ACBEE Phase 3: THE HANZEHOGESCHOOL, Groningen, The Netherlands. Partnership with 8 European Real Estate Schools - The European Challenge Accelerating Change in Built Environment Education (ACBEE) Phase 3 Level 4/5 Case Studies THE HANZEHOGESCHOOL, Groningen, The Netherlands Partnership with 8 European Real Estate Schools The European Challenge Summary of Case Study The European Challenge is a highly collaborative international project linking Institutions (RICS, FIG, FIABCI and CoreNet); tutors and students from across Europe; and commercial firms (Estates Gazette, King Sturge and CBRE). The Challenge is a project anchored on a contemporary and strategic real estate problem: relocation of a 350 person financial services organisation to a new Headquarters building in Europe. In tune with the RICS and the UK Government agenda’s looking at the efficiency and productivity of corporate real estate, the simulation raises students’ awareness of the importance of location, property design, space budgeting and planning, layout and specification and its interaction with and impact upon a clients business. The project utilises a virtual learning environment to manage pan European teams of students and aims to provide research and publications in tandem with an exciting and stimulating student experience with the extensive use of role play. Basic Information Name of Main Author(s): Nick Nunnington Industrial/Professional Collaborators: CBRE (CB Richard Ellis), Estates Gazette, RICS, EGi, FIABCI, FIG, King Sturge, and John Hopkins (Washington DC ). Department: School of Management, Economics and Law Institution: Managing Organisation: § Universidad de Alicante THE HANZEHOGESCHOOL, Groningen, The § European Business School, Germany Netherlands § Sheffield Hallam University Partners: § Dublin Institute of Technology § School of Surveying, (Faculty of § Technical University of Slovakia Design), Kingston University § Warsaw School of Economics § Byggeteknisk Hojskole Copenhagen Email: email@example.com Contact Telephone Number: 07730 701075 Case Study Title: The European Challenge Theme: Corporate Real Estate Relocation: Simulation of the relocation of a 350 person financial services organisation to a new Headquarters building in Europe. ACBEE Phase 3: THE HANZEHOGESCHOOL, Groningen, The Netherlands. Partnership with 8 European Real Estate Schools - The European Challenge Teaching Context Subject Area Covered/Module Title: The European Challenge in Real Estate Public project web site: www.relocation-research.org Keywords: Corporate Real Estate; Strategic Relocation For how long has the engagement run? Commenced 2003 years Subject area: Surveying Participants Number of Students: 80 students from 9 Universities and 8 European countries Staff Involved: The Project Leader along with a representative from each of the academic partners makes up the Steering Group. Level/Year: U/G (Final Year) The Author(s) Please provide brief details of the Nick Nunnington Author(s) prior experience in this field: § Principal Lecturer at Sheffield Hallam University § Visiting Lecturer at Hanzehogeschool, Groningen § Consultant Former Commercial Surveyor with Bruton Knowles dealing with the management portfolios of Peel Properties (South West) and the Dowty Group. Prior to this, Regional Manager for English Estates responsible for the Midlands portfolio of commercial property. Author of structured learning materials for 'Property Management' and 'Property Marketing'. Co -author of the key valuation textbook “The Income Approach to Property Valuation”. Nick was Course Leader for the PVM course from 1991 - 1997 and has also developed the course within Norway and Poland. He has also been an educational consultant to the Television Education Network. Now a consultant to a Norwegian based property and facilities management company providing strategic asset management, re -location and portfolio review services to international clients. Nick is actively involved in work which reviews the future challenges to the traditional property management role and a paper reviewing this work will be presented in Washington at the FIG conference. Nick has written an award winning CD based project entitled the Vancouver Challenge from which the European Challenge has been developed to allow students from across Europe to participate in a strategic corporate relocation exercise. Learning Methods & Resources Objectives/Learning Outcomes: § be more capable of effective and efficient team work and develop intercultural communication skills by working in multi-national teams; § through action-centred learning be capable of substantially integrating their learning from other modules; § define, identify and appraise the key issues in a given project situation and develop appropriate criteria for action (a check-list orientation); § demonstrate skills in liaison and co-ordination with other Challenge students, practitioners, and tutors; § undertake learning more independently and effectively, both as an individual and a member of a team; ACBEE Phase 3: THE HANZEHOGESCHOOL, Groningen, The Netherlands. Partnership with 8 European Real Estate Schools - The European Challenge § analyse, prioritise and synthesise technical information; § write professional executive summary reports more competently and make more effective presentations; § demonstrate better understanding of corporate client requirements and be able to take and interpret clients’ requirements to formulate a strategic clients’ brief; § be able to more effectively investigate and analyse professional and academic issues relating to corporate property and