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The purpose of this paper is to develop a comprehensive picture of characteristics affecting the employment outcomes and patterns for real estate graduates in Australia. Furthermore, this paper benchmarks the characteristics affecting employment prospects of real estate graduates against those of built environment graduates.

The data used in this paper were collected by the Australian Graduate Survey (AGS). Dimensionality reduction was used to prepare the dataset for the courses listed in the AGS data, in order to develop the simplified classifications of courses used to conduct the analysis in this paper. Dimensionality reduction was also used to prepare the dataset for the analysis of the employment outcomes and patterns for real estate and built environment graduates. Descriptive and statistical analysis methods were used to identify the difference in characteristics, such as gender, age, attendance type, mode of study, degree levels and English proficiency, for real estate and built environment graduates, the level of the influence of these characteristics on their employment outcomes and patterns and the statistical relationship between individual characteristics and employment outcomes as well as employment patterns of the graduates.

English proficiency was found to be an important factor for real estate and built environment graduates for securing employment and it has a statistically significant impact on the employment outcomes and patterns for the graduates. Despite the fact that age and attendance type have no statistical impact on employment outcomes for real estate and built environment graduates, they were found to have statistical significant impact on their employment patterns.

This is pioneering research which used official government data, such as AGS data, to provide a reliable and thorough picture of the employment outcomes and patterns for real estate and built environment graduates.

The purpose of this paper is to investigate whether gender has an impact on real estate and built environment graduates’ employment outcomes, employment patterns and other important employment related issues, such as pay, role, contract type and employment opportunity in different states of a country.

The data used in this paper has been collected from the Australian Graduate Survey (AGS). Data from the years 2010-2012 was combined into a single data set. Dimensionality reduction was used to prepare the data set for the courses listed in AGS data, in order to develop the simplified classifications for real estate and built environment courses which are used to conduct further analysis in this paper. Dimensionality reduction was also used to prepare data set for the further analysis of the employment outcomes and patterns for real estate graduates. Descriptive and statistical analysis methods were used to identify the impact of gender on the employment outcomes, employment patterns and other important employment related issues, such as pay, role, contract type and location of job, for real estate graduates in Australia. This paper also benchmarks the employment result of real estate graduates to built environment graduates.

Recent male built environment graduates in Australia are more likely to gain full-time employment than females. The dominant role for recent female built environment graduates in Australia is a secretarial or administrative role while for the male it is a professional or technical role. Male real estate and built environment graduates are more likely to have a higher level of salary. Gender also has an impact on the contract type. Male built environment graduates are more likely to be employed on a permanent contract. On the other hand, gender has no impact on gaining employment in different states, such as New South Wales and Queensland, in Australia. The finding of this paper reinforces the view of previous literature, which is that male graduates have a more favourable employment outcomes and on better employment terms. The finding also shows that graduate employment outcomes for real estate and built environment graduates in Australia are similar to that in other countries, such as the UK, where equivalent studies have been published.

This is pioneering research that investigates the impact of gender on employment outcomes, employment patterns and other employment related issues for real estate graduates and built environment graduates in Australia.

The purpose of this paper is to identify the relative importance of the factors that influence the overall satisfaction of real estate students and also examine the extent to which demographic backgrounds affect this. Furthermore, this paper benchmarks the satisfaction of real estate students against that of built environment students.

The data used in this paper have been collected from the Course Experience Questionnaire (CEQ) within the Australian Graduate Survey (AGS). Dimensionality reduction was used to prepare the data about the courses identified in the AGS for analysis. This was done in order to simplify classification of real estate and built environment courses examined in this paper. Descriptive and statistical analysis methods were used to analyse student satisfaction variables and identify the extent to which demographic factors influenced overall student satisfaction.

Real estate students in Australia have a relatively higher level of student satisfaction compared to built environment students overall, but built environment students have a higher level of satisfaction with regard to compulsory variables such as “Good Teaching Scale” and “Generic Skills Scale”. However, real estate students show a higher level of agreement in the Likert scale regarding the optional variables “Appropriate Assessment” and “Learning Community”, respectively. The most important factor for overall student satisfaction was the question: “the staff made it clear right from the start what they expected from the students”. The answers to this question had a Pearson correlation value of 1.000 for both real estate and built environment students. Age and mode of study also have some impact on the overall satisfaction level of both sets of students, while gender, degree class and the year the university were established are additional factors affecting the overall satisfaction of built environment students.

This research identifies the factors that affect the satisfaction of property course students in ascending order of importance. Course directors of real estate courses can use the findings of this research to make recommendations on the redesign and redevelopment of their courses in order to make them more attractive and appealing to students to enhance student recruitment and retention.

This is pioneering research that provides a comprehensive overview of the factors affecting student satisfaction with regard to real estate and built environment students in Australia.

Teaching and unit evaluations surveys are used to assess the quality of teaching and the quality of the unit of study. An analysis of teaching and unit evaluation survey practices in Australian universities suggests significant changes. One key change discussed in the paper is the shift from voluntary to mandatory use of surveys with the results used to assess and reward academic staff performance. The change in the direction is largely driven by the introduction of performance‐based funding as part of quality assurance arrangements. The paper aims to outline the current trends and changes and the implications in the future such as increased scrutiny of teaching and intrusion to academic autonomy.

