Keywords Abstract
Bobot, Lionel. ""The French concourse "Les NÈgociales"." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. "There is a continuing high demand for effective negotiation in the workplace. Real estate students, in particular, need strong negotiation skills especially for future sales agents and consultants. Historically, negotiation has been an interdisciplinary field. Even today, researchers and educators continue to think about ways in which insights from such disciplines as law, business, psychology, sociology, anthropology, economics, game theory, complexity theory, and the arts. Many teachers in negotiation use a variety of teaching methods - lectures, simulations, discussion, videos, written assignments, etc. ñ to account for various learning preferences or multiple intelligences with a predominance of using simulations. Launching in 1990 by professors of the Nancy Academy (""TUT Tech. De Co""), the concourse óles NÈgociales"" (2,000 students in 12 qualification centres in France and a final at Nancy) has the objectives to confront professionals and students in short matches of negotiation on a case study elaborating by partners of the event (Coca Cola, Canon,...) and permit to promote sales careers in particular in real estate careers with the participation of Foncia and BNP Paribas."
Kania, Katarzyna. "15 years Experiences in Real Estate Education in Poland." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. The aim of my presentation is to show the changes in real estate educational system in Poland. In my opinion polish education in real estate is young system and has a lot of failings because our real estate market is still developing. I would like to pay attention on accreditation system which we still change. But in the last 15 years we created a strong basis for the professions in the real estate management, valuation and selling so I will present the most important rules how to reach licence in our country.
Cannon, Susanne. "A Cross-College, Multi-Disciplinary Course on Senior Housing and Design." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. This paper presents the details of a unique real estate course offering that involves multiple universities and students from multiple disciplines. The course, Interdisciplinary Design and Development: Senior Housing, has been offered concurrently to students from DePaulís MBA program, IITís College of Architecture, and Kent Stateís School of Visual Communication Design. The challenge was to make the project as realistic as possible, but also a manageable, focused course that could be completed within the confines of the academic schedule. The further challenge was to do it using teleconferencing technology, coupled with two day-long workshops and a final presentation for a senior housing development that included market analysis and demographics, site selection, zoning and other public policy constraints, financial feasibility, capital sources, architectural design, the construction process, and marketing and branding. Students worked in teams, mostly by email and telephone each bringing his or her background and interests to the project.
de La Paz, Paloma Taltavull. "A Proposal of a Pan-European Real Estate Master." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. This paper presents a proposal of a master in real estate with an European base. The design is made in order to favour two aspects. First, to establish a possibility to different European universities to participate in a ëEuropean masterí teaching contents related to how their real estate market performs and their own characteristics. Second, to give the possibility to students to learn about the differences among European real estate markets, and also to develop specialisations in some of them. Establishing the same master across Europe could create the platform to increase education and research activities relating most European research centres.
Anikeeff, Michael. "Accreditation Issues Recent US Experience." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. Demand for a real estate accreditation program developed by the Society of Accredited Real Estate Programs has been disappointing. The organization is rethinking ist mission. The current president of SAREP provides an overview of the situation. The presentation examines issues of Why is accreditation needed? Who would accredit programs? What should be accredited? How should the process be conducted?
Brown, Gordon, and Rianne Appel-Meulenbroek. "CRE in the MBA Core: Problems and Prospects." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. There is no authentic business that does not involve a location on a parcel of land. Land and its improvements is real estate, a factor of production rarely addressed in the study of management. Instead it is addressed typically as a business in its own right.The effect is that corporate real estate (CRE) has a second class status in MBA curricula.Received ideas affecting research in CRE stem from an industrial era perspective.For the foreseeable future, as the so-called knowledge economy develops, this perspective limits effective research that would enable managers to intervene effectively in the knowledge workplace. This presentation argues that, like marketing, human resources or finance, CRE should be in MBA core curricula.It reviews the current state of knowledge, theories and assumptions about CRE, their sources, what areas of knowledge may be missing and what strategies might be undertaken to improve CRE curriculum status.
