Problem-based Learning in Real Estate Education

Anderson, Randy I.; Loviscek, Anthony L.; Webb, James R.

doi:10.1080/10835547.2000.12091568

Cited by 20 publications

(12 citation statements)

References 6 publications

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“…Galuppo and Worzala (2004) and McFarland and Nguyen (2010) also highlight the need for different technological skills. Critical thinking and problem-solving skills are seen as important by several scholars such as Anderson et al (2000), Dymond et al (2015) and Jayantha and Chiang (2012). A study by Poon and Hoxley points out the need for practical skills and commercial awareness.…”

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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“…Butler et al (1998) advocated for the application of real world problems in experiential learning but also acknowledged the extreme time commitment for faculty and staff. Anderson et al (2000) proposed a framework by which faculty could integrate case-based learning into their real estate curriculum. Manning & Roulac (2001) advocated realworld classroom team projects and challenge, and Rose and Delancy (2007) examined case-based real estate learning in light of AACSB accreditation standards.…”

Section: Experiential Learningmentioning

confidence: 99%

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

McGrath

Bing

Jackson

et al. 2020

Journal of Real Estate Practice and Education

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This paper is the culmination of efforts by a group of participants at the 32 nd Annual American Real Estate Society Conference in Denver who met to discuss the future of real estate education, and its authors represent the diversity and breadth reflective of the field itself. Previous literature, spanning more than 50 years, has consistently maintained that the issues related to the study of real estate are too complex to easily resolve, resulting in a lack of consensus regarding an accepted body of knowledge. This paper is unique in that it not only identifies issues and challenges inherent in today's academic climate, it also provides for a collection of options, both applied and aspirational, that build on existing and potential structures. Indeed, the authors do not believe that there is one best model for the future of real estate education, nor that we should expect there to be. Rather, this paper is an important addition to the existing body of literature for its identification of solutions that embrace the breadth of both practical and academic knowledge in the expansive and ever-evolving field of real estate.

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“…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). Despite these efforts to bridge the gap, several other studies highlight that these approaches may fall short (Bennis & O'Toole, 2005;Urban Land Institute, 2003).…”

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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Problem-based Learning in Real Estate Education

Cited by 20 publications

References 6 publications

Advancing futures thinking in the real estate field

Advancing futures thinking in the real estate field

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

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

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