The 'case-study method' is frequently used in management education to put theory into practice. The same is true in real estate education. In real estate it is also critical that the students gain practical experience with industry tools used to support valuation and investment decision-making. Since 2009 Altus Group has been running the Argus University Challenge by which students from real estate programmes around the globe can demonstrate their proficiency in using the Argus software.

This session focuses on how the case-study narrative and software skills are put together in the context of the Argus University Challenge while ensuring that the brief meets the requirements of the organiser and attracts a wide range of students from different programmes. Given the shortage of readily available and complex real estate case studies addressing the current challenges, the session discusses a useful resource for students to question their thinking on real estate development and investment, while mastering their technical competency.

The fourth industrial revolution (4IR) landscape, which encompasses the trend towards more impact of technology, provides both challenges and opportunities for the real estate sector. As educators we carry the responsibility to prepare the next generation of professionals for the ethical dilemmas and societal concerns that this revolution throws up and need to prepare students to deal with its dilemmas and concerns. Concerns are raised that the advent of the 4IR is putting social justice under an increasing threat of unequal access to opportunities. The advent of financial capitalism has already impacted on equitable access to real estate. The process of financialisation and its impact of the real estate (housing mainly) sector shows that it is a fine balancing act of to achieve social justice and sustainability of our cities. The presentation elaborates on a blended course for MSc students at the Faculty of Architecture whereby students debate the topic of financialisation of real estate to stimulate their academic thinking. In the format of a role play of a municipal council hearing, students are expected to advocate (and therefore) understand the impact of financial capitalism of various stakeholders in two different cities, namely London and Cape Town. The impact of the commodification of housing as an asset, challenging equity and therefore social justice is the focus of the debate that is impacted to take place in the ‘municipal council hearing’. Yet the impact can be both positive or negative depending also on the motivations, needs and perspectives of the selected stakeholders. The preparation for this hearing is based on blended learning format which uses online and face-to-face session to prepare and organize for the debate. Students are expected to engage with the dynamics of the stakeholders that they represent; familiarize themselves with either the dynamics of London or Cape Town and make active use of materials develop in a blended format. For this the course also draws from a series of educational videos developed under the collaboration TU Delft and the IHS of the EUR which captured open access in a Blended platform. The materials developed here also more broadly cover social justice and societal challenges that lie ahead for the next generation of professionals. Advancements in blended learning for lecturers are supported and embedded into the framework of TU Delft, by inter alia learner development in online trainings offered under the Digitel Pro and the EMBED project.

The MSc course discussed here has been developed with the aid of three ‘platforms’ that are supported by the TU Delft. These showcase also the institutional framework that is provided for lecturers to develop blended education. All materials developed here are open access.

• Blended platform weblink: https://www.blendededucation.
• Digitel Pro: https://digitelpro.eadtu.eu/ [DigiTeL pro is about professional development for digital teaching and learning].
• EMBED: https://embed.eadtu.eu/

Research indicates that despite increasingly multicultural approach of the universities, typical patterns show that students with different cultures minimally interact, and this leads to ‘group separation’. This implies that there is greater degree of separation between local and international students making it difficult to interact and work in groups. Additionally, neither traditional 'knowledge delivery' models of teaching, or a purely 'student-centred' approach would adequately address the challenges of student diversity, because students are for most of the course struggle to make meaning in strange intellectual and social surroundings. An approach to this challenge is ‘group learning’ or ‘cooperative learning’, characterized by positive interdependence, where students perceive that better performance by individuals produces better performance by the entire group. One of the recognised techniques of ‘group learning’ is ‘gaming simulations’, and this research explored the application of ‘gaming simulation’ to translate a ‘group assignment’ into a ‘strategy game’ as full-day class activity aligning it with an assessment -group presentation. Research shows that gaming simulations, students’ activity and discussions are key to the learning experience, which artifacts the concepts of constructivism.