Grover, Richard, and Ion Anghel. "Developing quality training approaches for effective property tax administration." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. A number of countries have recently adopted real estate taxes based upon market values. In the transitional economies the state needed new systems of taxation to meet a fiscal gap. The immobile nature of property makes real estate taxes particularly important in an era of tax competition as well as to support local government. There are formidable obstacles to developing such taxes, including the need for qualified valuers. The presentation describes a project to produce an e-learning course on valuation for those involved in real estate taxation. The work included researching the real tax systems in the four countries involved, their valuation standards, including educational standards, codes of ethics, and standards for the measurement of property, the valuation methods in use, the availability of data about market prices, valuersí experiences, and the training they had undertaken. The research was used to inform the development of the e-learning course. The presentation is based upon the project RO/05/B/P/PP175018, Developing quality training approaches for property market valuation professionals for an effective property tax administration, funded by the EUís Leonardo da Vinci programme by Agentia Nationala Leonardo da Vinci. The project was lead by CRFB and the other partners in the project were ANEVAR, the Technical University of Bucharest, the University of West Hungary, CVT Georgiki Anaptixi, and Oxford Brookes University. A paper presenting the research undertaken into the tax systems was presented to the ERES Conference in London in 2007 ñ Anghel I & Grover R (2007) Opportunities and constraints on the development of real estate taxation in transitional countries.
Surapolchai, Saowaluck Lertbut. "Ethics and Sufficiency Economy for Sustainable Real Estate Development." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. "This paper has focused on the Royal Philosophy of Sufficiency Economy and the ""Buddhist Principles"" applied to Real Estate Development. This paper shows the ideas leading to the sustainable real estate development for the better quality of living and the real happiness. The paper relates to conceptual models in Buddhist Principles and the Royal Philosophy of Sufficiency Economy linked to some theory in the process of Real Estate Project Development with a summary of ideas in increasing the happiness of life and the quality of living. Developing the concepts of ""Human Needs"" and the ""Buddhist Principles"" associated with the Royal Philosophy of Sufficiency Economy subject to the objective of ethics to meet the sustainable development and needs of happiness."
Oldenhof, Lies. "How to attract talented students and keep them busy?" In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. In order to develop the innovation power of the employed population of the Netherlands, the Ministry of Education stimulates the development of education programs for talented students. The Real Estate Management programme of the Hanze University Groningen has started an honours programme in the academic year 2006-2007. At first it was difficult to attract students, but in our second year there were much more students interested. The programme consists of contacts with professionals, carrying out assignments for companies and the development of multi disciplinary knowledge. These students are also presented to several companies to fulfil internships. The main issues that will be discussed are: - What kind of students are interested? - What kind of teachers are committed to this programme? - What are conditions in order to be successful and be able to continue the programme with our own financial possibilities?
Cannon, Susanne. "Integrating Real Estate Professionals into the Classroom." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. This paper outlines an approach to balancing the teaching of theoretical, conceptual models and analytical approaches with up-to-date real world professional practices. This is an issue that plagues all business disciplines, but it seems particularly troubling in real estate, which is already suspected of being too applied and anecdotal in many universities and business schools The approach we have taken at De Paul is to house the program in Finance and to ensure that the curriculum is theoretically grounded, but to provide a number of options for incorporating contemporary practice into each course. These range from selective courses being taught by well versed professional adjunct faculty, a common practice in many colleges, to designing team taught courses with about a third of a course taught by an academic being led by a real estate professional. Details and results in several different courses, both undergraduate and graduate, will be discussed.
Nunnington, Nicholas. "Inter-disciplinary Working - a practical e-learning case study: The Shanghai Challenge." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. For decades, Built Environment departments have discussed inter-disciplinary working and aspired to deliver projects bringing architectural, building, real estate, planning and engineering students together to mirror real life practices. Unfortunately, barriers such as timetabling, facilities, management structures, professional accreditation restrictions and university bureaucracy have frustrated such innovation. This presentation demonstrates the creation of an inter-disciplinary e-learning project linking architectural, construction and real estate students together in a project based around a site in Shanghai. It discusses the projects design, assessment criteria, integration of inter-disciplinary working and an evaluation of its first year of operation. The presentation explores the pedagogical and technological opportunities and problems associated with the ìmassificationî of the project by creating a DVD based resource that students can use to undertake the project in a ìvirtualî environment and provides: A checklist for success; An analysis of how the approach removed the barriers to inter-disciplinary project creation.
