Keywords Abstract
Martens, Bob. "Access for students and educators to ERES topics presented in a Digital Library." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
Guadalajara, N., S. Tyler, E. De la Poza, and A. Fleming. "An analysis of Real Estate Masters: The case of UPV and NTU." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
Möller-Kuipers, Frea. "Best practice in the development of an international real estate education programme - overcoming intercultural problems in student teams." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009.

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.

Khan, Osama S. M.. "Collaborative Learning in Finance and Investment using Wiki." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
Meulman, Mariette. "Educating the future; bringing knowledge to the world." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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]
Tyler, Steven B., and A. Fleming. "Embedding Employability in the Postgraduate Real Estate Education Experience: A Case Study of Intent." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
Mayrzedt, Hans. "Further Education in Real Estate in Germany at the Example of MBA ìInternational Real Estate Managementî Biberach - London- Zurich." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
Pichet, Eric. "Higher Education in Real Estate and Responses to Revolution in Real Estate Jobs." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
Carvalho, Joao Manuel. "How Real Estate Education is perceived at an Architecture College - Built Environment or Asset Management?" In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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?
Arslanli, Kerem Yavuz. "Real Estate Education in Turkey." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
Spirkova, Daniela, Július Golej, Koloman Ivanička, Mária Ď. urechová, and Andrej Adamuščin. "The Concept of a Study Program for Spatial Planning and Real Estate Engineering at Slovak University of Technology." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
D'Arcy, Éamonn. "The ERES Doctoral Network - Creating a new forum for engagement." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
Sipos, Ciprian, Alexandru BUGLEA, and Valentin Munteanu. "The evolution and challenges for real estate education in the Western Region of Romania." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
de La Paz, Paloma Taltavull, and Éamonn D'Arcy. "The Evolving Real Estate Education Agenda - A fifteen year retrospective." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
Nappi-Choulet, Ingrid. "The Multimedia Case Study: An example of collaboration of industry on real estate education." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
Azasu, S., and R. Hungria-Gunnelin. "The potential use of assessment in managing diversity in student backgrounds - The case of a course in Real Estate Valuation." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
French, Nick, and Stephen Lee. "The Readability of Academic Papers in the Journal of Property Investment and Finance." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.
Sahk, Kaarel, and Peeter Torop Kale Sepp. "The role of accreditation in real estate education." In 5th ERES EDUCATION SEMINAR. ERES: Education Seminar. Vienna: Vienna University of Technology, 2009. 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.