relocation; § be able to contribute to inter-disciplinary debate and research in the area of corporate real estate and contribute to a dataset using a collective research instrument; § have further developed their skills of self-criticism and self-reliance as a learner; Outputs: 1. The creation of high quality, self contained and branded "Courseware" using Blackboard / e-delivery, tutor guidance packs and real time support to allow real estate courses initially in Europe but then globally to participate in an interesting corporate real estate project. Two versions will be made - one for 10 credits at Final Year Undergraduate and another for 10 M level credits for postgraduates. In year one the project will run in UK, Netherlands, Denmark, Italy, Poland and possibly France with one project team from the US. In year two we want to add Sweden, Spain, Germany, Belgium and Norway plus additional US partners. In year 3 we aim to go truly global. It is anticipated that the “Courseware” will be branded with an RICS focus in Europe but with a CoreNet focus in the US. 2. The creation of a city / country profile and benchmark system using a template designed as an integral part of the project. This template would be created through interactive research with professionals engaged in the relocation process and companies, professional organizations and clients direct. 3. Publications, conferences and research projects based on the material, analysis and y data generated b the activity. Specific research outputs for Europe and the US, based on an analysis of the (re)location decision making process. 4. An opportunity for real estate firms to observe potential candidates "inaction" and to promote potential recruitment to offices across Europe. 5. To boost students employability through the development of consultancy and client management skills. Teaching Method(s): In the first semester the students work autonomously in their home University teams A brief description of what you actually did. researching one of eight knowledge themes that underpin the practical project. On the What activities & interaction occurred? first formal day of the project the students present their themes to the whole group, provide a briefing paper and upload key resources they have found to the Blackboard virtual learning environment. The students are then formed into multi-national, inter-professional teams acting as consultants to the client. The students become consultants to each other and experts in their knowledge themes. Consultancy hours facilitate student to student learning and support. Tutors only act as facilitators, providing guidance and support but no traditional teaching. The second stage of the project requires the students to prepare a ‘strategic brief’ defining the needs of the organisation, its priorities, culture, adjacency preferences and expectations. Alongside comprehensive written material such as business plans, mission and vision statements, board and client meetings – using extensive role play with tutors acting as Board members – ensure that the soft people management issues and dynamics are thoroughly engaged with. At the end of the first week the students fly out to one of 10 major/capital cities on the client’s shortlist (including Bratislava, Paris, Geneva and Brussels) to evaluate the strengths and weaknesses of the location. Students must find a suitable building using an objective matching technique to score the building location, attributes and specification against the organisational demands as set out in the strategic brief. Active ACBEE Phase 3: THE HANZEHOGESCHOOL, Groningen, The Netherlands. Partnership with 8 European Real Estate Schools - The European Challenge involvement by Inward Investment agencies and local real estate consultants add to the realism of the experience. Students return to Berlin for the second week where they are required to present a City template, profiling the cities in a consistent manner. This requires both desk research and field investigation. It covers aspects such as business and personal costs, residential property availability, schools and access by rail and car. They also produce a detailed building appraisal (a space layout which preserves adjacencies identified in the strategic brief). On the final day the 11 groups present to the Board of Directors and the tutors from each participating university – designed to convince the company that their solution will support the organisation’s ambitious productivity improvements. The top three are then asked to repeat their presentation, moving venue to the prestigious Berlin academy of the European Business School, to all staff, students and jury which includes the HR manager of King Sturge (as jobs are on offer!!). Assessment Procedures: Students are assessed in a variety of ways – formative assessment allows feedback on the written Strategic Brief before final submission. Reflective learning and assessment is encouraged through a reflective diary process. Interactive learning through the VLE is encouraged Presentation and report writing skills are embedded in the assessment process. Team management and communication (of a multi-national team) are assessed. Support requirements: See list of sponsors mentioned below, plus EU Socrates funding required to fund student § For you and/or the students. transport and accommodation. Costs approximately €1,000 per student. § Funding/costs. § Did you or the participants require Technical support from real estate firms such as CBR in the 7 European Cities examined. technical support? Technical support on Blackboard and creation