1 / 27

ERES 2011

ERES 2011. The value of practical work place experience in the property industry for the real estate student and graduate in South Africa Graeme Jay University of the Witwatersrand. BACKGROUND AND RESEARCH PROBLEM. University of the Witwatersrand (WITS).

pink
Download Presentation

ERES 2011

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ERES 2011 The value of practical work place experience in the property industry for the real estate student and graduate in South Africa Graeme Jay University of the Witwatersrand

  2. BACKGROUNDANDRESEARCH PROBLEM

  3. University of the Witwatersrand (WITS) • School of Construction Economics and Management (CEM) is housed within the Faculty of Engineering and the Built Environment. • CEM offers 3 degrees: • Quantity Surveying Studies • Construction Management Studies • Property Studies • Property Studies is a new degree having been only introduced in 2001. The first group of graduates graduated in 2005. • It has been noted that property studies as field of study is new in South Africa and has only been offered as a path of study in the last few years (Cloete, 2002).

  4. Property Studies degree • The number of students who have completed the property studies degree at WITS is as follows: • 2005 – 10 students • 2006 – 10 students • 2007 – 15 students • 2008 – 20 students • 2009 – 18 students • 2010 – 18 students • There are 36 students registered in 2011 for the final year of study. • Specialised degrees with small student numbers often face the challenge of justifying their existence to the university’s hierarchy (Baxter, 2007; Hefferan and Ross, 2010).

  5. Recent challenges within CEM • Degrees within CEM have been 4 year Honours degrees • Degrees now need to be offered as a 3 +1 degree (Bachelors plus Honours) • How does this affect accreditations? • The need to re-curriculate? • Some degrees with the Faculty (BArch) have already included a practical component as a requirement to be registered as a professional architect.

  6. Research problem • One of the major roles of a university is to educate, as opposed to train, the student. Application of theoretical concepts is important for the student as well (Kickul, Griffiths and Bacq, 2010; Callanan and McCarthy, 2003). • It has been noted by Kickul, et al (2010), that the advantages of work place experience is that students are able to achieve certain goals if given sufficient time to do so and that there is a realization of the resource constraints which organisations work with. • Studies have shown that even community based work and outreach programmes provide students with valuable skills (Hollander, 2011; Millican and Bourner, 2011). • Should the curriculum of the Property Studies degree at WITS be amended to include a practical work skills course or a formal internship?

  7. Methodology • Two sample groups were identified: • Current 4th year Property Studies students (2011) • Students who completed their studies in 2010 • A questionnaire was developed for each group. • The questionnaire for the student group was administered in class and 35 out 36 responses were received. • The questionnaire for the graduate group was emailed to the group and 13 out 17 responses were received. One graduate could not be located. • Questionnaires were analysed and responses from each sample group compared.

  8. % of respondents

  9. % of students

  10. % of students

  11. % of students

  12. % of students

  13. % of students

  14. % of students

  15. Advantages and disadvantages of a formal internship for the intern (student perspective)

  16. Advantages and disadvantages of a formal internship for the employer (student perspective)

  17. % of students

  18. Advantages and disadvantages of a formal internship for the intern (graduate perspective)

  19. Advantages and disadvantages of a formal internship for the employer (graduate perspective)

  20. % of students

  21. % of students

  22. % of students

  23. Importance of working whilst studying • Two dominant themes, regardless whether the work was property related or not: • People’s skills • Appreciation for the value of money

  24. Where to from here? • This study suggests that both current students and recent graduates are in favour of both a practical work skills component be included in the curriculum as well as a formal internship. A practical work skills component may be more suitable and easier to manage. • Comparative study with other universities to determine what other models are being used. • Students who graduated between 2005 and 2009 to be surveyed to increase the sample size. • Employers to be surveyed and their commitment needs to be obtained.

  25. Thank You • Questions? • Comments? • Suggestions? To contact Graeme Jay graeme@cpmd.co.za

More Related