Essential Elements for a Highly Successful Graduate Real Estate Program: The Stakeholders Have Spoken Elaine Worzala Clemson University Charles Tu Lauren Lukens University of San Diego Margot Weinstein MW Leadership Consultants LLC The Annual Meeting of the European Real Estate Society Stockholm, Sweden

2 Motivation of Study Academic and industry divide typically tries to bridge through research Academic and industry divide typically tries to bridge through research Best practices as far as bringing the industry to the students Best practices as far as bringing the industry to the students Improve graduate RE education Improve graduate RE education Authors build on extensive former research in field Authors build on extensive former research in field

3 Research Question What elements make up a top graduate real estate program that enhances practice?

4 Research Methodology Survey created on Survey created on Program directors/department chairs invited to participate in online survey Program directors/department chairs invited to participate in online survey Link to online survey forwarded to stakeholders: Link to online survey forwarded to stakeholders: Faculty and administrators Faculty and administrators Current Students Current Students Alumni Alumni Board members Board members Likert Scale 1 to 5, 5=Very Important Likert Scale 1 to 5, 5=Very Important 970 responses collected 970 responses collected

5 Participating Schools Arizona State University Roosevelt University Clemson University Texas A&M University Cleveland State University University of CA - Irvine Cornell University University of CA – LA Florida International Univ. University of NC Charlotte Georgia State University Univ. of British Columbia Harvard University University of Cincinnati Indiana University University of Denver John Marshall Law School University of Illinois-Chicago Johns Hopkins University University of Maryland MIT University of Northern Texas Northwestern University University of San Diego New York University University of Wisconsin Ohio State University Univ. of Texas-San Antonio DePaul University

6 Type of Program (n=970)

7 Type of Respondent (n=970)

8 Question 1 in the Appendix Average Rating of the Alternative Courses (Likert scale 5= very important

9 Average Rating of the Alternative Courses by Type of Program (Likert scale 5= very important)

10 Average Rating of the Alternative Courses by Type of Respondent (Likert scale 5= very important)

11 Question 2 in the Appendix Average Rating for Course Delivery Options (Likert scale 5= very important)

12 Average Rating for Course Delivery Options by Type of Program (Likert scale 5= very important)

13 Average Rating for Course Delivery Options by Type of Respondent (Likert scale 5= very important)

14 Question 3 in the Appendix Average Rating for Technical Training Alternatives (Likert scale 5= very important)

15 Average Rating for Technical Training Alternatives by Type of Program (Likert scale 5= very important)

16 Average Rating for Technical Training Alternatives by Type of Respondent (Likert scale 5= very important)

17 Question 4 in the Appendix Average Rating of Extracurricular Activities (Likert scale 5= very important)

18 Average Rating of Extracurricular Activities by Type of Program (Likert scale 5= very important)

19 Average Rating of Extracurricular Activities by Type of Respondent (Likert scale 5= very important)

20 Question 5 in the Appendix Average Rating of Student Services Alternatives for all Respondents (Likert scale 5= very important)

21 Average Rating of Student Services Alternatives by Type of Program (Likert scale 5= very important)

22 Average Rating of Student Services Alternatives by Type of Respondent (Likert scale 5= very important)

23 Question 6 in the Appendix Average Rating of Faculty Qualifications/Experience (Likert scale 5= very important)

24 Average Rating of Faculty Qualifications/Experience by Type of Program (Likert scale 5= very important)

25 Average Rating of Faculty Qualifications/Experience by Type of Respondent (Likert scale 5= very important)

26 Question 7 in the Appendix Average Rating of Skills and Competencies (Likert scale 5= very important)

27 Average Rating of Skills and Competencies by Type of Program (Likert scale 5= very important)

28 Average Rating of Skills and Competencies by Type of Respondent (Likert scale 5= very important)

29 Question 8 in Appendix Average Rating of Indicators for a Successful Program (Likert scale 5= very important)

30 Average Rating of Indicators for a Successful Program by Type of Program (Likert scale 5= very important)

31 Average Rating of Indicators for a Successful Program by Type of Respondent (Likert scale 5= very important)

32 Opportunities to Expand Educational Research ERES Educational Conference Vienna, Austria, Dec 4, ARES Educational Track Naples, FL, April 14-17, Real Estate Directors and Chair holders Association (RECDA)