How can tutors engage property students in controlled teaching environments? Experiences of a new academic

Abstract

Purpose

The purpose of this paper is to investigate the role and contribution of tutors to property education. Using the theory of tutor performance which outlines six behaviours which may positively influence student outcomes, this paper considers how tutors can maximise student learning and engagement in tutorials.

Design/methodology/approach

This research used a mixed methods approach including student evaluations of teaching (SETs), a survey of students and reflexive journals of a tutor in property education.

Findings

This research found that conscious adoption of the behaviours recommended under the theory of tutor performance and informed by further education in the form of a Graduate Certificate in Higher Education resulted in significant improvement of SET results. Student survey responses showed the influence of “real life” experience, amongst other things, in underpinning their learning.

Research limitations/implications

While this research has limitations, in terms of number of responses and restriction to a single tutor, the findings indicate that tutors may have a significant influence on the engagement of students in property education. The use of the tutor's own professional experience and the use of real life scenarios within the delivery of course content may serve to ensure graduates have a greater capacity to meet employers’ expectations.

Originality/value

This research brings originality to the subject of property education by exploring issues in property education from the most fundamental level, that of the tutor. This level of analysis is enhanced by the newness of the tutor in question to academia which highlights property education with new eyes, unencumbered with years of routine teaching experience. The incorporation of reflexive methods with a survey and SETs provides rich experience‐filled data that considers the process of property education and the ways in which purposeful skills enrichment of the tutor and the student may achieve greater outcomes for the property profession and industry.

Citation

Carter, A.J. and Yam, S. (2013), "How can tutors engage property students in controlled teaching environments? Experiences of a new academic", Property Management, Vol. 31 No. 1, pp. 55-75. https://doi.org/10.1108/02637471311295414