The discipline of property requires students to be introduced to not only theories and ideas but also to understand and experience physical structures and surroundings. With class sizes increasing and Health and Safety regulations becoming more stringent it is becoming more and more difficult to give students these important experiences. The introduction of a three-dimensional, computer generated environment to university of Auckland property courses has produced a virtual environments enabling our students to virtually experience field trips to active construction sites and other high-risk, complex environments that would be impractical to visit in-person. This VR experience creates a safe environment that students can experience in the safety of the classroom, their own home or other locations such as a café. First year Bachelor of Property students from the University of Auckland have been all been provided with Google cardboard VR headsets. They are low-cost and re-semble a cardboard Viewfinder from the 1980s, with a place to insert a smartphone. When photos and videos are captured on a special 360 degree camera and played on a smartphone, they appear in 3D, creating an immersive experience. As part of their coursework, students took a virtual tour of a construction site at Parnell Terraces, a former leaky building in Auckland, New Zealand, which is being remediated. Through VR, students could also explore the hidden working organs of the home of the University of Auckland Business School, the Sir Owen G Glenn Building, including the heating and cooling equipment on the roof and plant rooms in the basement. This presentation will report on the introduction of VR into the First Year Course “Building Construction” by Dr Michael Rehm who has driven this VR initiative.

Why is it important for companies to adhere to laws that protect the environment and accept responsibility for society and employees? Where is the (economic) benefit? What do these questions have to do with Corporate Governance (CG) and sustainable corporate leadership? Especially the real estate sector struggles with a relatively negative image when compared to other sectors. There are mechanisms that can identify the value added by good Corporate Governance, including econometric studies using regression analyses. The empirical studies have particular advantages in proving the potential benefit of good Corporate Governance. By using large datasets as the starting point, they can measure the real effects that occurred in the market on performance related variables. These and other results clearly demonstrate the positive connection between good Corporate Governance and various key performance indicators.

Responsibility and teaching of it is directly linked with the diploma with which curriculum graduates will be awarded. In Estonia, the graduates will receive the diploma of engineering, i.e. master degree in real estate is related with an MSc in engineering. From this arises a clear vision that responsibility as a subject will be engineering responsibility. According to the common practice, engineers and their professional societies have separate Codes of Ethics that are grounded on general and historical practice in the absence of a regulation like e.g. GAAP for accounting specialists. The teaching must also include philosophical motifs. All students must be teached in a way that they are able to meet real estate market needs. After all, compliance is available if market professionals take part in university practice and also supervise the enterprise-based practice. Due to the small number of curriculums on the one hand and the heretofore limited interest from the side of firms and professional bodies, this is named exactly the basic mainstream for teaching responsibility. It is also evident that different building environment keywords like energy efficiency, sustainability, renewable energy etc must frame the picture. The presentation tries to answer the question how to arrange this on a small real estate education market.

The availability and interpretability of information is key to a successful construction project and the steering of real estate. Due to the current possibilities in methods and software (such as Building Information Modelling (BIM)) more information can be collected and processed than before. It is expected that through BIM the flow of information between stakeholders and project phases is improved. Methods and tools, however, cannot determine which information is needed in respect to corporate necessities, real estate specific, project specific, economical or legal aspects. This leads to the following research questions: - How can the information demand in a certain (project-) situation be determined? / - What is the necessary information? // At first an extensive literature review was conducted to analyse the terms ‘information’ in the context of BIM. From there a methodology was developed and tested how the information demand can be examined. On that basis a project in collaboration with real estate departments of prestigious companies is now carried out to identify relevant information and visualise it in a data-tool. The result of the research thus is firstly a methodology to identify relevant information depending on the objectives and given circumstances. The methodology can be used in consulting building owners or other stakeholders to determine their information demand prior to e.g. the start of a new project. This task is a new field of work for real estate professionals and is in intense demand in the context of BIM. Secondly the research will provide a general data tool which will make it possible to determine the specific information demand e.g. for a specific task or phase of the project. This data tool will be valuable to specify data requirements needed for example for defining the BIM deliverables and issue a BIM Project Execution Planning guide.

