the module evaluation tool at the semester end. The findings are very encouraging to support evidence of better learning.
Interdisciplinary research and quantitative techniques
International collaboration in education – Case: The European Real Estate Challenge
International real estate education experience
Internationalizing Education Standards: Evolution of the Real Estate Educatorsí Role The research examines trends in what is expected of real estate educators and identifies reasons for staff turnover. The purpose of this research is to improve existing standards of tertiary real estate education in Malaysia through the understanding of the challenges resulting from evolving roles and demands. A qualitative analysis is undertaken pertaining to quality of enrolled students, including their perceived needs and expectations, as well as statistics and reasons for staff attrition over a ten year period at the Estate Management Department of Universiti Malaya. Findings indicate that student perceptions and needs have changed during this period (1996-2006). Staff turnover has been due to increased demands and pressures and increasing transparency of individualís capabilities. Conclusions ascertained from this study include the following: versatility and adaptability are becoming increasingly important qualities required of tertiary real estate academic staff members; personal productivity in terms of international quality output (publication and research) is increasingly seen as an indicator of staff quality; and a constant upgrading of skills and knowledge of tertiary real estate educators in their respective specialisations is absolutely necessary. The research shows that the tertiary real estate educatorís role has evolved from that of a teacher to that of a guide and a role model.
Is there a basis for a common real estate valuation syllabus? For a common real estate valuation syllabus to be created for universities and professional bodies to follow throughout the world, there needs to be a degree of consensus about how valuers should approach their task. If such consensus can be reach then mutual recognition of valuers and valuation certificates will be aided. The paper presents the result of research undertaken in 2006 and 2007 under a Leonardo da Vinci project which was concerned with the development of a training programme for real estate tax valuation. As part of this work a study was undertaken of the valuation standards, codes of conduct, measurement standards, valuer qualifications and training, and valuation methods used in Greece, Hungary, Romania and UK. The research suggests that there is a fairly high degree of consensus about how valuations ought to be undertaken. There are differences in standards in some key areas and in the transparency of property markets and availability of market data. The survey suggests that the development of a common syllabus ought to be feasible.
Leveraging Real Estate Education with Students’ Real-World Observations: A Diary Approach

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.

Life-long Learning for real estate professionals development - readiness of the university and industry
Lifelong Learning at CB Richard Ellis
Linking the Real Estate discipline’s body of knowledge to education

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.

Long-Life Learning in a Changing Environment The current economically situation brings the providers of higher education to dramatically changing requirements not only the existing curricula but also the need to refresh the current and contemporary approaches to the basic approaches of LLL and also its connections with built and real estate market contemporary needs. This paper attends the interest on the some fundamentals of the named problem according the Estonian situation and LLL superposition principles rising from the Bologna declaration or on the other hand from EU higher education fundamentals are also taken into account. The basic goal of the paper is to draw down 1) How the current curricula at university must be linked with real market requirements and 2)to supply university(Estonian University of Life Sciences) with concrete decisions how this co-operation must exist. The bases of given approach are authors past and current experiences from two professional societies were he is involved in as manager of professional education and/or professional certification.
Looking for an integrated Real Estate research agenda at the European faculties of Architecture

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.

Management in the Built Environment
Mapping Academic Curriculum to the Industry Needs: Cases of Real Estate Education in the UK

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.

Market Knowledge and Research in Relation to Real Estate Transactions and New Development
Master in Real Estate and Valuation. A new proposal for the University of Alicante The new criteria imposed by the Bolonia process has initiated the definition and design of Masters programs in the Spanish University system. We propose a master on Valuation and Real Estate, two disciplines unknown in our University context, as an example of post-graduated course with strong inter-disciplinarity. The structure is adapted to the professional requirements usually applied in Spain, with three main columns: economics (and business), construction technology and real estate law, most of them with intensive use of IT.
Master in Real Estate Management and Development in the Technical University Eindhoven
Methodological issues in case-study approach in evaluation and survey

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.

Multi Disciplinary, Cross Listed Experiment in Course Delivery and Deliverables, with Professional Assistance
My Dissertation Process
My Report
New models for evaluating student learning at the Queensland University of Technology, Australia
New Orientations in Real Estate Education Methods
On line teaching in real estate - new ERES project proposal There is an opportunity to create a database including all Real Estate and Facility Management degree programs in Europe._One of the aim is a search engine on ERES homepage for prospective students. The Workflow will start with creating a listing of all universities and investigation on all university homepages. The Database Structure will consider location, institution, degree program, program details: contact etc. This is a chance to have a competitive advantage of ERES.
Panel Discussion: Real Estate Investment – Theory & Practice
Panel Discussion: Technology, Blended Learning and Value Added in Real Estate Education
Perspectives on Graduate Employability

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

Post-graduate programs in Milan and RICS experiences
Preparing real estate students for the workplace: Can and should universities be doing more to help students prepare for the challenges of meeting a client?
Professional Partnership within Real Estate Education: The Case of the BNP Paribas Real Estate Chair Whereas the corporate real estate function is generally not considered as a strategic field of corporate management within the organization (which explains the relative ignorance regarding real estate costs or facilities), estimates have shown that more than 25% of corporate assets are in real estate and that occupancy and property costs are the company's second largest expense item after wages and human resources. In order to take into account this field of management, ESSEC Business School has created possibility for the Industry to fund Chairs in different fields of management. As a major player in the sector, BNP Paribas Real Estate was keen to team up with ESSEC, and to fund the Chair. BNP Paribas Real Estate is directly involved in the research themes undertaken by it, as well as the programmes disseminated in lessons, seminars, tutorials and work experience placements.
Property Portfolio Simulation - an open opportunity for Global University engagement
Protecting Property Rights as a Prerequisite for Successful Real Estate Investment: An Educational Game Approach

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.

