Graduate Real Estate Education: Integrating the Industry

Abstract

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.

The Future of Real Estate Education: A Multi-Faceted Perspective

“…Despite the fact that the supply of real estate talent from university programs does not remotely match the demand of an industry constituting 8% or more of the U.S. economy nor, in the eyes of many real estate employers, do graduates' skills always align with their specific needs, it is a stretch to argue that a pipeline exists between university real estate programs and the industry. It has already been shown that industry participation can be a key beneficial component in real estate education (Chambers et al, 2009;Galuppo & Worzala, 2004;Shi-Ming, 2001;Tu et al, 2009;Weinstein & Worzala, 2008;Worzala, 2002). Professional associations are well positioned to serve as conduits for real estate jobs with their member/employers and connections to the industry in partnership with university programs.…”

Real Estate MSc Curriculum in the New Era of Artificial Intelligence

“…Inviting industry speakers, discussing case studies, on-site and company presentations are integral parts of educational programmes [13]. Course content is, of course, also greatly determined by the regulatory environments of countries as well as the authorisation standards of the property industry [14].…”

Curriculum Guideline for Masters Real Estate Education in South Africa

“…This divergence is related to the respondents' primary area of interest in real estate and geographic area. Other educators and researchers including Chambers, Holms, and Worzala (2009) have emphasized the involvement of the industry in the assessment of the curricula to identify important topics for the industry. In response Ooi and Yu (2011) and Jayantha and Chiang (2012) surveyed real estate professionals in the property industries in Singapore and Hong Kong; respectively.…”