The paper is based on the analysis of current teaching and unit evaluation practices across the Australian university sector. The paper presents the case of an Australian university that has introduced performance‐based reward using various measures to assess and reward academic staff such as the outcome of student satisfaction surveys. The analysis of external quality audit findings related to teacher and unit evaluations is also presented.

The findings suggest a shift in trend from the use of voluntary to mandatory tools to assess and reward quality teaching. The case of an Australian university outlined in the paper and the approach taken by seven other universities is largely driven by performance‐based funding. One of the key concerns for many in higher education is the intrusion of academic autonomy with increased focus on outcomes and less emphasis on resources needed to produce excellence in learning and teaching and research. The increased reliance on student happiness as a measure of educational quality raises the questions on whether high student satisfaction would strengthen academic rigour and student attainment of learning outcomes and generic skills which are seen as key factors in graduate exit standards.

The renewal of quality assurance and performance‐based funding using student satisfaction as a measure of educational quality will result in increased use of student voice to assess learning and teaching outcomes. Such direction will increase the accountability on academics to improve student experience and the measures will be used to assess academic staff performance.

The paper outlines the trends and changes in the teacher and unit evaluations in Australian universities and its implications in the future. The paper also provides a case of an Australian university that has recently made teacher and unit evaluations compulsory with the results used in academic staff annual performance review and linking reward with performance outcomes.

The cone of uncertainty (COU) warning graphic has created confusion for people trying to make evacuation and safety decisions. The purpose of this research was to create several alternative tropical cyclone graphics and present them to the public and college students via face‐to‐face surveys and polling.

Surveys depicting hypothetical landfall scenarios were administered in Pensacola and Jacksonville, FL. Respondents ranked five graphics in order of preference, and were encouraged to discuss their rankings. Following this initial field research, the most popular graphic of these five was compared to a graphic resembling the one used by The Australian Bureau of Meteorology. Comments were recorded for respondents favoring or disliking the Australian graphic in two separate analyses. A final graphic emphasizing post‐landfall hazards was also created as a suggestion for future research and evaluated directly against the most popular graphics from field research.

A graphic called the color‐probability‐cone was the most popular graphic in field research. There were subtle differences in graphic preference resulting from age and gender influences, with only one significant result. Comments from subsequent analyses reveal that the Australian graphic causes mixed reactions. A final analysis with a larger sample of college students revealed that the color‐probability‐cone was the most popular choice; however, comments reveal that many respondents who had used hurricane graphics before liked the specificity presented by the Australian graphic and the hazards graphic.

This research represents a possible initial step in the process of establishing a tropical cyclone warning graphic that is informative, visually appealing, and effective.

An attempt is made to assess Australian and New Zealand M.B.A. programmes on the basis of as et of criteria which are commonly listed as important to the quality of an M.B.A. programme. Institutions are ranked in terms of standards and student quality, faculty quality, nature of programmes, marketing of programme, support services and courses offered. In terms of overall ranking, the top three institutions are, in order of ranking, Monash University Graduate School of Management and the Australian Graduate School of Management ranked jointly in first place, followed by the Royal Melbourne Institute of Technology and ranked jointly in third place, the University of Melbourne Graduate School of Management and the University of Sydney Graduate School of Managementand Public Policy. Rankings depend heavily on criteria adopted and the weightings given to these criteria and rankings and should not be taken as being authoritative.

The purpose of this paper is to export the role of professional bodies within the property industry in Australia in bringing about gender equality. In particular the policy objectives of the various professional bodies is analysed and contrasted with the level of genres equality demonstrated within the governance structures of the organisations at national and regional level.

The paper analyses the annual reports of the leading property professional bodies in Australia to identify any gender equity policy objectives and to identify the balance between male and female representation in the governing boards of the associations.

The research shows that while a few organisations have made some statements regarding the need for change to a more inclusive property industry these objectives are not reflected within the governance structure of the organisations. It is therefore evident that significant attitudinal and structural change will be required to bring about equality within the property industry.

The research is limited to the Australian property and construction industry and the relevant boards at national and state level.

The paper highlights the need to address gender inequality at the senior management level within the professional associations that govern the property profession. The professional associations are uniquely placed to show leadership in promoting gender equality and should be adopting policy within the organisations charter to being about a shift in attitudes to women within management roles in the property industry.

The issue of gender equity is highly topical and this paper adds to the research in this area. It highlights the important role that professional associations could take in bringing about change, but reveals that many professional bodies have a worse gender balance at the governance level than many of their member firms.

The paper is the first to analyse the gender mix within the professional bodies in Australia which govern and advise the property and construction industries. As such it reveals that little progress has been made in bringing about gender equality in the profession.

In this decade we have witnessed in the Australian public sector tremendous pressures for change in the name of accountability and efficiency. Changes have occurred in public sector management and in public sector accounting. Techniques such as programme budgeting, financial management initiatives, enhanced annual reporting and performance audits have all been promoted. These changes have led to a “new” accounting for the public sector. Performance auditing is compared at the commonwealth and the state level, and a study is provided of how a change in accounting can affect the organisation, in a social and political context. Differences between performance auditing and traditional auditing are illustrated and then assessed within a framework of accountability.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.