Publishing policy Routledge

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?’

Putting Sustainability into RE-Practice: Key Actors, their Roles and Means There are several actors involved in the planning, constructing and operating of buildings. Each one of these stakeholders is - more or less - capable of taking influence in the implementation of sustainable strategies that are composed of economical, ecological and social aspects. The question arises, who the key actors concerning sustainability are and therefore determine the impact on the environment, the economy and the society. Key actors are identified by analyzing their personal aims, their roles within the actors' network and their involvement in significant decisions. Inspecting the actors' professional training and further education it becomes obvious that there is a considerabel need for pertinent classes and teaching-moduls ñ aligned with each professional's education and requirement. Another strong factor in the decision making process is the application of certain technics and conventional methods that often don't allow to install specific parameters dealing with sustainability matters.
Reading Real Estate Foundation Supporting Real Estate and Planning Education at the University of Reading
Real Estate a people skills business in an age where you cannot tell people what to do - some perspectives on a shifting skills set
Real Estate and FM Master Education
Real Estate Curriculum Development during the II Independency During the ownership reforms in Estonia as in all the Baltic States the basic problem was the reconstruction of the higher education accounting the new situation of the II independency of States. The educational reforms grow up from market conditions based on the ownership reforms, on the association and membership status of the EU of all the States and its development under the basic understandings considering the Bologna declaration. Above named gives us the different historical terms of the description of the dynamic of real estate curriculum and the related one to it also and on the other hand points our attention to the internal analyze of all involved curricula. // Key words: Ownership reform, educational reform, membership of EU, Bolognas declaration, internal analyze, historical development
Real Estate Education 2.0: International experiences
Real Estate Education and Accreditation in Spain
Real Estate Education at Istanbul Technical University: Report on 10th Anniversary Real Estate Masters Program
Real Estate Education at the Cracow University of Economics- Report of Survey
Real Estate Education for Property Markets in India Real estate has historically been viewed as a local phenomenon. However, globalization of the real estate industry is now a fact of economic life. The emergent middle-class in Asia tend to boost demands for residential and retail providing opportunities for real estate sector. Globalisation of real estate has offered a great opportunity for international property professionals to extend the range of their professional services in emerging markets. This requires specialist knowledge of local markets such as lease structures, different methods of ownership, regulations concerning finance and taxation of property etc. In India, most of real estate education forms part of MBA's programme with main focus on finance. Internationally, especially in US, professional education courses primarily tend to focus on domestic issues rather than international case studies. This paper identifies the issues underpinning the need for real estate education for property market in India. Furthermore, this paper highlights the key roles which international institutions and professional bodies could play in provision and development of real estate education in India.
Real Estate Education in a Business context: The Reading Experience
Real estate education in Europe - the ìBolognaî context and the post-crisis perspectives New opportunities, threats and challenges arise for Real Estate Education as ìBolognaî curriculaand approach to academic culture become standard. Moreover the on-going crisis will not leave unchanged the way Real Estate is looked at, once the reasons for the financial system debacle are duly scrutinized. Real Estate Education must be envisaged through the ìcompetencesî, ìmobilityî and ìnew academic degreesî approaches and comply with the need of a ìnew lookî for Real Estate itself. Shifting Real Estate from ìfinanceî to ìspaceî could be a step back to Real Estate fundamentals, able to provide an acceptable support for a firm, though revised, place for Real Estate Education in ìBolognaî curricula.
Real Estate Education in Germany: The finance based approach
Real Estate Education in Istanbul: Analysis of Demand and Supply The aim of this paper is to give an overview of the real estate education in Istanbul Rapid urbanization after 1980 and economic crises in 1994 and 2001, respond professionals to the real estate education field. Paper identifies challenges and experiences and challenges in the real estate market in Istanbul that has the largest population in Turkey and between 1950 and 2000, its population increased from 1,002,085 to 12.018.735, primarily due to rural migration. While Istanbul accounts for 15 percent of Turkeyís population, the share of its GNP is 22.1 percent of Turkeyís GNP. These characteristics together with being in an excellent location between Asia and Europe for the international firms, stimulates its real estate market. This paper addresses the inequalities in supply side of real estate education to overcome rapid growth in demand. Author suggests hierarchical real estate education systems to overcome rapid growth and regulation challenges.
Real Estate Education in Professional Bodies Perspective The educational reforms of Estonia and all of Baltic States must include the growing importance the membership of EU. This growth must also describe the different levels of real estate curricula development considering the States position ex post and ex ante of membership. Secondly the four basic freedoms of EU should be involved when the relationship between real estate curricula and professional bodies requirements are analyzed. This analyze must draw down the basic mile stones of the future development of both partners on the appraisal market and their points of contact as well. // Key words: Real estate education, educational reform, membership of EU, the freedoms of EU, professional bodies
Real Estate Education in Romania - ANEVAR experience This paper focuses on the National Association of Romanian Valuers ANEVAR experience in the real estate education. ANEVAR was set up in 1992 as a professional, not for profit, non-governmental and independent organization, which acts in the public interest and which promotes the valuation methods and techniques through specific means. The matrix structure of ANEVAR is divided into four sections: business valuation, real estate valuation, personal property, valuation, financial assets valuation. The education program includes: training courses and training seminars (only for members). Also include in-house courses mainly for banks (Raiffeisen Bank, BRD- Sogelease, Romanian Commercial Bank, etc). ANEVAR has initiated and developed valuation courses in universities, showing openness towards the training carried out, for acknowledging their courses in the field of valuations. Thus, the association has twelve cooperation agreements with faculties within: ASE (Academy of Economic Studies) Bucharest, Universitatea de Vest Timisoara (Timisoara West University), Universitatea Babes Bolyai (Babes-Bolyai University) in Cluj, Universitatea Tehnica de Constructii (Technical University of Constructions) Bucharest, Universitatea Ovidius (Ovidius University) Constanta etc.
Real Estate Education in Turkey The aim of this paper is to investigate the regulations on the real estate education in Turkey. Rapid urbanization and population growth rises demand on urban land. This leads rapid growth in public and private investments to real estate sectors Paper identifies challenges and experiences and challenges in the real estate market in Istanbul that has the largest population in Turkey and between 1950 and 2000, its population increased from 1,002,085 to 12.018.735, primarily due to rural migration. While Istanbul accounts for 15 percent of Turkeyís population, the share of its GNP is 22.1 percent of Turkeyís GNP. These characteristics together with being in an excellent location between Asia and Europe for the international firms, stimulates its real estate market. This paper addresses the inequalities in supply side of real estate education to overcome rapid growth in demand. As investments lead into real estate sector demand on professionals emerged on agenda. Real Estate Education sector in public and private universities and institutions analysed. Education plans, student profiles and future plansa re investigated. Findings of this paper is that deman on real estate education constantly rising but supply of institutions are questioned.
Real Estate education on the crossroad. Can we meet the market demand?

