© Henley Business School 2008www.henley.reading.ac.uk Real Estate & Planning Global Perspectives on the Future of Real Estate Education Éamonn D’Arcy - University of Reading IRES President 2011 CBRE Fellow in International Real Estate

Insert footer on Slide Master IRES Education Task Force Objective of identifying both the common factors shaping the future of real estate education on a global basis and the key regional differences in priorities Six panels and plenary sessions held globally in 2011 –PRRES – Gold Coast – Panel –ARES – Seattle – Panel and Education Track –ERES – Eindhoven – Panel –AsRES – Jeiju – Panel –LARES – Sao Paulo – Plenary Session –AfRES – Windhoek – Plenary Session

Insert footer on Slide Master Key Issues Examined Changes in the structure of provision Curriculum Employability and the market for Graduates Three Key Trends shaping the future of real estate education in the region

Insert footer on Slide Master Changes in the structure of provision Modes and Composition: UG; PG; Flexible; Executive; Distance learning; Life Long Learning –Increasing diversity of provision in most regions –Shift to PG modes in most regions –Need for standardising provision Location: Business School; Built Environment School; Other –ERES – Business School Increasingly Important –AsRES – Transition from Built Environment to Business School –LARES, AfRES – Built Environment more Important

Insert footer on Slide Master Changes in the structure of provision Expansion; Contraction; New Entry –Expansion AsRES, LARES, AfRES –Over-Provision ERES, PRRES Educator and Student characteristics –Greater Diversity –Internationalisation of student cohorts –Restrictions on Student subject backgrounds in some regions

Insert footer on Slide Master Curriculum What is Core and how has this changed? –Significant regional differences reflecting traditions of provision Specialisms –Finance, Securities, Sustainability and CSR Integrating the ‘real’ world –Considerable diversity in practice but many common trends Market Relevance as a driver of curriculum design –Educators have become more aware but many still do not engage with the market actors Global Relevance as a driver of curriculum design –Internationalisation of student cohorts –Summer Schools with a focus on international Markets

Insert footer on Slide Master Employability and the market for Graduates Employer characteristics –Remarkable uniformity of employers across regions –Public sector employers very significant in some regions Shifts in the market for graduates –Business skills a key driver Embedding employability –Becoming more important in most regions Relevance of professional accreditations –Considerable regional variation –Reflects traditions of professionalisation

Insert footer on Slide Master Three Key Trends shaping the future of real estate education Opportunities –Significant potential for expansion in most regions –Specialisation –Improving industry engagement Constraints –Traditions of provision –Educator human capital –Market structures and attitudes to education The Future Landscape –Winners and losers in markets with over-provision –Wider value added (employability) a key consideration in student choice –Emergence of global delivery platforms in real estate education