Denying Traditional Senses: lessons about programme change

Wolverton, Mimi; Butler, Jay; Guntermann, Karl L.

doi:10.1080/1356215970020309

Cited by 6 publications

(3 citation statements)

References 15 publications

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“…In many studies, a practically oriented approach in the real estate curriculum is preferred rather than a theoretical approach (Anderson et al , 2000; Galuppo and Worzala, 2004; Jayantha and Chiang, 2012; Manning and Roulac, 2001). Among different teaching and learning methods, the case study approach (Jayantha and Chiang, 2012; Ooi and Yu, 2011), guest lectures by industry practitioners (Jayantha and Chiang, 2012; Ooi and Yu, 2011; Weinstein et al , 2007) and teamwork are valued methods (Dymond et al , 2015; Wolverton and Butler, 1997). Also, distance learning (Manning and Roulac, 2001) and student competitions (Charles, 2016) are used methods in real estate studies.…”

Section: Real Estate Educationmentioning

confidence: 99%

Advancing futures thinking in the real estate field

Toivonen

2021

JERER

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Purpose The purpose of this paper is to study the user experiences of the futures wheel method to investigate its suitability to advance futures thinking in the real estate field. Design/methodology/approach The user experiences of the futures wheel method are investigated through questionnaire answers of 114 master’s level students and real estate experts taking part in future wheel workshops. Findings The futures wheel method could enhance future-oriented thinking and decision-making in the real estate field. The respondents see futures thinking as an important skill and recognize several advantages concerning the method. Practical implications The futures wheel method bears great potential to be used in the real estate sector and it could be a fruitful addition to the curriculums at different education levels in real estate studies. Social implications Futures thinking is essential when aiming for sustainable decisions in the real estate field which again would benefit the whole surrounding society. Originality/value This paper is the first published paper concentrating on the user experiences of the future wheel method in the real estate sector. The benefits and the disadvantages of the method are investigated but also the attitudes indicating the potential of the method to be successfully adopted in the field are analyzed.

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Section: Real Estate Educationmentioning

confidence: 99%

Advancing futures thinking in the real estate field

Toivonen

2021

JERER

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“…Much of the literature originally discussed in the 2014 survey article is summarized before more recent literature is discussed in depth. What should be taught in real estate programs ranges from the importance of writing skills and teamwork to the inclusion of active learning in solving issues in real estate (Gibler, 2001;Wolverton & Butler, 1997). Other approaches focus on bridging the gap between the classroom and boardroom with either real-world case studies or better connections to industry (Anderson et al, 2000;Butler et al, 1998;Chambers et al, 2009;Galuppo & Worzala, 2004;Hardin, 2001;Manning & Roulac, 2001;Tu et al, 2009;Worzala & Chamber, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

The Influence of Changes in the Workplace on Graduate Real Estate Education?

Saginor

Weinstein²,

Worzala

2020

Journal of Real Estate Practice and Education

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This research incorporates previous surveys on real estate education with an eye on the future of real estate education in the Fourth Industrial Revolution, also referred to as the Industry 4.0, the digital age, or several other technology-related terms. Additionally, this research is an update to an earlier survey of graduate real estate programs administered after the Great Recession. Over the last decade, there has been a large amount of research suggesting that the real estate educational community may not be adequately preparing its professionals to deal with rapid changes in tenant dynamics, customer demographic shifts, and disruptive technology, such as automation and artificial intelligence applied to real estate processes currently occurring in the real estate marketplace. This is especially true in terms of the ever-increasing demand for better data and faster data access to determine optimal service levels and amenities. Building on a modified survey originally administered in 2014, this survey was administered during the first quarter of 2019 and sought to determine how changes in the industry may or may not have impacted graduate real estate programs. These impacts may include any changes in the material taught and the skill sets conveyed in the graduate real estate curricula. This paper reviews literature and provides the results of the recent survey administered to the professionals directing and/or teaching in numerous graduate real estate programs. Where possible, some general comparisons are discussed between the 2014 and 2019 survey responses to highlight trends. The results of this research highlight what courses and skills are presently considered the most important in real estate curricula to educate students to be successful in an ever-changing, fastpaced industry.

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“…Her paper explores the use of Writing Across the Curriculum (WAC) in a real estate investments course and finds that by requiring the students to write in the genre, style and tone that they will use in their professional lives in course projects they obtain the confidence and the skills necessary to effectively communicate in their real estate careers after graduation. Wolverton and Butler [13] also examine the delivery of real estate curriculum and the various skill sets of real estate students. In their study, they detail how they have reorganized their undergraduate real estate program to enhance the student's 2 One recent study, Wong et al [9] examines the quality of student applicants.…”

Section: Literature Reviewmentioning

confidence: 99%

Graduate Real Estate Education: Integrating the Industry

Chambers

Holm

Worzala

2009

IJPS

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In 2005, a pilot study of graduate real estate programs examined the coalescence of industry and the classroom in 14 well-recognized programs from around the world (Chambers and Worzala, 2005 As in the original study, we surveyed academics within the various programs to determine how the graduate programs are enhanced by directly incorporating real estate industry professionals into the curriculum as well as how the programs provide external opportunities for graduate students to interact with business professionals.The results of this study analyse existing strategies and we hope to suggest criteria for "best practices" to apply in graduate real estate programs around the world. Strategies examined include the use of project-based courses, mentoring and shadowing programs, speaker series, internships, networking events, executive-in-residence programs, career fairs, guest lecturers, alumni associations and field trips.

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Denying Traditional Senses: lessons about programme change

Cited by 6 publications

References 15 publications

Advancing futures thinking in the real estate field

Advancing futures thinking in the real estate field

The Influence of Changes in the Workplace on Graduate Real Estate Education?

Graduate Real Estate Education: Integrating the Industry

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