Property Education in New Zealand: Industry Requirements and Student Perceptions

Callanan, Judith; McCarthy, Iona

doi:10.1080/10835547.2003.12091590

Cited by 36 publications

(58 citation statements)

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“…Executives also identified a number of concepts and skills of importance as being in the areas of market interpretation, general (as opposed to specific) analysis, and people skills. Callanan and McCarthy (2003) surveyed valuation and property management employers in New Zealand and discovered that they felt graduates lacked practical skills and knowledge and the ability to relate theory to practice, as well as a lack of knowledge of building construction and property development. Employers were, however, positive about graduates' analytical, computer and communication skills.…”

Section: Policy Research Of Employers' Expectations Of Graduates' Commentioning

confidence: 99%

“…There is further evidence from the literature, of dissatisfaction with the preparation of real estate graduates with the following areas needing improvement or a greater focus: specific real estate skills (strategic planning, real estate portfolio management, leasing, building construction, development, real estate finance, negotiation, deal making, acquisition and sales), and practical skills and knowledge (relating theory to practice) (Callanan and McCarthy, 2003;Epley, 2004;Gibler et al, 2002). Many of the studies discussed above (see Callanan and McCarthy, 2003;Massyn et al, 2009) concluded that there should be a re-evaluation of course curricula, and suggested that programmes should become more aware of stakeholder concerns and needs by incorporating improvements to equip graduates for industry more effectively. Many authors have also suggested ways to improve education in real estate and built environment programmes.…”

Section: Policy Research Of Employers' Expectations Of Graduates' Commentioning

confidence: 99%

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Real estate education: an investigation of multiple stakeholders

Poon

Hoxley

Fuchs

2011

Property Management

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Purpose-This paper seeks to report the detailed findings of a Centre for Education in the Built Environment (CEBE) funded study into real estate programmes of study in UK universities. The aim is to critically evaluate the gaps in the professional practice firm employers' expectations of real estate graduates, real estate graduates' perceptions of what they attained during their studies and universities' views of the content of Royal Institution of Chartered Surveyors (RICS) accredited real estate courses. Design/methodology/approach-The paper presents the research findings from questionnaire surveys of professional practice firm employers and graduates and of interviews with RICS accredited courses providers and with the human resource managers of major surveying firms. Findings-The findings of the questionnaire survey should provide some comfort to real estate education providers since the top employer rated knowledge and skills are by and large found in most programmes of study. Universities would argue that they cannot actually do much about the personal attributes that graduates possess. There are significant differences in the views of employers and graduates and the only area of knowledge in which graduates currently exceed the requirements of employers is "research methods". The comments made by both groups suggest that practical experience is considered to be missing from courses but most universities would not see this as one of their principal areas of responsibility. The RICS accredited course directors mentioned that they provide alternative simulated work experience for students. Apart from practical experience, the human resource managers also raised concerns about graduates' levels of commercial awareness. Practical implications-The findings of this research will enable those designing real estate programmes of study in real estate in the UK and around the world to ensure that their curricula are current and relevant to the needs of employers, from a UK perspective. Originality/value-The paper presents the findings of questionnaire surveys of employers and graduates and of interviews with RICS accredited courses providers and human resource managers, which suggest that employers and graduates would like to see more practical skills and knowledge incorporated within university curricula.

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Section: Policy Research Of Employers' Expectations Of Graduates' Commentioning

confidence: 99%

Section: Policy Research Of Employers' Expectations Of Graduates' Commentioning

confidence: 99%

Real estate education: an investigation of multiple stakeholders

Poon

Hoxley

Fuchs

2011

Property Management

View full text Add to dashboard Cite

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“…While Section Two asked respondents to rate on a Likert Scale 1 to 7, the level of importance of each of the identified competency to the practice of real estate, from "Not at all Important" (rated 1) to "Extremely Important" (rated 7). A list of forty four (44) competencies (24 knowledge areas, 10 skills and 10 attributes was developed from wider research publications investigating professional competencies in built environment and real estate literature such as Davies et al (1999), Gibleret al (2002), Callanan and McCarthy (2003), Epley (2004), Galuppo and Worzala (2004), Manning and Epley (2006), Weinstein and Worzala (2008), Massynet al's (2009), and Poon et al (2011), as well as from interaction with stakeholders (academics and employers) in the real estate sector in Nigeria. Mean rating and frequency distribution was used to analyze and rank the respondents ratings on each of the 24 knowledge areas, 10 skills and 10 attributes.…”

Section: Methodsmentioning

confidence: 99%

Competency Requirements for Real Estate Practice: the Nigerian Experience

Olaleye¹,

Adama²

2018

Integrating the African Real Estate Market – An Agenda: The 18th AfRES Conference

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With a focus on the real estate markets of Abuja and Lagos in Nigeria, this paper examined the perceptual stands of real estate professionals on the competency requirements for real estate practice in the country. Design/Method/Approach: The paper adopted questionnaire survey conducted on all Estate Surveying and Valuation (ESV) Firms in Lagos and Abuja. The questionnaire solicited information on practitioners' views on the knowledge, skills and attributes required for effective real estate practice in the country. The respondents were asked to rank 24 knowledge areas, 10 skills and 10 attributes as identified and conceptualized from literature. Mean rating, frequency distribution and t-test were used in data analysis. Findings: For effective real estate practice in Nigeria, property valuation, property management and real estate agency were rated the most important categories of knowledge required whereas communication and honesty were rated the most important skill and attribute respectively. It appears the ESV Firms ranking of the identified knowledge areas was based largely on their practices and experiences, because over 80% of the practitioners considered these areas as essential priorities. The least rated knowledge area was basic accounting, while second language and commercial awareness were the least rated skills and attributes respectively. Practical Implications: The findings of this paper can be used as a guide for real estate continuing professional development plan and as a framework for curriculum development and redesign. Originality: This paper is one of the few that have identified the expectations of real estate practitioners with respect to graduates' competency in developing countries like Nigeria.

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“…Executives also identified a number of concepts and skills of importance, in the areas of market interpretation, general (as opposed to specific) analysis, and people skills (Epley, 2004). Callanan and McCarthy (2003) surveyed valuation and property management employers in New Zealand and discovered that they felt graduates lacked practical skills and knowledge and the ability to relate theory to practice, as well as lack of knowledge in building construction and property development. Employers were, however, positive about graduates' analytical, computer, and communication skills.…”

Section: Built Environment Literaturementioning

confidence: 99%

“…They also surveyed students/graduates and found that graduates felt more practical experience should be included in valuation and property management courses. They were concerned about a lack of land economics, planning studies and practical commercial content (Callanan and McCarthy, 2003). Galuppo and Worzala (2004) reviewed academic literature, held discussions with focus groups of company representatives, and surveyed real estate professionals and alumni from the University of Wisconsin-Madison real estate programme.…”

Section: Built Environment Literaturementioning

confidence: 99%