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In this chapter, the nature and extent of corruption in the construction industry is considered from a worldwide perspective, but particularly in the context of research conducted in South Africa. The definition of corruption is expanded to include conflict of interest and unethical conduct. Corruption in the construction industry is found to be universal and pervasive, occurring in all areas, at all stages, at all levels, and in all forms. A simple triangular model of corruption is replaced by a more complex four-dimensional risk-based model. The challenge for the construction industry, in combating corruption, will essentially require multilateral action in all four dimensions of the enhanced model: eliminating and reducing opportunities where possible; relieving the pressures to commit corrupt acts; rebutting the rationales and arguments used to excuse corruption; and substantially improving and innovating more forensic methods of detection. While the decision to engage in corruption is risk-based, particularly in terms of the capacity to evade detection; in essence corruption is a cultural and moral issue for society.

This paper aims to report the detailed findings of a Centre for Education in the Built Environment (CEBE) funded study into good practice in the use of blended learning in property education. “Blended learning” is a combination of face‐to‐face learning experiences and online learning experiences which aim to complement each other in order to support and enhance student learning. The aim of this paper is to examine the benefits that blended learning provides to students' learning experience and engagement in property education. It also seeks to discuss lessons learnt from academics who deliver Royal Institution of Chartered Surveyors (RICS) and Chartered Institute of Building (CIOB) accredited property‐related courses, in developing blended learning and students' interaction with the blended learning environment.

This paper presents the research findings from interviews and questionnaire surveys of RICS and CIOB accredited property‐related course providers and the students who currently study these courses. Eight course directors of property‐related courses were interviewed and through discussion with the academic interviewees a questionnaire was developed and sent to all RICS and CIOB undergraduate and postgraduate course directors in the UK. The eight interviewed course directors were requested to send out a questionnaire to their students, and 442 completed students' questionnaires were returned. Further telephone interviews with seven students were conducted. The interviews were recorded, transcribed and coded to identify similar themes. The frequency of the answer in the questionnaire and comments from interviewees is presented.

Both academics and students find that blended learning gives greater flexibility for student learning in terms of learning style and study pace. With the adoption of a wide range of delivery methods, blended learning can successfully improve students' experience and enhance their engagement. It is also important to ensure that blended learning is really “blended” and includes a good mix of delivery methods. “Face‐to‐face interaction” with students is important as students require reassurance and on‐going support from lecturers. Providing training for students to use specialist software in order to equip them to fully utilise blended learning is also essential. Finally, allocation of sufficient time and resources for the development and maintenance of blended learning programmes is also key to its success.

This paper is the first to investigate the lessons learnt from academics in developing blended learning and also students' interaction with the blended learning environment in property‐related courses in the UK. Property‐related course providers can use the results of this study to inform the design of blended learning in their programme in order to enhance students' learning experience and engagement.