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The purpose of this paper is to establish the relevance of the real estate curricula being offered by the two universities in Botswana to industry.

This is a cross-sectional study in which a designed questionnaire was administered to the practitioners in real estate obtained from the membership list of the Real Estate Institute of Botswana (REIB), final-year students and former graduates of the Bachelor of Land Management programme using proportionate stratified random sampling technique. This resulted into the total population of 150 elements. Students for the Bachelor of Commerce in Real Estate (BCom RE) at Ba Isago and BSc Real Estate programme at the University of Botswana were excluded from the population because they did not have graduate degrees yet; therefore the study sample was drawn from the identified population at 90 per cent confidence level with a 10 per cent margin of error. The sampling frame composed of 122 registered property valuers and managers, 14 alumni and 14 final-year students of Land Management (150). The sample size of 60 was determined at 90 per cent level of confidence with a 10 per cent margin of error. The questionnaire was administered through e-mail using a contact list from the REIB to their members. It was also e-mailed to the alumni and physically administered to the final-year students as well. A 60 per cent response rate was achieved.

It was established that the three programmes offered at the two universities in their current form are relevant to the industry. The overall average scores out of 5 for these programmes were 4.14 for BSc Real Estate – UB, 4.10 for Bachelor Land Management – UB and 3.97 for BCom RE – Ba Isago University College. By using analysis of variance, the study further established that there were no significant differences between the two programmes that are offered at UB and the one at Ba Isago University College. This was established by looking at the computed F-test (0.89) and the critical F-test (2.36). Since the computed F-test was less than the critical F-test value, it was concluded that there is no significant statistical differences among the three programmes being offered in the two universities.

The major limitation in this study was the use of an e-mailed questionnaire to the property practitioners and alumni of the Land Management programme which is characterised by a low response rate.

Since the three overall mean scores are close to and above 4.00, it means the current programmes offered at the two universities are relevant to the industry.

The research results might be useful to the society and should be used to enhance the social uplifting of society by contributing to the decisions that are made which might affect the society as a whole.

This is the first study to be conducted in Botswana which was meant to establish if the real estate programmes offered in the two universities were relevant. It is the first study to compare and evaluate the relevance of the contents of three real estate programmes locally.

The purpose of this paper is to examine the factors affecting the academic outcome of real estate students in a specialized Federal University in Nigeria. Furthermore, this paper investigates the phenomenon of publication bias in the extant literature as such evidence poses severe threats to the validity of empirical findings on factors affecting the degree outcome of undergraduate students.

The standard statistical approach adopted was to examine whether the reported coefficient estimates from ten empirical studies (105 observations) are independent of their standard errors by employing both ordinary least squares (OLS) and weighted least squares (WLS). In this paper, this approach enabled evidence of publication bias in the cited literature to be refuted. In addition, data were also collected on the academic measure and demographic information of 449 students who graduated between 2005 and 2011. For the purpose of analysis, the study utilized a stepwise logistic regression technique to examine the factors impacting on the degree outcome of real estate students.

The results of the OLS and WLS regression indicate that there is no significant evidence of any empirical effect of publication bias in the extant literature. The results of the logistic regression also revealed that grade point average, gender differences, prior knowledge of real estate discipline and potential difference in year of enrollment impact on students’ academic performance in terms of their ability to graduate at first attempt. In addition, factors such as age, marital status, high school grade and geopolitical/ethnic background of undergraduate real estate students do not influence their opportunities to graduate at first attempt from the university.

This paper focuses only on one specialized university of technology offering a bachelor’s program in real estate in Nigeria, so as to remove any extraneous factor(s) that could be present in the other institutional settings where students have completed such program. Extending similar study to tertiary institutions in Nigeria that share similar geographical characteristics and institutional settings can produce far-reaching generalization.

This paper contributes to the scanty literature on factors affecting the academic performance of students in an undergraduate real estate program in Nigeria. A scientific element of novelty in this paper is the evidence of the absence of the underlying effect of publication bias in the extant literature on students’ academic outcome in tertiary institutions. Findings from this study serve as the basis for university officers to monitor significant transitions in real estate students’ academic progress, so as to identify those who are unlikely to graduate at first attempt early at the entrant level. Generally, the outcome of this research could provide faculty and admission officers in tertiary institutions with complementary information in arriving at an informed decision in a non-discriminatory admission process.

The purpose of this paper is to examine the impact of a compulsory pass in physics on undergraduate admission into estate management programme and the requisite skill for practice.