Sulaiman, Nor Azlina. "Internationalizing Education Standards: Evolution of the Real Estate Educatorsí Role." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. The research examines trends in what is expected of real estate educators and identifies reasons for staff turnover. The purpose of this research is to improve existing standards of tertiary real estate education in Malaysia through the understanding of the challenges resulting from evolving roles and demands. A qualitative analysis is undertaken pertaining to quality of enrolled students, including their perceived needs and expectations, as well as statistics and reasons for staff attrition over a ten year period at the Estate Management Department of Universiti Malaya. Findings indicate that student perceptions and needs have changed during this period (1996-2006). Staff turnover has been due to increased demands and pressures and increasing transparency of individualís capabilities. Conclusions ascertained from this study include the following: versatility and adaptability are becoming increasingly important qualities required of tertiary real estate academic staff members; personal productivity in terms of international quality output (publication and research) is increasingly seen as an indicator of staff quality; and a constant upgrading of skills and knowledge of tertiary real estate educators in their respective specialisations is absolutely necessary. The research shows that the tertiary real estate educatorís role has evolved from that of a teacher to that of a guide and a role model.
Nappi-Choulet, Ingrid. "Professional Partnership within Real Estate Education: The Case of the BNP Paribas Real Estate Chair." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. Whereas the corporate real estate function is generally not considered as a strategic field of corporate management within the organization (which explains the relative ignorance regarding real estate costs or facilities), estimates have shown that more than 25% of corporate assets are in real estate and that occupancy and property costs are the company's second largest expense item after wages and human resources. In order to take into account this field of management, ESSEC Business School has created possibility for the Industry to fund Chairs in different fields of management. As a major player in the sector, BNP Paribas Real Estate was keen to team up with ESSEC, and to fund the Chair. BNP Paribas Real Estate is directly involved in the research themes undertaken by it, as well as the programmes disseminated in lessons, seminars, tutorials and work experience placements.
Busse, Daniela. "Putting Sustainability into RE-Practice: Key Actors, their Roles and Means." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. There are several actors involved in the planning, constructing and operating of buildings. Each one of these stakeholders is - more or less - capable of taking influence in the implementation of sustainable strategies that are composed of economical, ecological and social aspects. The question arises, who the key actors concerning sustainability are and therefore determine the impact on the environment, the economy and the society. Key actors are identified by analyzing their personal aims, their roles within the actors' network and their involvement in significant decisions. Inspecting the actors' professional training and further education it becomes obvious that there is a considerabel need for pertinent classes and teaching-moduls ñ aligned with each professional's education and requirement. Another strong factor in the decision making process is the application of certain technics and conventional methods that often don't allow to install specific parameters dealing with sustainability matters.
Kashyap, Anil, and James Berry. "Real Estate Education for Property Markets in India." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. Real estate has historically been viewed as a local phenomenon. However, globalization of the real estate industry is now a fact of economic life. The emergent middle-class in Asia tend to boost demands for residential and retail providing opportunities for real estate sector. Globalisation of real estate has offered a great opportunity for international property professionals to extend the range of their professional services in emerging markets. This requires specialist knowledge of local markets such as lease structures, different methods of ownership, regulations concerning finance and taxation of property etc. In India, most of real estate education forms part of MBA's programme with main focus on finance. Internationally, especially in US, professional education courses primarily tend to focus on domestic issues rather than international case studies. This paper identifies the issues underpinning the need for real estate education for property market in India. Furthermore, this paper highlights the key roles which international institutions and professional bodies could play in provision and development of real estate education in India.