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.

Real estate education reforms Introducing new technology is the way to transform the education tools: To recognise that a land information system (LIS) serves to a several different professional bodies; To harmonise the definitions of the terminology of the industry; To evolve a standarisation of the industry terminology; To recognise that to achieve the above we need to reform: the education systems accordingly.
Real Estate Programme at Helsinki University of Technology The real estate programme at the Helsinki University of Technology (TKK) has undergone major changes during the past decades. Internationalisation, change of values in society, employment, new professional tasks, occupational demands and relations between science and profession have all influenced to the demand to modify the real estate education. In order to respond to these changes the programme has been developed from the traditional surveyor education to a multidiscipline programme, which produces multi-skilled real estate professionals and operates in tight co-operation with professional bodies and companies. The aim of this presentation is to give an overview of how the real estate programmes (M.Sc. and B.Sc.) have been developed to respond to the changes in the professional field. By identifying key issues, experiences and challenges in the curriculum development we can provide knowledge and some practical tips for other real estate educators. At the end the gained benefits of the curriculum development and some future challenges are discussed.
Real Investor - A Strategy Game for Life-long Learning in Real Estate Investment Management
Return on investment in Education

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).

RICS Accredited Courses

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

RICS course accreditation in Continental Europe - a new business like and simplified approach Following the accreditation of over 45 courses across continental Europe over the last decade, RICS Europe is now restricting new accreditations to those courses considered exceptional and offering high expectations of graduate conversion. Many of the existing courses, notwithstanding their high quality of teaching, have failed to deliver a significant number of new RICS members. The accreditation of courses is now closely linked to the RICS Assessment of Professional Competence with the RICS seeking to work more closely with course leaders in ensuring a higher future rate of conversion of graduates to RICS trainees. Accreditation in real estate education should represent more than a mark of excellence used to attract students and extra funding from employers. Today the RICS accreditation process is concerned not only with the quality of the course itself but also seeks to establish closer cooperation between the course provider and RICS. The presentation outlines RICS Europeís current policy, aims and future strategy on course accreditation in continental Europe.
Role of accreditation in real estate education AACSB or Equis accreditations induce changes in the management processes of business schools. They have also other impacts, may be more important, on their markets and recruitment. Such accreditations strengthen the brand and make recruitment easier. RICS accreditation does not concern the whole business school but only real estate dedicated programs. Even if the aim is different, consequences on teaching quality and assessment of the students may be similar. Qualification is attractive for recruitment. To some extent the value of the diploma is improved by associated qualifications. More generally partnerships between îstandardsî organisations as RICS or CFA and business schools may have positive consequences on the quality of recruitment both for business schools and employers. The example of ESSEC Business School will be used to illustrate these considerations.
Semi-automated Assessment Using New Technology The presentation will demonstrate the use and benefits of a spreadsheet based assessment model developed at Sheffield Hallam University. The model is used extensively by tutors on the Real Estate Degree Programme and the presentation will highlight the educational benefits of using this approach. The main aim of the presentation will be to stimulate debate about the use of new technology for assessment and to enable participants to explore the use of such systems both in terms of effectiveness and efficiency.
Simulated firms - A modern method to learn Simulated firms are a modern educational method, whose purpose is to develop studentís business skills through simulation of internal processes which take place in a real firm and itís relationships with other firms and institutions. The simulated firm is conceived to learn and improve economical and juridical knowledge, forming personal aptitudes and skills which can be applied in all economical areas, from basic functions to leading positions inside an enterprise.
Six Honest Serving Men – plus two – Question Real Estate Investment Theory and Practice