Digitalization is challenging us - both privately and professionally. We must be able to adapt flexibly to all these changes. Educational institutions must be more than just a place of knowledge transfer. Against the background of a constantly changing society and working world, educational institutions must also teach future-oriented skills. In this way it is possible to make students fit for the working world of the (digital) future. We are currently experiencing a dynamic digital change in the real estate industry. New, data-driven business models are establishing themselves and in some cases replacing previous models and companies. New market players (e.g. Amazon, Google, Airbnb) are successively conquering the real estate industry with innovative technologies. Revolutionary or part of continuous evolution? The presentation looks at ways of thinking of traditional and new market players, motivates to "thinking outside the box" and provides suggestions for implementation in teaching.

Since the beginning of first Real Estate Master’s Program in Turkey 2001, real estate finance as a term has been changed and evolved by definition from space and asset market players. After 2007, the mortgage system was introduced in the country and the market is demanding more knowledge and data in order to position itself to rapid changing of game rules from local and central governments. Among those changes the real estate finance course at Istanbul Technical University started a curriculum mostly inspired from a US perspective while strengthening the enrolment of Erasmus students from the EU. While most of the fundamentals of real estate finance stay the same, multidisciplinary backgrounds of the students provide different viewpoints and investment/risk perceptions to be discussed throughout the year. In this paper, the survey data of Master’s Programme graduates and current students is analysed and discussed.

The master thesis represents an essential component of a postgraduate programme. First of all, the student has to define a topic and a set of relevant research questions. After having settled the supervision agreement, he or she can embark on the actual work on the thesis. Nowadays, a wealth of preceding publication output is accessible and it is tempting to "re-use" this material. If time is short and deadlines beckon, plagiarism may seem to be the easy way out. This means that (substantial) chunks of already published work is reused in the master thesis, but even paraphrased modifications may still be in dangerous proximity to the original publication. Moreover, an author may consider to incorporate large parts of his/her own previous work, thereby engaging in self-plagiarism. The supervisor has a crucial role in this regard. If he or she has an excessive number of students to supervise, there may not be enough time for individual consultations. On the other hand, supervisors may expect to see work in progress on which to give feedback, which should then in turn be reflected in the final version. If a more or less final version is submitted without intermediate stages, this might be regarded as a warning sign. Another tell-tale signal is a mismatch between a student’s oral proficiency of expression versus "perfect" writing. There are several tools to check digital documents for any degree of plagiarism. These reports need to be critically checked, but they can provide a helpful first impression. It also has to be noted, that retrospective digitisation may lead to the detection of plagiarism in the future. The contribution will conclude with some comments on ghost writing.

Since the CG session featured more diverse presentations, the results from the discus- sions are presented separately for each presentation. First, CG was discussed as a driver of company performance with results from an empirical study of the real estate sector. The second presentation was on how CG could be taught in real estate classes – and why. The third contribution on plagiarism served as a means for discussing eth- ical standards amongst students of real estate.

The IT session was marked by some overarching concepts and insights that spread across all presentations. The results from the discussions are thus presented in a joint format focusing on four questions: What opportunities may technology create for real estate companies? What role does information play in real estate management? What competencies do young professionals need? What can education do to support the next generation of professionals in the best way?

The importance of technology, preliminary with regard to IT, cannot be overestimated. Problems arise since the number of curriculums in which IT starts to be a distinct element is still small. This is the case in Estonia where the real estate based curriculum is general on the first level of higher education and on the second level of education is lacking the required space for teaching effective IT-linked subjects. On both the Bachelor and on the Master of Science level detailed due diligence applications and also a good knowledge of market requirements are required, which will help to balance the existing subjects and curriculum with a growing impact of IT and technological innovations. In this case, the current approach gives an answer in which way the technological application should be approved and proceed with minimal efforts and disturbance of already established curriculums. In spite of keeping the existing real estate curriculums engine, the new contents should be applied and arranged as inputs into specific subjects but also as some new subjects or practices. The linkage between the academic education and LLL serves as one of possible instruments for solving the problem. Also, the other trends while current attributes are mixed with future solutions need to be analyzed. The presentation gives an answer and recommendations how involve IT in an interdisciplinary framework.