Baroni, Michel. "Role of accreditation in real estate education." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. AACSB or Equis accreditations induce changes in the management processes of business schools. They have also other impacts, may be more important, on their markets and recruitment. Such accreditations strengthen the brand and make recruitment easier. RICS accreditation does not concern the whole business school but only real estate dedicated programs. Even if the aim is different, consequences on teaching quality and assessment of the students may be similar. Qualification is attractive for recruitment. To some extent the value of the diploma is improved by associated qualifications. More generally partnerships between îstandardsî organisations as RICS or CFA and business schools may have positive consequences on the quality of recruitment both for business schools and employers. The example of ESSEC Business School will be used to illustrate these considerations.
Kirkwood, John. "Semi-automated Assessment Using New Technology." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. The presentation will demonstrate the use and benefits of a spreadsheet based assessment model developed at Sheffield Hallam University. The model is used extensively by tutors on the Real Estate Degree Programme and the presentation will highlight the educational benefits of using this approach. The main aim of the presentation will be to stimulate debate about the use of new technology for assessment and to enable participants to explore the use of such systems both in terms of effectiveness and efficiency.
D'Arcy, Éamonn. "The Expansion of Postgraduate Provision in Real Estate Education: A Market Driven Choice?" In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007.
Ciaramella, Andrea, and Marzia Morena. "The Market for Real Estate Graduates in Italy." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. The real estate market in Italy has changed a lot in the last 10 years. The presentation aims to show the relationship between real estate education and the emerging new competences needed by the market.
De La Poza, Elena. "The New Technologies in a Master of Real Estate Sciences." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. Nowadays, anybody can deny the importance of new technologies in education and how its application improves the quality of education. Our experience in Real Estate Masters show the Master is intended to professionals of Real Estate. Students work most of the time abroad, and their schedules are incompatible with a regular class schedule. -Does that mean, the students have to choose between studying a Master or a job? -Can e-learning substitute classes? We find some answers in the new technologies, the use of them to the education let students carry on studying the business and at the same time they make progress on their professional carreers. However, the development of the e-learning requires some resources to develop a platform where students and lecturers can meet.
Mackmin, David, and Christopher Grzesik. "The Role of RICS in Real Estate Education in Europe, Course Accreditation and ìPartnershipsî with Universities ." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. Accreditation in Real Estate Education should represent more than a ìqualityî etiquette which course providers can use in order to attract more students onto their course. RICS course accreditation focuses not only on the quality of the course itself but also establishes a trusting partnership between the University and the RICS with a view to transferring the acquired knowledge, professional and ethical standards to the market through its graduates. The presentation seeks to describe the current policy of the RICS on course accreditation in Europe highlighting the basis of future partnerships and their importance to real estate education.
Galiano, Anna. "The Role of RICS in Real Estate Education in Europe, Course Accreditation and ìPartnershipsî with Universities ." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. Accreditation in Real Estate Education should represent more than a ìqualityî etiquette which course providers can use in order to attract more students onto their course. RICS course accreditation focuses not only on the quality of the course itself but also establishes a trusting partnership between the University and the RICS with a view to transferring the acquired knowledge, professional and ethical standards to the market through its graduates. The presentation seeks to describe the current policy of the RICS on course accreditation in Europe highlighting the basis of future partnerships and their importance to real estate education.
Askham, Phil. "Using a Virtual Learning Environment to deliver an estate management simulation." In 3rd ERES EDUCATION SEMINAR. ERES: Education Seminar. ESSEC Business School, 2007. Teaching on both undergraduate and post graduate real estate programmes within the Built Environment Division at Sheffield Hallam University has a long tradition of student centred learning delivered through intensive simulations usually involving teams of students responding to realistic problem solving briefs. This particular simulation concerns the management of a property estate. Students are required to respond to a range of challenges from routine breaches of covenant and tenant default to more extreme an unusual occurrences including, explosions and environmental disasters. This whole process is managed and delivered over time using a virtual learning environment which not only enables instant communication but also allows the tutor to provide adaptable responses to student actions/reactions. The presentation will illustrate how the tutor is able to use the Virtual Learning Environment to manage responses in a flexible way to tailor delivery and maximise the quality of the student learning experience.