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This paper seeks to present the second part of research funded by the RICS Education Trust to investigate the impact of the 2001 education reforms on Building Surveying. The first part of the research involved the collection of data from university course leaders.

This research involved the collection of data from large national, mainly London‐based, employers of building surveyors at a focus group meeting.

The paper finds that issues of concern to these employers include the extent of construction technology knowledge of graduates, the delivery of contract administration, the placement year, post‐graduate conversion courses and the high referral rate for the Assessment of Professional Competence (APC). Recommendations include advice to universities on the design of building surveying undergraduate and conversion courses, a call for further research on the high APC referral rate, and greater liaison between industry and universities.

The main limitation of the research is that the employers from whom data were collected were mainly large, national firms. Further research would be required to elicit the views of smaller regional organisations.

Both parts of this RICS Education Trust funded research provides a foundation for the Building Surveying Faculty of the RICS to complete their review of the education and training of building surveyors.

The research provides useful data on the impact of RICS education reform on building surveying, but mainly large, national firms.

Presents and supports a process‐centered model of undergraduate business education for the core business curriculum and business school management, consistent with the trend toward process‐managed organizations. This model conforms to calls from the public, academic community, and business leaders for improved performance of business faculties and educational institutions and increased capabilities in business school graduates. Outlines five business process courses for the business core curriculum. Benefits of this approach include providing a framework for formulating and implementing a strategy for developing the business curriculum and elimination of redundancy in the coverage of topical material. In addition, the process approach provides a vehicle for the development of interdisciplinary faculty, encourages attention to the need to change, and provides a basis for aligning faculty and institutional reward systems.

At the present time a great deal of attention is being paid to the problem of finding and training teachers for technical colleges. This is indeed an urgent and important problem but some others are equally important, and the effectiveness of the work of the teacher depends to a considerable extent on their solution.

The purpose of this paper is to examine the careers of skilled migrants from Indian Punjab. This study complicates the normalization of skilled migration as a “win‐win” situation by examining the career trajectories of skilled migrants from the Indian Punjab who are trying to establish themselves in Britain.

The paper examines 20 life history interviews undertaken with skilled migrants from the Indian Punjab to Britain, in IT, media, law and hospitality industries, health and welfare professionals, and student migrants.

Skilled migrants were able to migrate on their own auspices through migration economies in Punjab. Once in Britain, however, they were directed to universities and labour markets in which they were not able to use their skills. They experienced under‐employment, devaluation of their qualifications and downward mobility, which forced them into ethnic and gendered markets within their home networks and created ambivalence about migrant success and issues of return.

The study emphasizes the need to take a transnational lens when looking at skilled migration, address how migrants’ career trajectories are limited by racism, anti‐immigration sentiment and gender inequality, and consider temporality and uncertainty.

The paper raises questions concerning the ways in which rapidly changing “managed migration” policies in Britain have burdened individual migrants.

This article investigates some ongoing issues faced by higher education institutions (HEIs) having to rapidly move their teaching online during the early stages of the coronavirus (COVID-19) pandemic.

The article incorporates a review of academic and policy literature concerning digitalisation and online learning in universities and qualitative interviews with staff involved in online teaching and learning at a university in Scotland.

For most HEIs and organisations across the globe, the COVID-19 pandemic has accelerated the speed at which digitalisation and digital ways of working have been embedded in organisational life and service delivery including new ways of learning and working. This has led to a recognition of the need for practically focused, effective inclusive digital interventions. A range of initiatives that have been developed or accelerated in response to the pandemic are discussed. These should be explicitly designed and implemented to also reach individuals from disadvantaged backgrounds, including those with low-skill levels or qualifications and older age groups. Effort is also needed by policymakers and HEIs to better understand the challenges and unintended consequences that digital learning and working poses.

More research is needed into the methods and implications of increased online teaching. The range of interviewees is limited to one main organisation. A wider range of staff, students, HEIs and other types of organisation would add additional insights.

Insights from interviews highlight a number of institutional responses to digitalisation, which were accelerated by the COVID-19 pandemic. These identify learning and reflection points for HEIs moving to enhanced online teaching provision.

This article provides an analysis of the processes, issues and impacts associated with the rapid shift to digitisation in HEIs at a point in time shortly following the onset of the COVID-19 pandemic in 2020. It raises issues around inclusivity of online learning, pedagogy, unintended consequences of digitalisation and privacy, when moving to online teaching that are relevant both during the pandemic and in the longer term.

States that the number of enrolled nurse conversions completed during the last ten years has had a significant impact on the number of registered nurses (RNs) available for employment in the National Health Service (NHS), and the contribution made by the enrolled nurse conversion course programme to the National Health Service workforce may have delayed the impact of the “demographic time bomb” on nursing recruitment. Emphasizes that the winding down of the conversion programme, and a fall in the number of RNs employed in the NHS, combined with a decline in entries to preregistration (initial) training, could signal the beginning of the long‐awaited crisis facing the nursing profession.