of the public web site from staff of Hanzehogeschool. Drivers for the Engagement a. Collaboration between education, Collaboration occurs: industry &/or professional bodies. § between Countries initially focusing on relations between the US and Europe but in the future between ALL continents, achieved through the creation of a network of participating Universities, Professional bodies and participants in the Challenge; § between Universities by creating teams of students working on the project from a growing number of Universities and encouraging travel between the cities studied and interaction between the student teams entered in the Challenge; § between Professional Bodies the Challenge is designed to break down barriers between Professional Bodies and encourages interaction and dialogue between in Europe the RICS, in USA the NAR, and globally FIG and FIABCI; § between Academics, Students, and Practitioners the organisers of the Challenge will be based in both the UK and The Netherlands (Groningen) and participation will be provided from Georgia State University in the USA and the initial partners in Copenhagen, Eindhoven, London and Warsaw. Participants in the funding and support of the Challenge have been selected for discrete and distinct elements of support and funding as follows: Hanzehogeschool Groningen This is the School that has had the vision to create an international semester linking Universities together in a common project, from which the European Challenge was born. This School will retain overall control and management of the Challenge. The participating Universities are listed above. The Challenge will provide one module of education on the course. Tutors will be responsible for the support of each group ACBEE Phase 3: THE HANZEHOGESCHOOL, Groningen, The Netherlands. Partnership with 8 European Real Estate Schools - The European Challenge participating in the Challenge from their University and for communication between the project organisers and co-ordinator to ensure that their team maximises the learning opportunity. John Hopkins, Washington DC Masters students from this programme collaborated for the first time in 2006 and this was a very successful meeting of students and academics. The intention here is to develop a US version of the project. King Sturge King Sturge was involved for the first time in 2006 as both a sponsor and a participant in the final grading of students and selection of the winning team. The company used the exercise as a vehicle for "talent spotting" potential recruits for offices across Europe. RICS The Royal Institution of Chartered Surveyors is supporting the academic aims of the project to increase debate in relation to the function of real estate in supporting business productivity and comp etitiveness. It is financially supporting the project and is seeking outputs in terms of publication and the use of the courseware to help support its accredited courses in Europe. EGi The Estates Gazette is the foremost real estate journal in the UK and is increasing its coverage in Europe. Its interactive service offers an electronic version of the journal plus premium information services. Its involvement and sponsorship is made in support of the capture of data to enhance its understanding of the relative attractiveness of different locations within Europe. The EGi will be instrumental in helping the project organisers define an output template which is consistent and relevant to the needs of international corporations. FIABCI FIABCI has indicated that it supports the aims of the Challenge and its global educational for us. Any funding from FIABCI will only be used to translate the project into the 5 FIABCI languages to further extend the global reach of the Challenge. FIG FIG, through a foundation grant have facilitated a meeting between Nick Nunnington and members of Atlanta State University to progress discussions on a USA version of the Challenge. CB Richard Ellis (Amsterdam) CB Richard Ellis in Amsterdam has an excellent relationship with Hanzehogeschool in Groningen and wishes to support the Challenge as the local Professional sponsor. This sponsorship is designed as pump priming for a Netherlands originated project and the sponsor is interested in pre-selecting excellent students for recruitment in its numerous offices in The Netherlands. The Reaume Foundation has kindly provided funding to facilitate the extension of the programme within the USA including student and staff exchanges and the investigation of partners in USA Universities. The case study can be used to support the growing network of partners collaborating within the Challenge and to promulgate best practice in: § Advanced use of the Blackboard Virtual Learning Environment in a multi- dimensional setting; § The management of a multi-disciplinary, international team based project; § The creation of a rowing set of research and educational resources around the topic area; § A model of best practice for pan European simulation projects. Centre for Excellence in Teaching and Learning (CETL's) Two centres at Sheffield Hallam University: Promoting Learner Autonomy and Embedding, Enhancing and Integrating Employability are supporting the project by providing funding and resources to create multi-media "virtual" versions of the project. This will a llow much larger numbers of students to engage in the project and obtain the benefits of its creative approach to developing consultancy and other skills. ACBEE Phase 3: THE HANZEHOGESCHOOL, Groningen, The Netherlands. Partnership with 8 European Real Estate Schools - The European Challenge