Data were collected from students in selected Polytechnics and a University in South-western Nigeria. Descriptive statistics was used to analyse the data. Also, One-Way Analysis of Variance (ANOVA) was applied to test the difference between the means of the independent variables and application for admission. The mean plot was used to analyse the different groups of students seeking direct entry admission into the university.

Analysis shows that 18 per cent of the students seeking admission through direct entry would be denied because they have no credit score or a pass in physics in their Ordinary Level (“O” level) result. Remarkably, high school physics is a compulsory requirement for admission. Findings show that the subject is unacceptable in the Unified Tertiary Matriculation Examination (UTME). An annual average of 10 prospective students who wrote physics in the UTME, but with a pass in it in the Senior Secondary School (“O” level) examination were denied admission at the point of registration. Findings from the hypothesis test show that there is no significant relationship between the rate of application for university admission into Real Estate programmes and students who took physics and had at least a pass in it. Also, the mean plot shows that more Art students would apply for admission compared with science and commercial students. Finally, analysis shows that 83.3 per cent of the students who have gone for Industrial Work Experience Scheme were of the opinion that physics has no role to play in their acquisition of the requisite job skills in Real Estate.

This study may be limited by the sample size of the universities selected for data collection. The impact of the requirement of a compulsory pass in physics for admission into real estate programme in other universities with a similar requirement is not covered.

The findings implied that a compulsory pass in physics constitutes a clog in the wheel of admission of prospective estate management students. This may affect career progression and the number of the Estate Surveyors and Valuers that are expected to render professional service to real estate investors in Nigeria.

This is the first attempt to examine the impact of variation in admission requirement into the real estate undergraduate programme in Nigeria. The novelty is in the analysis of a compulsory requirement of pass in physics for admission and the requisite skill for real estate practice in Nigeria.

This paper seeks to report the detailed findings of a Centre for Education in the Built Environment (CEBE) funded study into real estate programmes of study in UK universities. The aim is to critically evaluate the gaps in the professional practice firm employers' expectations of real estate graduates, real estate graduates' perceptions of what they attained during their studies and universities' views of the content of Royal Institution of Chartered Surveyors (RICS) accredited real estate courses.

The paper presents the research findings from questionnaire surveys of professional practice firm employers and graduates and of interviews with RICS accredited courses providers and with the human resource managers of major surveying firms.

The findings of the questionnaire survey should provide some comfort to real estate education providers since the top employer rated knowledge and skills are by and large found in most programmes of study. Universities would argue that they cannot actually do much about the personal attributes that graduates possess. There are significant differences in the views of employers and graduates and the only area of knowledge in which graduates currently exceed the requirements of employers is “research methods”. The comments made by both groups suggest that practical experience is considered to be missing from courses but most universities would not see this as one of their principal areas of responsibility. The RICS accredited course directors mentioned that they provide alternative simulated work experience for students. Apart from practical experience, the human resource managers also raised concerns about graduates' levels of commercial awareness.

The findings of this research will enable those designing real estate programmes of study in real estate in the UK and around the world to ensure that their curricula are current and relevant to the needs of employers, from a UK perspective.

The paper presents the findings of questionnaire surveys of employers and graduates and of interviews with RICS accredited courses providers and human resource managers, which suggest that employers and graduates would like to see more practical skills and knowledge incorporated within university curricula.

The leading real estate journals in the USA, UK, Asia and Australia are analysed over 1991‐2000 to assess the impact of international real estate research in these journals. It is found that the focus on international real estate has expanded considerably in recent years, with this focus more evident in the leading UK real estate journals rather than the leading USA real estate journals. Reasons for this difference between the USA and UK real estate journals are identified. Issues relating to international authorship are assessed, with the leading international authors and universities identified.

The purpose of this paper is to examine the factors affecting academic performance of real estate students in a developing country like Nigeria.

Data for the study were collected with the aid of questionnaire served on 152 final year real estate students of Obafemi Awolowo University, Ile-Ife and Federal University of Technology Akure, in southwestern Nigeria. Data collected were analysed using descriptive and inferential statistics.

Findings show that the factors relating to academic assessment, parent/family background and teaching methods or techniques have more impact on students’ academic performance, while school and general academic environment had less influence on students’ academic performance.

The study complements the body of knowledge regarding the factors influencing real estate students’ academic performance from the point of view of an emerging economy where issues of socioeconomic, academic and training perspectives differ from what obtains in advanced economies.