The current literature examining the design of effective online learning opportunities recommends an array of best practices but no agreed upon and unifying model. The purpose of this paper is to survey the existing research of effective design models for online learning in an attempt to identify best practices and present a new model.

Through a comprehensive review of the literature, the paper identifies obstacles to developing an effective course design model for asynchronous distance education. Based upon this review, best practices are identified and a design model is recommended.

The research identifies the key components of successful course design methods and ultimately recommends a process that has eight steps which occur in three phases. The first phase, the identification phase, encourages the instructor and/or course design team to identify strategies, objectives, assessments and resources. In the second phase, design, instructors select, organize, adapt and reflect. The final phase is implementation, during which the course is taught.

The recommended design model has implications for practice by providing a clear structure for design activities which are aligned with the best practices identified in the research. Instructors and/or instructional designers creating online learning opportunities now have a coherent model supported by a review of the literature.

While a number of online course design models exist, no one model has emerged as pre‐eminent or most effective and efficient. The model recommended by this paper offers a unified model of courses design that synthesizes the most effective aspects of the extant models.

This study aims to assess the contribution of telecenters in expanding the capabilities of rural women to achieve their development outcomes in three rural districts in Tanzania.

The study conducted 12 focus group discussions with 37 rural women users and 36 rural women non-users of telecenters and semi-structured interviews with telecenter managers in the selected districts. The framework for the study is based on Sen’s capability approach.

The study noted that telecenters may enable rural women to build some capabilities (social, financial, human and political capabilities), and inhibit others, resulting in diverse development outcomes, based on the choices made and conversion factors. These conversion factors included institutional factors (inadequate computers, space and personnel, unreliable electrical power and slow internet connectivity) and individual factors (multiple responsibilities, status, low-level of education, language barrier, lack of information and communication technology (ICT) skills and technology efficacy and inability to afford ICT short courses). Other conversion factors (e.g. availability of affordable ICTs) enabled rural women to build their capabilities.

This is a comprehensive study that provides findings for rural telecenters to plan and allow rural women to expand their capabilities and achieve their development goals in Tanzania or other settings with similar conditions.

It is of major concern to the surveying profession that the seven years between 1994 and 2001 witnessed a decline in the numbers of UK student surveyors of nearly 50 per cent. This was significant, especially when considered in the context of rising student numbers overall. The RICS decided to implement an education policy with the aim of increasing graduate quality. Changes were introduced in UK universities from September 2001. A number of universities saw their professionally accredited courses withdrawn as the RICS imposed academic entry standards and research output based on the UK Government's Research Assessment Exercise (RAE) criteria on which to base their “partnership” relationships. Figures released by the RICS in 2003 indicated that surveying student numbers increased by 17 per cent in all areas except building surveying, where they fell by just under 25 per cent to 445 in 2001. The paper seeks to answer a number of questions. Why were building surveying courses failing to recruit students whereas other surveying courses have increased their numbers? If the figures continue to decline or remain at these low levels, what is the future for the BS? In short, could building surveying become an endangered profession?

All UK university BS course leaders were approached by questionnaire and approximately half responded. The study was partly funded by the RICS Education Trust.

The small amount of quantitative data collected suggests that recruitment is static at a time when other built environment courses are recruiting well. Course leaders expressed strong views about the impact of the education reforms.

Failure by some BS course leaders to provide some statistical data prevented completion of the quantitative part of the study.

Key recommendations have been made to the BS Faculty Board of the RICS about the future of BS education.

In response to coronavirus disease 2019, California State University Long Beach (CSULB) announced mandatory online course conversions on March 12, 2020. The College of Business designed a Student Online Learning Experience Survey to explore learners' experience, needs, expectations and challenges in the online learning environment.

The time-sensitive survey questions were administered using Qualtrics with Institutional Review Board approval. The authors used 5-point Likert scales to rate students' experience and satisfaction and performed statistical analysis. They assessed students' written comments to further corroborate statistical findings.

The results identify students' satisfaction are highly correlated to content coverage and interaction of online learning technologies. A combination of BeachBoard, Zoom, e-mails and publisher's website is valued most by the learners. Project-based experiential design is ranked #1 by graduate students. Noticeably, the upward trend of satisfaction with online modality from sophomore to senior is probably attributable to learners' maturity and number of years studied at CSU system. Overall, students generally dislike proctoring devices due to concerns of privacy, inequalities, mental stress, etc.

The evidence-based results offer innovative pedagogical recommendations for business education in higher education.

While prior studies examine student perceptions and satisfaction within the online education system, the study aims to deeply investigate the students' experience after a large-scale two-week institutional emergency course conversion mandate. This study systematically reviews students' experience with four aspects of online learning: (1) the adequacy of instructional designs; (2) the effectiveness of technology; (3) the appropriateness of the online learning material and (4) the integrity of online assessment and testing tools.