This exploratory research offers a stakeholder’s perspective about the professional profile of real estate graduates, in line with concerns regarding skilled labour posed to the Real Estate sector in Brazil. Specifically, it recognizes a set of core competencies (composed of knowledge, skills, and attitudes) required by real estate development companies to qualify professionals who work with design and planning of real estate products. The opinions about professional competences were obtained through an online survey, conducted with real estate executives, academics and recruitment professionals of leading Brazilian real estate development companies. The questionnaire was based on existing literature depicting similar surveys, and insights gained from semi-structured interviews previously conducted with five key industry employers. One thousand questionnaires were sent and 261 were considered as valid responses out of the 341 returned questionnaires. Respondents rated a group of 30 competences according to their perception of relevance, using a five-point Likert scale. After the survey, results were compiled, ranked and classified by type of respondent and expertise of the company. The five competences that got higher scores were: Awareness of professional ethical responsibility, perception of what happens in the market, critical thinking - ability to assimilate complex situations, capacity to identify problems and find solutions, and knowledge of legal and regulatory aspects of the market. Based on the survey results, a discussion about professional ethics and the pertinence of a multidisciplinary approach in real estate education is offered.

The online/blended course Energy Friendly Renovation Processes will provide its participants from the building sector and Master students with pioneering knowledge about ambitious energy-saving refurbishment projects within the existing housing stock. Energy Friendly Renovation Processes is a unique course with interesting interaction between professionals and Master students. By offering course simultaneously to professionals and Master students and by creating a platform and facilitating three real life sessions these two can engage in a dialogue, an interesting interaction for both parties arises. In the online environment success factors will be discussed, by means of concise knowledge videos and accompanying questions, in relation to the energy saving issue within existing neighbourhoods and dwellings. The course pays attention to technical and financial factors, however the main focus lies on other success factors like the skills to work with various parties with different interests on ambitious goals. Each week the students apply the new knowledge on a case study in a group. These cases are based on current issues that participants from the building sector face in the real world, so as to simulate the process that is taken place in real projects.

In positioning the design school versus the business school, the management game as an educational module in the last semester of the architectural bachelor in Delft is illustrative for the possible synthesis between real estate and architecture. The explicit approach of design, as applied in Delft and many other institutes for architecture, and the implementation in a typical real estate process, reveals the designerly way of thinking. The paper aligns the design approach and the policy gaming, and its unification in the management game. The management game is not only bridging design education and real estate and management education, but also enlightens the advantage of architectural based real estate education; in order to come up with solutions for the genuine challenges of obsolescence and urban redevelopment, a proper understanding of the market as well as buildings is essential.

The body of knowledge is a fundamental attribute of an established discipline. In the field of accounting, for instance, the accounting body of knowledge is reflected in statements of accounting principles. In most disciplines an introductory textbook is presumed to reflect that discipline’s body of knowledge. While there have been a select number of research papers addressing the property discipline’s body of knowledge, heretofore a comprehensive, integrating, inclusive, and contemporary statement of the discipline’s body of knowledge has not been provided. This paper addresses this pressing need. Beyond providing a rationally organized statement of the discipline’s body of knowledge, the presentation is extended to address explicitly how that body of knowledge appropriately is included in real estate education. The consideration of the body of knowledge in real estate education is addressed at multiple levels, ranging from the introductory principles class for a student or individual who had no prior exposure to or knowledge of property and real estate through elective classes that would explore certain topics – i.e. finance, investment, appraisal, development, etc. – to develop the coverage of that subject more fully; and through more advanced treatment of certain of these topics. This paper provides suggested ways of integrating concepts of the body of knowledge some 15 different courses that might comprise a real estate curriculum. This paper makes the significant contribution of organizing documents in the body of knowledge (BOK) and then linking and connecting that BOK to the real estate education.

Real Estate is seen by most Architects or Architects-to-be as a constraint to design and to the fulfillment of people’s real spatial needs. Real Estate education within Faculties of Architecture has to face this. The key to attract Architects could be a research agenda that interprets Architectural design (urban design included) as the design of Real Estate goods. This presentation goes through a list of on-going research projects at the Faculty of Architecture of the Universidade de Lisboa to contribute to find a list of categories that might be common to the few European Faculties of Architecture that have a place for Real Estate education. The second tentative step is to transform those projects themselves into Real Estate research.