This study is one of the few attempts at establishing factors that influence real estate students’ performance, especially from an emerging economy like Nigeria.

This study investigates the impact of mentoring on real estate students' entrepreneurial intentions with a focus on Nigeria, an emerging African economy. Specifically, the study assessed the influence of mentoring on the entrepreneurial intentions and career preferences of real estate students and analysed the influence of having a real estate mentor on the respondents' perception of the motivators and inhibitors to their entrepreneurial intentions.

The study adopted a descriptive research approach using closed-ended questionnaires. The study population comprise final year real estate students selected from three federal universities offering Real Estate in southwest Nigeria. Total enumeration was adopted for the study. From a total population of 231 students, a response rate of 69.26%, representing 160 questionnaire were retrieved and found suitable for the analysis. Descriptive and inferential statistical techniques were employed for data analysis.

The result shows that the factor structure of the motivators for students who have real estate mentors clustered into four constructs; in order of influence are personal fulfilment/satisfaction, flexibility/financial motives, mentoring/economic influences and personal preferences/prestige and status. Meanwhile, economic/independence, personal preference/fulfilment, financial motives/self-perception and mentoring were the factor clusters influencing intention for real estate enterprise by students who have no real estate mentor. Predominant debacles across both categories of respondents relate to the lack of support and market uncertainty.

There is a growing body of knowledge exploring the linkages between mentoring and the development of entrepreneurial intentions. However, scant empirical investigations have examined the impact of mentoring on real estate students, especially from the perspectives of emerging markets which are usually characterised by low economic opportunities and where issues of graduate unemployment appear endemic and yet to be appropriately resolved.

This study explores the implications of mentoring on the entrepreneurial intentions of real estate students' from the perspective of an emerging market.

The purpose of this paper is to investigate whether Royal Institution of Chartered Surveyors (RICS) accredited real estate courses in the UK have equipped real estate graduates with sufficient relevant employability skills to embark on a career in the profession. This paper considers the perspectives of four stakeholders – employers, human resource managers, graduates and course directors of RICS-accredited real estate courses – in the UK.

The results of a mixed-methods study, involving two online surveys with real estate employers and recent graduates of RICS-accredited real estate courses, and two sets of interviews with human resource managers of real estate surveying firms and course directors of RICS-accredited real estate courses, are presented.

The employers and graduates of the RICS-accredited real estate courses do not think the courses sufficiently equip graduates’ with employability skills. On the other hand, the human resource managers are very impressed with graduates’ technical skills but have concerns about their soft skills and attributes. Human resource managers and course directors of RICS real estate courses commented that commercial awareness is an important employability skill but graduates are not well developed in this area. Course directors also noted that practical experience is vital to employability, commenting that students can only obtain real-life practical experience if employers offer them opportunities.

This paper makes an original contribution to the existing literature on employability skills for real estate graduates. It describes pioneering research considering the perspectives of four types of stakeholders and evaluates whether real estate courses sufficiently develop graduates’ employability skills.

The purpose of this paper is to analyze papers that have been published in the Journal of European Real Estate Research since its inception in 2008.

The author analyzes papers published from 2008 to 2019 in the Journal of European Real Estate Research by authors’ country of affiliation, by country of study and by theme.

The Journal of European Real Estate Research publishes papers from scholars from an increasing number of countries, in particular in Central and Eastern Europe. Papers that provide a comparative analysis of countries constitute the largest category of contributions. The three most popular themes remain housing, valuation and investment/portfolio management. However, the dynamics of the three categories differ notably.

This paper provides for a clearer understanding of key dimensions of real estate research in Europe.

The purpose of this paper is to examine the extent to which variations in gender, socioeconomic and academic background influence real estate students’ academic performance in Nigeria.

Data for the study were collected using self-administered questionnaire, served on final year real estate students in two of the three Federal universities offering real estate as a course in Southwestern Nigeria. Data collected were analyzed using mean, frequency count, percentages, independent t-test, correlation and analysis of variance.

The result of the study suggests there is no statistically significant difference in the academic performance of Nigerian real estate students based on gender and socioeconomic background.

The study has been limited to the sensitivity of either gender to possibly constraining socioeconomic and academic factors that might have served as barriers, especially among female students, in achieving outstanding academic performance.

This paper presents one of the few attempts examining gender and socioeconomic perspectives to factors influencing real estate students’ academic performance, especially from the perception of an emerging African country like Nigeria.