Emma Mulliner

Feedback on feedback practice: perceptions of students and academics

While feedback is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the feedback they receive. In contrast, academics often feel they provide quality and informative feedback. This article explores and compares the perceptions of students and academics with regard to feedback practice. The paper presents the results of questionnaire surveys conducted with academics and students at the School of the Built Environment, Liverpool John Moores University. It highlights the perceptions of academics and students with regard to preferences for different types of feedback, timeliness of feedback, students’ engagement and interest in feedback, quality feedback and satisfaction with current practice. The findings indicate a significant discord between staff and students in relation to certain aspects of feedback practice, namely opinions on students’ engagement and interest in feedback, satisfaction with current practice and feedback preference. Similarities in viewpoints were also found in relation to quality feedback.

Preparation for the Energy Act 2011 and minimum energy efficiency standards in UK commercial property

Improving the energy performance of buildings has become a priority area for energy efficiency policy across the European Union. A cornerstone to achieving carbon reductions in UK buildings is the Energy Act 2011 and subsequent minimum energy efficiency standards. This Act contains a number of provisions which will have implications for the commercial property sector. the paper presents a quantitative study that investigates the implications of the legislation and assesses how key stakeholders, specifically commercial landlords and property agents, are preparing for its implementation. the results reveal there is generally a good awareness of the act and suggest that a number of property owners, and to a lesser extent advisers, are taking greater account of energy and environmental performance in their acquisitive due diligence and asset management strategies, as a result of the act. less preparation was evident with regard to green leasing practice, although this was being considered as an action in the near future.

Research Preparedness in the Undergraduate Property and Construction Curriculum: The Student Experience

ABSTRACT This study investigates the student experience of undergraduate research in order to develop a “research preparedness framework” that can be applied to the development of undergraduate curriculum design within a case study organization. This research utilises built environment students from a Higher Education Institution in the U.K. The study adopts a multi-method qualitative design using focus groups with various student cohorts, including Building Surveying, Real Estate Management and Quantity Surveying, followed by face-to-face interviews with industry representatives. This study highlights a discrepancy between student’s research preparedness and their understanding of its importance and perceived impact. It establishes areas for improvement within the curriculum to enhance students’ research preparedness throughout their undergraduate career. There are numerous benefits for students from being involved in research, such as developing a critical mind-set through the appraisal, collection, analysis and interpretation of complex information. However, students often do not see the tangible benefit of developing research skills to help them succeed and differentiate once they make their transition from higher education to employment. This study provides intriguing findings for anyone involved in property and construction curriculum across the globe, and will also appeal to any institution where students are undertaking research activities/projects.