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.

Statistical methods for real estate data
Students’ perceptions of education for Sustainable Real Estate Development in Brazil
Surgery Hours for All: An Adoption of Live Classroom Technology for Enhanced Accessibility Adobe Connect Pro was used as a virtual learning platform to replace surgery hours in a module titled Real Estate Finance and Investment. This research explores different aspects of this technology, how it was implemented in the above mentioned module, and the critical feedback we received from the students. The paper also analyses its potential in different academic context and to facilitate blended learning.
Sustainability and the Real Estate Curriculum
Sustainability in Real Estate Education: Examples from the Bachelor of Architecture
Technologies in the classroom: the good and the bad
The Blue Game - A Real Estate Strategy Game
The bologna process and the changes to the Austrian higher education system with a special focus on the real estate/facility management degree programs at the universities of applied sciences
The business of property and the property of business: professional and educational challenges Examines the provision of property services, and the role of property as an operational and financial asset of business. In this context, considers: - Changing knowledge and skill requirements of property professionals; - Competition from other business professions; - Overlap and integration of property and business skills; - Changing models of property education ñ from learning by doing to academic discipline, from undergraduate to postgraduate, from university to continuing professional development and life-long learning ; - Notions of ëcoreí property knowledge ñ a shrinking core and a growing range of specialisms; - Business schools as the natural home of property education? ; - Specialist property degrees, the property MBA and the MBA with property electives ñ a new debate around ëcoreí knowledge. The author reflects on developments over 25 years as a property educator, most recently in a business school environment. The presentation draws on UK experience but reflects internationalising markets in both property services and property education.
The case for Continental Europe
The challenge of sustainability to real estate education: what employers will require The developing sustainability agenda is generating global demand for professionals skilled in sustainability and related subjects including corporate responsibility and ethical investment. The Higher Education Funding Council for England recently published a policy aimed at increasing graduatesí sustainability skills capability (HEFCE, 2005). The RICS too now has a policy that aims to include sustainability in the curriculum (RICS, 2005). However, as yet, sustainability is addressed in a relatively limited and piecemeal way within higher education curricula (Dawe et al. 2003; Martin and Jucker, 2004). Given the major impact buildings have on the environmental, economic and social context of society, the authors argue that real estate educators have a particular need to appropriately equip their graduates in this field. The presentation will outline the response of the authorsí own organisation. It will also reflect on the role Universities need to play, better to ensure that employers are provided with the graduates they now require. It will conclude with recommendations for the future development of real estate curricula.
The Concept of a Study Program for Spatial Planning and Real Estate Engineering at Slovak University of Technology The establishment of Institute of Management at Slovak University of Technology in Bratislava in February 2008 that was composed from former mostly economic and management education departments dispersed on the various faculties, have created the opportunity for the launching of the new study programs thanks to the concentration of the professors on one place. One of the new study programs that is going to be realized soon is oriented on the real estate education. When the educators were dispersed on the different faculties of Slovak University of Technology, the inner faculty barriers and the specific rules of the accreditation commission of the Slovak republic acted as the barriers for the establishment of such program. In the new Institute of Management the teachers that were responsible for teaching the subjects in such study programs as the Construction management and study program Spatial planning have met together. They were thinking how to develop the program that would fit to the profile of STU and at the same time would address the needs of the society for educated professional acting on real estate market. On this basis it was decided to prepare the combined study program ìSpatial planning and the real estate engineeringî. The word engineering emphasizes the fact that the program is taking place at the Slovak University of Technology and the graduates will receive not only serious preparation in economic and managerial topics related to the real estate, but they will get also the serious background in the technical disciplines related the construction, surveying and the spatial planning. It must also be stressed that the new program is always the certain compromise between the needs of the economics and human resources available, the university political issues and the interests. The real estate program that is under the preparation, will be the first in the Slovak Republic, and the reason for this is the growing maturity of the real estate markets and the needs for professional in the area. While preparing the curricula of the new programme we had used not only the experience of the staff of Slovak University of Technology, but also the experience from the other European countries. Particularly helpful was the book of prof. Schulte. We prepared the study programs on both bachelor and master levels. On the bachelor level Profile of the student will be trained and developed in the areas of spatial planning, construction, surveying, and of course he will study the basic natural science subjects (math, physics). The specialized economic subjects include Economic statistics, Economy, Real estate valuation, Cost management, Real estate management, Real estate market and development process, Spatial economics, Real estate marketing and the communication, Financial management, Accounting and taxes). Social science courses will cover especially the sociology and demography, psychology, the real estate law areas. On the master level the students will study real estate and spatial planning issues in much higher detail. They will become more knowledgeable in Risk management, Investment theory, Computer aided price estimation, Financial law, Economics and valuation, Financial and insurance mathematics, Administrative law, Facility management, Preparation of diploma thesis, they should obtain it is expected that their practical skills will be enhanced at real estate workshops where they are supposed to solve the case studies. The graduate of master level will find the job in the development process, financial institution, real estate organizations; he will be able to work as the facility manger and in urban planning areas, as well as in the administration of the municipality. The graduates at the master level would be able also to continue their study at PhD level. The study program that has the long tradition Slovak University of Technology on this level and is accredited is called ìSectoral and branch economiesî The real estate represent one of the important economic sectors, and could be therefore studied in this program.
The Context of Blended Learning as a Driving Force - Does the Type of Education Matter?