Furthermore, group activities are beneficial in revealing managerial and leadership characteristics and demonstrate how leaders can manage effectively to achieve goals. Conducted as an experiment, this research presents a pilot study that was used to assess the feasibility of ‘game-based learning’ in large-group learning withing the discipline of construction project management. The key outcomes from the study were that it successfully brought incohesive group members together and provided students an opportunity to pool their collective knowledge to create new understanding for the purpose of the assignment. The other key elements of the ‘strategy game’ were ‘peer review’, ‘peer feedback’ and prize.

The ‘social interdependence theory’ explains five variables which mediate the effects of corporation, the fifth variable is that group work should encourage mechanism for assessing positive and negative group interactions and provide feedback to group members. Thus, ‘peer review’ and ‘peer feedback’ was introduced by us for ‘game’, and student groups assessed each other’s works for identifying the winner. The prize worked as a competitive incentive. Student feedback repeated the words ‘innovative’, and ‘engaging’. The key challenge was whilst students engaged and enjoyed the process of deriving their own solutions, they were still unsure of their decisions and required a tutor-led intervention.

The introduction of the Fourth Industrial Revolution has demanded for the paradigm shift in the traditional real estate education to the delivery of smart real estate education. However, smart real estate is the combination of sustainability, user-centred, and innovative technologies for the effective delivery of real estate services to its consumers. This study therefore explores the challenges and prospects in the delivery of smart real estate education in the Fourth Industrial Revolution. Some challenges discussed were cyber security issues, data management and accessibility, and affordability. The prospects in the fourth industrial revolution include partnership with government, society and industry for the effective delivery of smart real estate education. This study therefore recommends that educational partnerships would help to improve the future employability skills needed for the delivery of smart real estate services in the fourth industrial revolution.

During the last decades the number of students in a mobility is growing year-by-year but the percentage of students that may have an experience as exchange students during their career is still lower than the 10% of the overall students enrolled. The main problem is related to the socio-economic issues that may represent a barrier for starting a standard mobility program in a foreign country that will require to live abroad for several months.

The development of new technology has improved the quality of the teaching activities online or on blended mode and there is a raising interest in the virtual mobility opportunities in order to increase the number of students involved in mobility programs and support the inclusion of students that cannot or are not interested to traditional mobility.

Topics presented will be focused on the results of the ERASMUS+ KA2 project named EDUSC that involved companies (Confia and Kiron), universities (University Carlos III Madrid and the University of Rome Tor Vergata), and an association (YERUN) coming from five different European countries.

Looking back several decades it can be found that real estate Bachelor and Master degrees are a relatively new offerings in the landscape of Bachelor and Master programs at German universities. Traditionally, the real estate industry recruited graduates from universities focused on degrees including architecture, building engineering, business administration, law, geography and similar. However, the last 20 years saw the emergence of a larger number of university programs crafted to the needs oft he real estate industry. These programs vary in scope and content, they range from syllabus more driven towards the business and economics field, or towards the technical field associated with an engineering angle, or anchored in faculties of architecture. As result and in contrast to more traditional fields of study like business administration or law, the real estate programs´syllabus can vary widely. In addition, the percentage of school graduates qualified for university entrance has risen sharply. Recruiters at personnel departments of companies in the real estate industry therefore face quality uncertainty assessing the quality of graduates and difficulties scrutinizing the set of qualifications they can expect when hiring graduates from different universities. Adding to this quality uncertainty, student assessment and grading from professors can vary widely. Thus relying on the formal documents like Bachelor and Master degrees poses challenges from viewpoint of recruiters. This ERES Education Seminar presentation looks at aforementioned challenges and the impacts on the hiring process of graduates in the German real estate industry.

