Keywords Abstract
Wellner, Kristin, and Ramon Sotelo. "A comparative analysis of long-life learning in Germany." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010.
Baridoma, Moses Baridi. "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." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010. 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].
Spairani, S., and J. Roca. "Audio-Visual Technics Applied to Teaching of the Discipline of the Appraisal." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010. 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.
Martens, Bob. "Course Entities with Exercise Content in the Framework of Postgraduate Real Estate Education: Conceptual Design, Issues and Learning Outcomes." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010. 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.
Geurts, Tom G.. "Developing continuous education in Canada." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010.
Pichet, Eric. "Enhancing the quality of a postgraduate programme in real estate via RICS accreditation." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010.
Cannon, Susanne. "Integrating Real Estate Professionals Into The Curriculum." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010. 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.
Woodhams, Simon. "Lifelong Learning at CB Richard Ellis." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010.
Sahk, Kaarel. "Long-Life Learning in a Changing Environment." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010. 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.
Marona, Bartlomiej. "Real Estate Education at the Cracow University of Economics- Report of Survey." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010.
Bernet, Juerg R.. "Real Investor - A Strategy Game for Life-long Learning in Real Estate Investment Management." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010.
Khan, Osama. "Surgery Hours for All: An Adoption of Live Classroom Technology for Enhanced Accessibility." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010. 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.
Taltavull de La Paz, Paloma. "The case for Continental Europe." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010.
Reynolds, Mary-Ann. "The Role of Professional Bodies in Life-Long Learning." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010.
Santovito, Rogerio Fonseca. "The Use of Concept Mapping to Promote Meaningful Learning in a Real Estate Continuing Education Environment." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010. 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.
Hordijk, Aart. "Valuation education at master level at Universities: The case of The Netherlands." In 6th ERES EDUCATION SEMINAR. ERES: Education Seminar. Zurich: CUREM - University of Zurich, 2010. 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.