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.

The development of requirements for real estate education through the accreditation
The Development of Specialist Master Courses in a Business School Environment This presentation looks at the development of real estate masters courses and their growth in the UK over the last 10-15 years, within a Business School Environment. It looks at the growth in numbers, the impact of RICS broadening its accreditation criteria, and the development of a structured and more uniformed Masters course in the industry. It will also consider the recruitment of students vis-a-vi degree type in London and how this changing trend is having a dramatic impact on education within the UK.
The ERES Doctoral Network - Creating a new forum for engagement This presentation explores the rational for establishing an ERES Doctoral Network. Over time the doctoral session at the ERES annual conference has increased in size and importance. This reflects a significant growth in the number of real estate doctoral students in Europe. While the annual doctoral session is very important for fostering networking between doctoral students it remains a once a year event and as a result will never be a permanent mechanism for promoting constructive engagement between PhD students in real estate across Europe. The establishment of an appropriate mechanism which promotes dialog between students 365 days a year should be a priority for ERES given that the fostering of a future generation of real estate researchers and educators is essential to its survival. The presentation outlines a number of ideas on how this might be achieved and examines the potential role of such a network.
The Euroduc Programme: how can it be better used?
The European and Asian Real Estate Educators Smart Partnership: An International Faculty of Real Estate .. Is this viable?
The evaluation and categorisation of industry in HE
The evolution and challenges for real estate education in the Western Region of Romania In the last four years, the Romanian economy has entered very fast into international economic market and became, thanks to more permissive policies to investors, a favorite destination of foreign money. The lack of experience in properly using of that large amount of money transformed Romania in 2005 - 2008 periods in a place of very favorable real estate speculations. Properties changed owners very quickly, each relying on a 100% profit over the next transaction. At the present moment, the effects of the crisis manifest itself in rapid failure of all economic sectors. Most seriously affected is real estate domain, with all its components. Devaluation of real estate assets vary between 20% and 80% especially in the land transactions area. Also, the market dropped because of reducing rents by 25% for commercial streets with over 30% in shopping centers and at least 20% for office rents. Given these developments, the real estate education in Romania and especially in the western region of the country has followed an increasing trend during 2005 to 2008. Starting with the 2009/2010 academic year, the crisis in the real estate market affects the area of education through two significant effects: a stagnation in number of students attracted by the masters of the domain and the decline in the demand for graduates of the real estate profile both in the transactions and in the valuation market. However, these effects in academic sector could be considered only partially related with economic evolution, the decreasing of the real estate sector being more significant than the demand for educational programs in this area. This situation is due both to the psychological expectations regarding the future economic growth and to the increasing number of persons in Romania that choose to follow postgraduate and life-long learning studies. The Faculty of Economics and Business Administration from West University of Timisoara register a relative constant number of students in real estate area despite of unfavorable economic developments. The teaching staff is working to adapt curricula and the educational offer in the spirit of a strong connection to the European market requirements. The education system is trying to attract more students and teaching staff from other countries and, in the same time, a mandatory issue is to obtain accreditation of courses for recognition in the European Union. In this regard, is necessary to attract a large volume of European funds to support activities in the field. The purpose of our study is to reveal the structural framework of the master program which is implemented in the Faculty of Economics and Business Administration, the most important institution in West Region which offers such type of postgraduate studies. The analysis is focused on the structure of curricula (general, complementary and specialty courses), the requested and obtained accreditations, the structure of demand (types of graduated studies of the candidates, their professional expectations and intentions) and the structure of alumni.
The Evolving Real Estate Education Agenda - A fifteen year retrospective This presentation provides a seventeen year retrospective on the contributions made to the evolving European real estate education agenda at the annual conferences of the European Real Estate Society (ERES). In particular it identifies a total of seventy six contributions including one plenary session, five panel sessions and one keynote address. The mix of topics has shifted over time from a focus on concerns such as consistency in valuation education and the development of real estate education in a wide range of European countries to an increasing focus on issues related to internationalisation and employability. This work provides a benchmark of how the European education agenda has evolved overtime and seeks to stimulate debate on its future evolution.
The Expansion of Postgraduate Provision in Real Estate Education: A Market Driven Choice?
The experience of the Masters in Real Estate Development at the Faculty of Architecture of the Universidade TÈcnica de Lisboa
