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Global Perspectives on the Future of Real Estate Education

Global Perspectives on the Future of Real Estate Education Éamonn D’Arcy - University of Reading IRES President 2011 CBRE Fellow in International Real Estate. IRES Education Task Force.

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Global Perspectives on the Future of Real Estate Education

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  1. Global Perspectives on the Future of Real Estate Education ÉamonnD’Arcy - University of Reading IRES President 2011 CBRE Fellow in International Real Estate

  2. IRES Education Task Force • Objective of identifying both the common factors shaping the future of real estate education on a global basis and the key regional differences in priorities • Six panels and plenary sessions held globally in 2011 • PRRES – Gold Coast – Panel • ARES – Seattle – Panel and Education Track • ERES – Eindhoven – Panel • AsRES – Jeiju – Panel • LARES – Sao Paulo – Plenary Session • AfRES – Windhoek – Plenary Session

  3. Key Issues Examined • Changes in the structure of provision • Curriculum • Employability and the market for Graduates • Three Key Trends shaping the future of real estate education in the region

  4. Changes in the structure of provision • Modes and Composition: UG; PG; Flexible; Executive; Distance learning; Life Long Learning • Increasing diversity of provision in most regions • Shift to PG modes in most regions • Need for standardising provision • Location: Business School; Built Environment School; Other • ERES – Business School Increasingly Important • AsRES – Transition from Built Environment to Business School • LARES, AfRES – Built Environment more Important

  5. Changes in the structure of provision • Expansion; Contraction; New Entry • Expansion AsRES, LARES, AfRES • Over-Provision ERES, PRRES • Educator and Student characteristics • Greater Diversity • Internationalisation of student cohorts • Restrictions on Student subject backgrounds in some regions

  6. Curriculum • What is Core and how has this changed? • Significant regional differences reflecting traditions of provision • Specialisms • Finance, Securities, Sustainability and CSR • Integrating the ‘real’ world • Considerable diversity in practice but many common trends • Market Relevance as a driver of curriculum design • Educators have become more aware but many still do not engage with the market actors • Global Relevance as a driver of curriculum design • Internationalisation of student cohorts • Summer Schools with a focus on international Markets

  7. Employability and the market for Graduates • Employer characteristics • Remarkable uniformity of employers across regions • Public sector employers very significant in some regions • Shifts in the market for graduates • Business skills a key driver • Embedding employability • Becoming more important in most regions • Relevance of professional accreditations • Considerable regional variation • Reflects traditions of professionalisation

  8. Three Key Trends shaping the future of real estate education • Opportunities • Significant potential for expansion in most regions • Specialisation • Improving industry engagement • Constraints • Traditions of provision • Educator human capital • Market structures and attitudes to education • The Future Landscape • Winners and losers in markets with over-provision • Wider value added (employability) a key consideration in student choice • Emergence of global delivery platforms in real estate education

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