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The purpose of this paper is to provide a profile of the structure of real estate education provision in Europe, its key recent drivers and some ideas for its future development.

The paper provides an analysis of recent trends in provision based on the European course accreditation data provided by the Royal Institution of Chartered Surveyors (RICS). The structure of provision is examined within the context of the significant changes which have taken place in the structure of European real estate markets as a means of identifying its key drivers. The analysis goes on to consider the opportunities presented for the future development of provision by two important initiatives the “Bologna Process” and the “European Real Estate Society Education Seminar”.

There has been considerable expansion in the provision of real estate education in Europe in recent years. The postgraduate level both full‐time and part‐time has been established as the dominant mode of provision with a business school setting as an increasingly important academic context. The two initiatives examined have the potential to contribute to the development of a truly pan‐European approach to real estate education.

The paper provides the first systematic review of real estate education provision in Europe directly related to changes in the structure of real estate markets. It provides educators which some ideas on how to shape future provision in particular though the development of key stakeholder relationships across Europe.

Led by the rapid advancement of information technology in engineering, business and creative industries, the emergence of new technology such as virtual reality (VR) and its use in education and practices are clearly observed. Although widely spread in industry practices, technology-led innovation is applied rather slowly in the tertiary real estate education. This paper examines the integrative effect of VR technology in a real estate course.

This study adopts a case study approach. Using an experimental course design and delivery in a business school real estate programme from Hong Kong, this paper shows the design, development and implementation of an innovative teaching model with VR being integrated. A survey was conducted to gain feedback information from participating students towards teaching innovation. It identifies the role and values of adopting VR technology in real estate education as pedagogical tool.

A new teaching model integrated with VR technology to deliver a real estate course has demonstrated its ability and potential to assist the development and enhancement of student's sense of value and place, as well as improving communicative efficiency of property investigation and the analysis of trade process. Findings from the study have implications for future global real estate industry practice and education.

The critical role of information technology to revolutionise the global economy and its real estate sector is apparent. Few studies have inquired about attempts and experience of integrating VR technology in real estate education towards direct link to industry practice. This paper is a major attempt to bring attention to this important concern.

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.

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.

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.

Investigates the role of investment and finance in real estate education and researches the programs of the conferences of the American Real Estate Society (ARES), the European Real Estate Society (ERES), held in the years 1999, 2000 and 2001, and the program of the International Real Estate Society (IRES) World Congress 2001. To give a structure to the different topics of hundreds of papers, the interdisciplinary approach is taken as a framework visualised by the “House of real estate economics”. The paper comes to the conclusion that real estate investment and finance play an important role which is supposed to decrease in the future.

The purpose of this paper is to evaluate the relevance of students industrial work experience scheme (SIWES) to real estate education in Nigeria.

Primary data were collected with the aid of questionnaire served on 182 parts 3 and 4 students of Estate Management and Valuation, Obafemi Awolowo University, Ile Ife, Nigeria. The descriptive methods of mean and proportion method were used to determine the factors that are considered could contribute to real estate education in Nigeria.

The result shows that SIWES is an integral part of real estate education and that it helps the students to acquire behavioural skills in addition to acquiring necessary experience required to set up private practice upon completion.

Obtaining the perception of students alone could make the findings one sided and bias. Further detailed research targeted at the employers of labour will provide a balanced view. Also, extending further studies to incorporating students of more universities will be more exciting.

This paper is an effort at stimulating the interest of other researchers in conducting similar research to cover all institutions in Nigeria as well as obtaining the perception of the employers of labour in this respect.

This study aims to examine the predictors of entrepreneurial intentions of real estate students in an emerging economy where there are significant odds against paid employment owing to the dwindling economic drivers.

Primary data was obtained using closed-ended questionnaire served on final-year real estate students in three tertiary institutions in Southwestern Nigeria. Out of a total of 231 copies of the questionnaire distributed, 160 (69.3%) were retrieved and found suitable for analysis. Using ordinal least square regression, the study examined the influence of the independent variables on the respondents’ entrepreneurial intention across two models. While the first model was without the moderators of prior entrepreneurial exposure (that is, parental occupation, relationship with a real estate entrepreneur, previous/current engagement in business and attendance at business/entrepreneurial seminars/workshops), the second included all the control variables. Other descriptive and inferential statistical methods were adopted.

The findings revealed that personal satisfaction/prestige, support system, university education, age, cumulative grade points and mothers’ education were statistically significant predictors, at p < 0.05, across the two models examined. Fathers’ education and occupation were only significant in the second model, that is, when controlled for prior entrepreneurial exposure. Also, the influence of faculties and barriers of registration/information were significant at 10% level only in the second model. Finally, the study found no statistically significant differencing across gender, family status, mothers’ occupation and relationship with a real estate entrepreneur.

Entrepreneurship is a significant factor influencing economic growth and increased market competitiveness, an examination of students entrepreneurial intentions appear important, especially in regions where there are low economic opportunities.

This study is among the first attempts at understanding the predictors of real estate students’ entrepreneurial intentions from an emerging market perspective.

The virtual organization is upon us, or so we are led to believe. No longer will we have to worry about finding enough space for so many workstations, as people will be sitting in cyberspace waiting either to send or receive their next communication. It will not matter where in the universe someone is, provided that they can communicate. People will be working in physical isolation, but this does not matter as they can, yes you’ve guessed it, communicate! There is no doubting that communicating is good and absolutely necessary, but it is quality of communication which is needed, not just any old garbled message. Are standards of communication deteriorating? The media by which we are sending messages are improving, of that there is little doubt, but it is the content and usefulness of this content which must be brought to question.