The future for graduate and post raduate entry routes En the UK a first degree is the predominant real estate qualification route. Recent years have seen an apparent shift to postgraduate entry, especially conversion courses. This may have been facilitated by the Governmentís drive to increase participation in University education which may have resulted in increased numbers of graduates with non cognate, non vocational first degrees. Some real estate employers have also been active in encouraging post graduate into employment. The issues raised are the relative merits of these entry routes. Are they producing distinctly different property professionals?. If so, what are the qualities?. Can/should their employment and education by segmented and would segmentation be useful?. Might the demand for undergraduate education experience a decline in demand or a (downward?) shift to a more technical competence (for example Technical membership of the RICS?. What are the pan European implications and future trends likely to be?
The future of surveying education
The Market for Real Estate Graduates in Italy The real estate market in Italy has changed a lot in the last 10 years. The presentation aims to show the relationship between real estate education and the emerging new competences needed by the market.
The merits of sandwich degrees in comparison with post-graduate conversion routes UK real estate education has a tradition of full time sandwich and non-sandwich degree entry. Recently, there has been a growth in full time and part-time post graduate conversion routes. Both the full time sandwich degree and full time first degree-plus-postgraduate conversion routes take four years. Do these routes produce distinctly different property professionals?. Might a yearís work experience via a structured placement learning vehicle enhance the studentís educational experience serve as a proxy route for some, or all of the learning outcomes of a post graduate conversion route?. Are they in competition?. How might these entry routes develop in the future?. Is there likely to be a continued demand for sandwich degrees post graduate conversion routes?. Part of the presentation would include an analysis of Nottingham Trent Universityís experiences of the role of placement in the studentís educational development.
The Multimedia Case Study: An example of collaboration of industry on real estate education For the last ten years, new training programs centred on real estate management and finance have seen their development soar around European countries, at graduate, postgraduate or executive levels. However and paradoxically, real estate business case studies are not yet such developed in European countries. Thus management and real estate case studies examples for training and education are still very few and concern more US or Asian experiences than European ones (see for example the ECCH case studies catalogue). The aim of this contribution is to expose a successful example of contribution between real estate industry and academics for developing a real estate case study in the European property market context. T1 Tower is thus one of the first multimedia case studies (developed in collaboration with SITQ) which places students in the position of a property developer who must analyse the Paris commercial property market in order to decide whether or not this is the best time to develop a property in La Defense Business District.
The New Technologies in a Master of Real Estate Sciences Nowadays, anybody can deny the importance of new technologies in education and how its application improves the quality of education. Our experience in Real Estate Masters show the Master is intended to professionals of Real Estate. Students work most of the time abroad, and their schedules are incompatible with a regular class schedule. -Does that mean, the students have to choose between studying a Master or a job? -Can e-learning substitute classes? We find some answers in the new technologies, the use of them to the education let students carry on studying the business and at the same time they make progress on their professional carreers. However, the development of the e-learning requires some resources to develop a platform where students and lecturers can meet.
The potential use of assessment in managing diversity in student backgrounds - The case of a course in Real Estate Valuation Background ñ The growth of foreign students in real estate educational programmes in non-traditional destinations, such as Sweden, has increased the diversity of student backgrounds in the classroom, compelling a rethink of the way courses are designed, delivered and assessed in order to ensure deep learning and enable students to profit from the diversity in educational and cultural backgrounds in class. Purpose ñ The purpose of this paper is to illustrate the potential threats a diverse classroom poses to the quality of teaching and learning if adjustments are not made and to suggest how teachers could respond. The study focuses on the significant role assessment may play in reducing gaps in student capabilities and performance as well as ensuring deep learning in an international atmosphere. Methodology ñ The paper uses a case study of a course in valuation, delivered by the Department of Real Estate and Construction Management, School of Architecture and the Built Environment at the Royal Institute of Technology, Sweden. Results ñ The study shows that simple interventions such as changes in the timing and nature of assessment is likely to impact student behaviour and performance. Interventions that support students from weak backgrounds relative to the subject could positively affect students from strong backgrounds as well. Originality/value ñ This paper illustrates the need for pedagogical leadership in responding to the changes resulting from the growth of international real estate education.
The Profile of Executive Real Estate Education - Results from an empirical study
The Rational of the graduate program ‘Urban Land and property Valuation’