b. What explicit business needs/ The initial strategic need for the European Challenge originated from THE strategic business objectives have been HANZEHOGESCHOOL to provide an employability and professional exposure component identified and set down? to their international semester. In becoming engaged in the European Challenge, the strategic needs of King Sturge are principally: § Finding suitable employable people. § Having the opportunity to observe students perform, particularly from countries such as Poland and Slovakia where King Sturge have offices but without any formal HR mechanisms . The strategic objective of the RICS is to link property and business – a key driver is raising the awareness of the role of surveyors in advising business. Part of the initial rationale and agreement for funding of the project was that it explicitly engaged with the links between business and real estate. c. What is the process by which these The European Challenge was initiated by a strategic need of THE HANZEHOGESCHOOL shared objectives were identified and set to have a focus for its international semester and a mechanism that would expose their down in a formal partnership students to more employment options and companies, i.e. providing an employability agreement/alliance agreement? and professional exposure component. THE HANZEHOGESCHOOL initially approached Nick to design and develop the basis for The European Challenge, which following a meeting to work through a number of options a plan was proposed. Following this initial meeting a working group involving 5 university partners was established to shape the idea. At this stage the 6 initial sponsors mentioned above (RICS, EGi, FIABCI, FIG, CB Richard Ellis – Amsterdam and EU) were brought on board. The sponsors p roposed putting a bid to the American foundation to engage with American universities and o ther funding was sought from other components to support the different elements required of the Challenge. King Sturge initially approached Sheffield Hallam University in 2006 with regard to wanting to get closer to the university to strengthen the links in terms of employment and in particular improve their recruitment in Europe. King Sturge was informed of The European Challenge and following a meeting with the HR manager of King Sturge they agreed to p rovide funding and also to become involved in the final presentations and assessment process with a view to recruiting potential candidates. d. What evidence exists to demonstrate King Sturge wants to repeat running The European Challenge. the engagement is meeting the explicit shared/strategic business objectives? King Sturge has made two appointments and potentially a third. It is evident that the input of King Sturge into the assessment process has increased the motivation and professionalism of students. It has become aspirational for the engagement of other universities to become involved. The RICS has significantly put a lot of emphasis in the engagement through their website in meeting their strategic objective. e. What process exists to ensure the With regard to King Sturge a Review M eeting of the event is held at the end of every engagement is continuously reviewed European Challenge to review the previous Challenge, whether their expectations have and updated to align with the business been met and to improve the output from the perspective of King Sturge in planning for needs/strategic business objectives of the forthcoming European Challenge. all partners/alliances? To continue the EU Socrates funding the project has to evolve into a different sector every three years . It is planned for The European Challenge to move into the logistic and distribution sector of which King Sturge is a major player. The European Challenge is also trying to open up discussions with Prologis (one of the largest logistics developers in Europe) to engage them in shaping the case study. ACBEE Phase 3: THE HANZEHOGESCHOOL, Groningen, The Netherlands. Partnership with 8 European Real Estate Schools - The European Challenge Measurement Process (applicable where business strategy is the driver for engagement) a. What measurement process is in There are both formal and informal student feedback mechanisms in place and the place? process of capt uring video feedback of discussions with students both during and following the Challenge has been very useful. For example, there is a link to a PODCAST on the CETL website in which an Irish and UK student discuss their experience of the programme . The nature of the exercise is such that the discussions need to be captured as they occur in order to fully capture the essence of the student’s experience. The progress of s tudents is monitored in terms of employability. Each tutor takes responsibility for their own country and assesses whether the Challenge has directly contributed to the job seeking of past graduates. During the Spring a formal evaluation Review meeting takes place over 2 days which focuses on e mployability, student feedback, and tutor feedback and results in the development of an Action Plan. The Action Plan then feeds into the planning meeting that occurs in the autumn for delivering the forthcoming European Challenge. b. What are the targets, success criteria, Targets are set for student numbers and sponsorship from more companies as the EU measurement, etc? sponsor the conference but not the students visit to the major cities. In 2006 Colliers international sponsored the students from Warsaw School of Economics in respect of the f costs o the visits to their allocated cities to undertake the building