Exploring gaps between real estate curriculum and industry needs: a mapping exercise

Amidu, Abdul‐Rasheed; Ogbesoyen, Osahon; Agboola, Alirat Olayinka

doi:10.1080/14445921.2018.1552472

Cited by 6 publications

(12 citation statements)

References 21 publications

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“…The rapid evolution of standard practice in the property industry to keep up with technology in the digital age may mean that standard education approaches cannot keep up with the ever-changing industry [68]. This finding is consistent with the prevailing notion that PropTech is transforming all aspects of the property industry [5,24] but challenges suggestions that the fundamental issue is the rigid structure of property programs [4,39].…”

Section: Industry Engagement Among Property Academicssupporting

confidence: 73%

“…Even before the uptick in adopting technological tools in the property industry, the existing literature reported gaps between the expectations of employers and the training provided for graduates by higher education institutions [4,9,13,43]. Moreover, graduate employers consistently comment on the extended periods of integration they have to offer to new graduates due to the lack of practical knowledge [44].…”

Section: The Need For Technological Trainingmentioning

confidence: 99%

“…In particular, the three-way relationship between education providers, graduates, and employers is fundamental. Education providers aim to equip graduates with the skills required by prospective employers, which constantly need to be updated to match client demands and the evolving technological landscape [4,5].…”

Section: Introductionmentioning

confidence: 99%

“…Employers now expect more rounded graduates with a better appreciation of industry standards and many interpersonal skills, a significant variation from past decades when the biggest concern was academic excellence [11]. This divide between academia and the industry has been reported across many countries, indicating the significance of the issue on a global scale: in the USA [12,13], in the UK [4,14], in Australia [5,[15][16][17], in China [18], and in Nigeria [19].…”

Section: Introductionmentioning

confidence: 99%

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Preparing Property Graduates for the Digital Age: Challenges and Strategies from the Perspective of Australian Property Educators

Abidoye,

Ahiadu,

Bangura

et al. 2024

Buildings

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The work readiness of property graduates is the subject of global discourse and is an increasingly critical gap as employers demand professionals with competencies in their fundamental roles and digital technologies. Although these issues have been explored from the perspectives of students, graduates, and employers, the insights of property academics remain unexplored. As such, this study delved into the challenges encountered by property academics in Australia concerning the training of property graduates for the digital age, as well as the efficacy of strategies used to achieve this. The opinions of 22 property academics were gathered through an online questionnaire survey and analysed through mean scores, relative importance index (RII), and exploratory factor analysis (EFA). The profile of respondents suggests that approximately half of them have no more than five years of industry experience, and only 54.5% currently engage with the industry. The most significant challenges include limited funding to procure bespoke software and insufficient time to achieve digital competency. Furthermore, academics cited limited support from the universities as a key challenge, but rated curriculum rigidity as non-pertinent. Regarding strategies, retraining academics for digital proficiency, increased technical support from universities, adopting active learning, and revising curricula to incorporate digital technology are critical. Collaboration with industry partners and increased funding for software procurement also emerged as key external factors. Variations in these perceptions also suggest that older academics are less receptive towards retraining, academics with more industry experience believe that a restructuring of the curricula is required, and smaller institutions require more funding and industry support. The core themes of the proposed strategies also indicate that holistic curricula integration is required to incorporate the perspectives of all stakeholders. Practically, these findings underscore the pivotal role of academics in bridging the skills gap and the interconnected roles of graduates, universities, and industry partners.

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Section: Industry Engagement Among Property Academicssupporting

confidence: 73%

Section: The Need For Technological Trainingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Preparing Property Graduates for the Digital Age: Challenges and Strategies from the Perspective of Australian Property Educators

Abidoye,

Ahiadu,

Bangura

et al. 2024

Buildings

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“…A recent study by Amidu et al (2018) also attempts to explore gaps between real estate curriculum and industry needs in the United Kingdom. By employing a mapping technique across four universities, they identified some key areas for educational reform in the U.K. Data for the study was collected through a desktop review of real estate curriculum from four randomly selected universities and analyzed using a mind mapping approach.…”

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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A conceptual bridge for the ‘innovation-adoption gap’ in the property profession

Kasim,

Amidu,

Levy

2024

Journal of Property Research

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Exploring gaps between real estate curriculum and industry needs: a mapping exercise

Cited by 6 publications

References 21 publications

Preparing Property Graduates for the Digital Age: Challenges and Strategies from the Perspective of Australian Property Educators

Preparing Property Graduates for the Digital Age: Challenges and Strategies from the Perspective of Australian Property Educators

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

A conceptual bridge for the ‘innovation-adoption gap’ in the property profession

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