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 Readability of Academic Papers in the Journal of Property Investment and Finance Researchers and practitioners in the real estate industry use the academic papers in journals to acquire information about new developments in the field. Some papers are more difficult to understand that others and may not be effective if the reader is unable to completely comprehend the contents. Thus, the readability of academic papers has a major effect on how well the reader is informed by the articles appearing in the journal. However, very little information is available regarding the readability of real estate journals. The purpose of this paper is to present the results of a study that analysed the readability and comprehension of academic papers in one such journal, the Journal of Property Investment and Finance (JPIF) using the Flesch-Kincaid indexes.
The real estate education in the University of the West Timisoara Established in the 1944 year, the University of the West from Timisoara follows the classic model of the European universities, including eleven faculties that educate students in the field of nature sciences, human sciences, law and economics. It is a state institution that represents a traditional centre of education, science and culture in the western part of Romania. The Faculty of Economics and Business Administration is an important faculty of the West University established in 1967 that assure the educational programs for over 8.000 students. The post-graduate and master programs started in the 1995/1996 and has recently reorganised in the light of Bologna Process. From the present number of 32 master programs, the program ÑAdministration and Valuation of Real Estatesî faces a very fast growing in its four years of existence. The program is structured on two years of study with four semesters and includes 14 study disciplines that follow internationally recognized curriculum.
The role of accreditation in real estate education In the context of describing the role of the accreditation in real estate education it is very important to refresh the understandings of the influences of the parts and bodies that are interested in of the procedure and its contemporary development. These concerned parties are the real estate and construction market entrepreneurs, the market based professional bodies and the local authorities or the obliged persons of the private law. On the one hand is very important to draw down local and global aspects of the procedure that always are based on the fundamentals that are bearing the sectored education. On the other hand, the terms which are loading the separated viewpoints of the current changes are important indeed. The abovementioned approach brings us to the importance of the need of the permanent recycle and refurbishment of the education ex ante the accreditation procedure and also to the impossibility to enter into the process without the market based feedback according the past success of the observed curriculum. The analyses have also its mutual and bilateral connection with the cultural situation. The latter is strongly connected with the description of the quality of life and concerns the modus vivendi, i.e. the lifestyles of the consumers who are affecting the curve of demand for the surveyed real estate education. The other aspect of the accreditation concerns the concentration on the relationship with the target group of users, as showed by Felipe and Betty Ann Korzenny in the other context of development, and on the orientation of it, first of all, to the lifestyle, culture and identity through real estate, using the analysis of the abovementioned global and local terms.
The Role of acreditation in real estate industry
The Role of Capstone Courses
The role of MOOC’s in housing and real estate lectures
The Role of Professional Bodies in Life-Long Learning
The role of projects economic evaluation research in a Ph.D. Course focused in regional planning and public policy