Conventional real estate education emphasises the application of knowledge from disciplines such as economics, law, finance, accounting, construction and architecture. While the emphasis has merit, the efficacy of such application is subject to the development of a discipline. One notable case is adopting financial technologies (or FinTech) in real estate. When the research on FinTech applications on artificial intelligence, blockchain, cloud computing, and big data (ABCD) is still relatively immature, adopting those new practices and theories cannot be straightforward. How to prepare our next generation with creative thinking, innovation and a risk-taking attitude to embrace the rapid transformation to an innovation-based economy is therefore critical. In this study, we advocate that the case study method is an effective teaching pedagogy that enables students to learn from analysing real cases and applying knowledge from such a complex discipline in real estate. By “stating and comparing opinions and learning from the differences and similarities,” The method helps students acquire new information to establish new practices and theories in the FinTech application in real estate. This study is a teaching reflection on adopting the case study method in an undergraduate Property Technology (PropTech) course. The case contains problem statements of FinTech applications in real estate markets. A discussion forum is used to encourage peer discussion on innovative solutions to the problem. Students are required to use real business cases to analyse how FinTech is good or bad at solving real estate problems. Discussions with lecturers and peer reviews enable students to wrestle with the knowledge they learn and encourage a knowledge co-creation atmosphere. Exemplars of the case studies are also published on social media such as Linkedin and Medium to share their findings on the latest knowledge of PropTech. The student evaluations of the course are positive and promising; the experience provides a novel knowledge co-creation model of teaching creative thinking.

Education in the contemporary era has to don the new avatar of holistic preparedness to emerge as profession ready and assimilate multitasking skill quotient to collaborate with varied stakeholders, interest groups and investment houses. Real estate as a domain is a key player and contributor in the economic progression and developmental dynamics of any nation, with the process of imparting expertise outlining upgradation, global standardisation and ethical professional practice. Academic foothold rooted in theory and practice, real time grounded contextualism is the keyword that has to be dealt in its finer details. The influx of digital revolution has opened newer horizons of possibilities, corridors of exchange and realms of creative problem solving that has also engulfed the real estate sector in its advancements. The academic sojourn has to swing between foundational strength, multidisciplinary connect, focussed line of thought and snippets of touch and go phenomenon. The paper highlights the emerging trends, areas and facets of real estate education that has to undergo a revamp in terms of expanding frontiers, adopting change, extending boundaries and breaking barriers of generics. From virtual virtues in digital twin technology to the incorporation of recent advancements in AI, VR, AU and IOT/IOA, the need to integrate software expertise in real estate education becomes crucial. The preliminary pathway through GIS, BIM sensitisation as an entry gateway to the larger spectrum of the virtual realisation of the true ground realities has found its rooting in the studio-based courses in the Indian education in the context of real estate architecture and design. The incorporation of courses on resilience and asset creation, wealth from waste, green to brownfield resource generation has further outlined the need to integrate current scenarios of climate adaptation, SDG’s and energy demands. The classification of city as an enterprise in the real estate domain requires updating and upgrading the knowledge quotient in the learning system as changing scenarios, paradigm shits and perspectives stem from academia addressing the real time context. The trajectory has to strike the equilibrium from change as a constant to change as a system as addressing and adopting has to be the dictum beyond mere adaptation. Academic learning in real estate has to keep abreast of global events, economy crunch and crisis as the world is embarking on multi and inter disciplinary approach integrating multiple skills in the graduate. The new found, emerging combination of architecture and real estate offers immense potential in terms of design, development and financial outlays as a complete big picture in projects across varied asset classes. Incorporation of conservation, heritage and adaptive reuse mechanisms that could offer real estate potential is also making headway in the Indian curriculum in real estate. Real estate from an engineering, management and financial standpoint has now transcended boundaries and barriers to encompass architecture, design and urban development principles and domains. Academia has to integrate industrial mentorship and hone entrepreneurial quotient as teaching and learning is not about producing professionals and consultants but in creating strong individuals who could emerge as leaders leaving a trail of successful start-ups, unicorns and prop-tech entrepreneurs. This paper outlines the current academic emergence as an amalgamation of collaborative learning process in real estate beyond fragments and snippets from various disciplines, but as a structured course towards reals estate domain expertise.