Helena Hurd from Routledge demonstrates how to publish your work, whether as a book or in a journal, debunking some of the myths about publishing and explaining how best to navigate the publishing process. Topics to be covered include: the publishing process, how to start a publishing career, what makes a good proposal, identifying your topic and your market, looking at the competition, choosing a publisher, the external reviewing of proposals, what makes a good book, contracts, permissions, ebooks, after publication and an introduction to journal publishing. Recent digital innovations both in teaching and in publishing will also be explored, asking ‘where next for academic publishing?’

During the last two decades, the built environment had changed dramatically. The modifications linked with basic markers, market participators and with therefor with the requirements for the arising from changed nature of built environment. Beside the political influences are very important those one that arise as obligation conversion of higher education, the both one built environment schools vs business schools are involved. According the market needs, is evidential that trough LLL paradigm on the one hand and professional requirements on the other hand, the essential and accepted movement is available.

My presentation will give a short overview about our course and explain our „career tracking“ in which we follow the development of the salary as well as the satisfaction with their job content. We have three data points, before they start the course, one year and five years after the course. The data is far from being complete but you can make the first conclusions. The major one is probably that the course and therefore the fees are a very good investment (if there is a change of job involved). Those students can get their fees back in two years’ time with a higher salary. So I argue about the return on investment on a quantitative basis. Additionally we see the satisfaction with new jobs and the content and field of work is very satisfactory – so that’s the qualitative approach. These findings are also important for our position in the market (of further education in Real Estate).

Real estate education across Europe is predominantly embedded in either schools of built environment or business schools. The framework conditions and especially the size of the student cohorts have a significant impact on the setup and handling of teaching and subsequent learning facilities. Blended learning is to regarded a didactical meaningful combination of traditional face-to-face instruction and state-of-the-art e-learning formats. This contribution is reporting on a survey with accompanying structured interviews conducted with representatives stemming from both types of real estate education. The survey itself has already been presented at the ERES2015 conference in Istanbul. The interviews serve as augmenting case studies touching upon four main areas: delivery of content, training, strategic impetus, culture. The questions for the case studies were sent in advance to the interview partners (in order to settle preparation) and undertaken using a videoconference.

Presently, rapid property development in forms of construction of buildings and infrastructure has been observed throughout the country. These development has been closely related to growth in the economy of the country and flourishing of market economy system. Property Development in tern requires well function legal system, good investment climate, and finance and health economic environments and working conditions. The main objectives of the graduate program on urban land and property valuation emanates from the need to supply a skill manpower desires of the country for enormous property development and constantly growing property market. Each year the country commits more than half its capital outlays to land development, building and infrastructure the graduates of the program were assumed to deliver the skill and knowledge requirements for such development. The real estate industry is rapidly moving from essentially responding to client requirements for structures to providing business solutions and sustainable development. This makes property a key sector of the economy. The market-friendly policy of the Ethiopian government has also created favourable condition of property development and investment. Property valuation may be considered as one of real estate activities. Everyone uses real estate in one way or another and must pay for its use, which involves a decision about value. Hence widespread need for appraisals is apparent. Practical decisions concerning value must be undertaken based on some kind of appraisal or valuation of real property. There is no institution that provide real estate education in the country; while the need assessment conducted on urban and property reveals that there is extremely high level of professional needs at all levels of city administration as well as private sectors. Whatever the purpose of the property valuation, it is crucial to undertake it based on facts and accurately as pricing it too high or too low may have detrimental consequences. The intended graduate program is developed to enrich the students’ practical knowledge with skills and abilities specific to real property valuation; it provide rigorous understanding of property markets and a range of practice based knowledge and skills within a flexible learning environment; it also covers essential elements of Construction, Economics, Legal Studies and Valuation, finance and accounting and will provides the ability to relate the property industry to other built environment fields and the wider business context.