appraisals. The European Challenge aim to replicate this in each of the collaborating countries. A big target is that set by the requirements of the EU Socrates funding to move the project into a new sector every three years. This is currently focused on setting up a separate project to move the project into logistics and distribution and will involve the core staff rewriting the programme documentation. c. How was the process formulated, The formulation of the measurement/evaluation processes that are in place have tested and validated and the occurred very evolutionary as the engagement has progressed. targets/success criteria/measurement identified? d. How do the results of the The feedback from students, tutors and the monitoring of the employability of past measurement process feed into forward graduates initially feed into the main Review meeting which leads to the development of strategic planning? an Action Plan. The Action Plan in turn feeds into planning the delivery of the forthcoming European Challenge. e. How do you ensure the measurement The feedback mechanisms are continuously reviewed through the Review meetings and process is continuously reviewed and amended where appropriate, e.g. moving the student feedback mechanism to capture updated? conversations through videoing discussions as they occur at the Challenge backed up by questionnaire feedback. Attributed Improvements From an Industry perspective, what improvement would you attribute the engagement provides in terms of: § Average recruitment costs as a Too early in the engagement to fully assess the issues surrounding employability, but percentage of starting salary? this is obviously something the European Challenge will be focusing on in more detail. § Turnover of staff as a percentage of all staff? § Percentage of staff with first degree, professional qualification, post- qualification specialism? From an Academic perspective, what improvement would you attribute the engagement provides in terms of: § Average UCAS tariff points? There is a potential link back, however as the European Challenge occurs in the final year the feedback is too early to determine. In addition, there are a number of other factors that could have an affect such as fees, etc. and again in terms of the engagement attributing it is difficult to determine. ACBEE Phase 3: THE HANZEHOGESCHOOL, Groningen, The Netherlands. Partnership with 8 European Real Estate Schools - The European Challenge § Percentage of course places filled? As above. Although the programme has led to significantly more students returning from placement and opting for business property management in the final year. § Student completion rates (number of As the European Challenge is a final year module it would not be expected for students students going straight through to not to complete at that stage. graduation)? § Percentage of faculty at professorial The programme provides a potential to improve at both professorial and professional level and with professional levels, e.g. based on the European Challenge type of initiative which is tangible and has qualification(s)? made a difference to the student centre the project manager has been encouraged to apply for professorship and professional teaching fellowship. § Percentage of graduates employed This is the essence of the European Challenge - employability. There has been a shift within three months? from the average of around 75% to 95%-100% through the programme. What other improvements would you The opportunity of the European Challenge has resulted in a significant increase in the attribute to the engagement? number of students opting for the business property management route in their final year. The acknowledgment of being invited to present at key events. A key performance is other institutions wanting to be engaged and involved. The European Challenge provides students with a multi-layered experience which will stand them in good stead for the future. Good Practice Tips Further advice and pointers – incl. Giving students more rights on the Blackboard virtual learning environment to enable the enablers/barriers/proposals for creation of their own Blackboard. This is quite a difficult challenge but also liberating improvement. therefore it is worth fighting the institutional battles. It is very easy to be UK-centric. As practices do not always translate to a European context there is a need to be much more aware of cultural differences, i.e. it becomes significantly more complex when engaging in a European-wide activity. The resourcefulness and professionalism of students is underestimated when challenged. Need to strive harder in putting students under the kind of pressure that replicates the workplace – enhancing the learning process by ‘seeing, hearing, doing’. How can other staff/partners adopt this The European Challenge is putting this process in place with the development of a DVD technique/method? e-learning courseware to be freely available for other universities to implement the programme within their own curriculum. This is being trialled for a year before being rolled out in order to provide other institutions the time and space to deal with the barriers in getting the programme into their curriculum. Additional Information Any other factors/information you feel i There is an opportunity to include an nterdisciplinary aspect by thinking about the are important? project in terms of a bespoke building and allow architectural students to design a solution and integrate them into the role play and the understanding of business needs, i.e. creating a collaborative culture.