Keywords Abstract
Anghel, Ion. ""IVSC restructuring and the new link "education - profession - public"." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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).
Taltavull de La Paz, Paloma. "A new proposal of Real Estate Degree according to Bolognia requirements." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
Martens, Bob, and Johannes BOCKSTEFL. "CECnet: An e-learning Environment for Real Estate Courses." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. "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."
Appel-Meulenbroek, Rianne. "Changing and emerging patterns in American and European real estate education: trends and a case study." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
D’Arcy, Eamonn. "Developing a Global Benchmark of Excellence in the Provision of Postgraduate Real Estate Education - The Case of the MSRE." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
SUMEDREA, Silvia. "Development of Base Competences in Transilvania University of Brasov." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
GAVRIS, Alexandru. "GIS solutions in the real estate and economics." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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
Doak, Joe. "iLearn, YouLearn, WeLearn: Embedding Personal DevelopmentPlanning in Real Estate Education." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
KHAN, Osama S. M.. "Interactive Case Study Sessions using Technologically Enhanced Learning and Teaching Environment: Use of Electronic Voting System, ULearn (WebCT Vista), and Tablet PCs." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
Grover, Richard, and Ion Anghel. "Is there a basis for a common real estate valuation syllabus?" In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
Sotelo, Ramon. "On line teaching in real estate - new ERES project proposal." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
Carvalho, Joao Manuel. "Real estate education in Europe - the ìBolognaî context and the post-crisis perspectives." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
Arslanli, Kerem Yavuz. "Real Estate Education in Istanbul: Analysis of Demand and Supply." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
ABABEI, Dana, and Cristian BANACU. "Real Estate Education in Romania - ANEVAR experience." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
GRZESIK, Chris. "RICS course accreditation in Continental Europe - a new business like and simplified approach." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
VENERA, Todorut Amalia, and Constantin Brancusi. "Simulated firms - A modern method to learn." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
BUGLEA, Alexandru, and Ciprian IPO. "The real estate education in the University of the West Timisoara." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.
BAHN, Cristopher, and Andreas Loepfe. "The Role of acreditation in real estate industry." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008.
Marona, Bartlomiej. "The supply for Real Estate Education in Poland - The case of Department of Real Estate and Investment Economics Cracow, University of Economics." In 4th ERES EDUCATION SEMINAR. ERES: Education Seminar. Bucharest: The Bucharest Academy of Economic Studies, 2008. 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.