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 Role of RICS in Real Estate Education in Europe, Course Accreditation and ìPartnershipsî with Universities Accreditation in Real Estate Education should represent more than a ìqualityî etiquette which course providers can use in order to attract more students onto their course. RICS course accreditation focuses not only on the quality of the course itself but also establishes a trusting partnership between the University and the RICS with a view to transferring the acquired knowledge, professional and ethical standards to the market through its graduates. The presentation seeks to describe the current policy of the RICS on course accreditation in Europe highlighting the basis of future partnerships and their importance to real estate education.
The Role of RICS in Real Estate Education in Europe, Course Accreditation and ìPartnershipsî with Universities Accreditation in Real Estate Education should represent more than a ìqualityî etiquette which course providers can use in order to attract more students onto their course. RICS course accreditation focuses not only on the quality of the course itself but also establishes a trusting partnership between the University and the RICS with a view to transferring the acquired knowledge, professional and ethical standards to the market through its graduates. The presentation seeks to describe the current policy of the RICS on course accreditation in Europe highlighting the basis of future partnerships and their importance to real estate education.
The supply for Real Estate Education in Poland - The case of Department of Real Estate and Investment Economics Cracow, University of Economics My presentation is divided into 3 parts. First part is about Cracow University of Economics in general. In second part I am going to present information about specialization which is provided by Department of Real Estate and Investment Economics (the name of specialization is Real Estate Management). Finally †I will analyze influence of last changes in Polish law (especially in The Act on Real Estate Management) for educational program conducted by Cracow University of Economics.
The Use of Concept Mapping to Promote Meaningful Learning in a Real Estate Continuing Education Environment This paper presents the results of a quasi-experimental research in Continuing Education in Real Estate, conducted in ! the MBA/USP-Facilities Management course, at the Real Estate Management discipline. The research objective was to verify the effectiveness of using concept maps as evidence for formation of subsumers, thereby leveraging a meaningful learning. The methodological procedure was to apply to MBA students, in three different times, activities that involved the drafting of concept maps about specific topics of Real Estate Management. The result is a clear trend between the concept maps produced at the time 01 (diagnostic evaluation) and at the time 02 (three months later) but, more importantly, is the fact that after more than six months the time 02, or 09 months of beginning of the investigation, when the same activity took place (time 03) in another context, students were able to develop concept maps as complex as the time 02. This finding supports the assertion, often found on adult education literature, that the use of concept maps that contributed to the knowledge acquired du! ring the course were actually anchored in the students' prior knowledge, consolidating itself as new subsumers then in his cognitive structure. Because of being a single experiment, and due the non-randomization of the elements, this research does not provide sufficient evidence for a generalization of the findings, but provides evidence that supports the didactic-pedagogic use of concept maps in Real Estate education, as a way to cope with the heterogeneity of MBA students.
Trends in international education
University Real Estate Education: Irrelevant and Worthless in Europe and the US? Real estate educators should be disturbed by the findings in a 2003 report on ìHuman Capitalî in the European real estate industry. The Equinox Partners/Urban Land Institute report found that formal real estate education at the undergraduate and to a greater extent the graduate level is considered irrelevant or of insufficient value to the major firms in the industry. Similar to their U.S. counterparts, European respondents place relatively low value on academic training in property. óthe lowest ranked of 12 skills and attributes. Consistent with the low value respondents place on formal education, they also believe that changes or expansion of university curricula is less important than other factors in attracting, developing and retaining the next generation of property professionals. Only about 27 per cent of the real estate organizations new hires were recent graduates of property or MBA programs. Yet, 60 per cent of all the respondents hired a graduate or an undergraduate in the past year. A closer look at the data and the analysis suggests that the findings may a function of the size of firm and the nature of the respondents. Property consultants and large firms appear to be more favorably disposed to hiring real estate graduates than smaller firms.
Using a Virtual Learning Environment to deliver an estate management simulation Teaching on both undergraduate and post graduate real estate programmes within the Built Environment Division at Sheffield Hallam University has a long tradition of student centred learning delivered through intensive simulations usually involving teams of students responding to realistic problem solving briefs. This particular simulation concerns the management of a property estate. Students are required to respond to a range of challenges from routine breaches of covenant and tenant default to more extreme an unusual occurrences including, explosions and environmental disasters. This whole process is managed and delivered over time using a virtual learning environment which not only enables instant communication but also allows the tutor to provide adaptable responses to student actions/reactions. The presentation will illustrate how the tutor is able to use the Virtual Learning Environment to manage responses in a flexible way to tailor delivery and maximise the quality of the student learning experience.
Valuation education at master level at Universities: The case of The Netherlands Valuation education has been introduced in 2001 for the first time at the University of Amsterdam. It is being given at the Master level as a subject to elect. Later on, in 2005 it has been introduced at Delft University of Technology as well and increased in popularity over the years resulting in around 40 students each year. In 2010 the subject has also been introduced at Eindhoven University of Technology, attracting another 30 students. The way it has been organised is as a mix between theory and practice. Real life valuations are being supplied by practitioners in valuation in a modified version to guarantee the confidentiality. Students prepare for it and will present the results in presence of the practitioners who supplied the case study and will give their comment. The interaction between practitioners and the students is an ideal way to build up the studentís knowledge.
Virtual Reality in Real Estate Education

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?

Web-based Intelligent Testing and Computer Learning Systems in Lithuania "The Department of Construction Economics and Property Management (CEPM) at Vilnius Gediminas Technical University is committed to developing Web-based Intelligent Testing Systems and Web-based Computer Learning Systems for real-world industrial applications in sectors such as urban planning, construction, real estate, facilities management, international trade, ethics, etc. Since 1999 the distance learning Master's degree studies in ""Real Estate Management"" has been introduced into CEPM department and the Master's degree studies in ""Construction Economics"" from 2000, and e-learning Master's degree studies in ""Internet Technologies and Real Estate Management"" have been introduced in 2003. There are currently 221 Master's degree students in above three e-learning programmes. For example, the intelligent testing system developed by CEPM allows assessment of knowledge not only by the correct/incorrect answer, but also takes into account the time taken for a student to answer a question and the doubts appeared, the complex parameters, etc. The developed system provides support to the student by presenting explanations of the answers and the links to certain literature. It provides statistical analysis on knowledge acquirement depending on the gender of the student and the type of studies the student is involved in ñ distance or full-time. For the teacher the system is also useful because it helps to evaluate the correctness of a question formulation, difficulty of a question and directions for refinement of a test or a model, etc. "
WebGIS technologies in the representation of the semantic chains of real estate markets
What are employers looking for and how do we maximise students chances to be employed in the Real Estate Business? This presentation looks at the graduate /postgraduate market from an Employability perspective - what are employers looking for and how do we maximise students chances to be employed in the Real Estate Business? It builds upon recent joint presentations with CB Richard Ellis as to what they are seeking from graduates in the UK and Europe and work that the presenter is involved in at Sheffield Hallam University in their HEFCE funded CENTRE for EXCELLENCE in Teaching and Learning for Embedding, Integrating and Enhancing Employability. The presentation examines the contemporary expectations of employers and how they have changed over the past 10 years. It also presents a unique University and Course Framework designed to boost the employability of students on Real Estate Programmes at Sheffield Hallam University. This initiative has won an ESECT (Enhancing Student Employability Co-ordination Team) award in the UK.
Where it all started: the 1988/89 European Master Course in Urban Planning and Real Estate Markets at Corep - Politecnico di Torino