- Title
- Articulation in property programs: an international multi-campus tertiary model
- Creator
- Kirk, Adrian; Alderman, Lyn
- Relation
- International Conference on Problem-Based Learning 2005: PBL in Context: Bridging Work and Education. PBL in Context: Proceedings of the PBL 2005 Conference (Lahti, Finland 9-11 June, 2005)
- Relation
- http://www.lpt.fi/pblconference/full_papers/16_full_papers.htm
- Publisher
- University of Tampere, Faculty of Education / Lahti Polytechnic
- Resource Type
- conference paper
- Date
- 2005
- Description
- This paper will present program developers and institutional administrators with a program delivery model suitable for cross cultural international delivery developing students from industry through to master’s level tertiary qualifications. The model was designed to meet the needs of property professionals from an industry where technical qualifications are the norm and tertiary qualifications are emerging. A further need was to develop and deliver a program that enhanced the University’s current program profile in both the domestic and international arenas. Early identification of international educational partners, industry need and the ability to service the program were vital to the successful development of Master of Property program. The educational foundations of the program rest in educational partners, local tutorial support, international course management, cultural awareness of and in content, online communication fora, with a delivery focus on problem-based learning, self-directed study, teamwork and the development of a global understanding and awareness of the international property markets. In enrolling students from a diverse cultural background with technical qualifications and/or extensive work experience there are a number of educational barriers to be overcome for all students to successfully progress and complete the program. These barriers disappear when the following mechanisms are employed: individual student pathways, tutorial support by qualified peers, enculturation into tertiary practice, assessment tasks that recognise cultural norms and values, and finally that value is placed on the experiential knowledge, cultural practices and belief systems of the students.
- Subject
- property; management; facility; leadership
- Identifier
- uon:3015
- Identifier
- http://hdl.handle.net/1959.13/32370
- Full Text
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