The State of Global Surveying Education: Final Report
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HOOD, C. and LAING, R. 2019. The state of global surveying education: final report. Aberdeen: Robert Gordon University (on behalf of CHOBE) [online]. Available from: http://chobe.org.uk/wp-content/uploads/2020/07/CHOBE- RICS-TSoGSE-Report-St3.pdf The state of global surveying education: final report. HOOD, C. and LAING, R. 2019 This report was commissioned by the Council of the Heads of Built Environment (CHOBE) and the Royal Institution of Chartered Surveyors (RICS). It was originally published by Robert Gordon University in November 2019 and an electronic copy was first launched on the CHOBE website in July 2020 (http://chobe.org.uk/blog/the-state-of-global-surveying-education-chobe-rics-funded-research-now- published/). This document was downloaded from https://openair.rgu.ac.uk The State of Global Surveying Education FINAL REPORT SCOTT SUTHERLAND SCHOOL OF ARCHITECTURE AND BUILT ENVIRONMENT NOVEMBER 2019 CONTENTS List of Figures and Tables 4 Acknowledgements 5 Executive Summary 6 Background to the research 6 Aim and Objectives 6 Key Conclusions and Recommendations 7 1. Introduction and Context for Research 9 1.1 Previous Studies 9 1.2 Aim and Objectives 10 1.3 Methodology 10 1.4 Structure of the Report 11 2. Current Themes in the Delivery of Surveying Education 12 2.1 Overview and Current Context 12 2.2 Traditional Routes 12 2.2.1 Undergraduate 12 2.2.2 Postgraduate 12 2.3 Alternative Modes of Study 13 2.3.1 Part Time 13 2.3.2 Distance Learning 13 2.3.3 Apprenticeships 13 2.3.3.1 Degree Apprenticeships – England 14 2.3.3.2 Graduate Apprenticeships – Scotland 15 2.4 Education and Graduate Skills 16 2.4.1 Development of Soft Skills 18 2.4.2 Continuing Professional Development (CPD) 18 2.5 Concept of the Career Academic 20 2.6 Gender 20 2.7 Current and Future Challenges for the Profession 21 3. Snapshot of Surveying Education 22 3.1 Historical Development of the Surveying Profession – A Brief Overview 22 3.1.1 United Kingdom 22 3.1.2 Australia 22 3.1.3 Hong Kong 23 3.1.4 Sri Lanka 23 3.1.5 Nigeria 24 3.2 Courses Leading to Surveying Related Qualifications 25 3.2.1 United Kingdom 25 3.2.2 Australia 25 3.2.3 Hong Kong 25 3.2.4 Sri Lanka 25 3.2.5 Nigeria 25 2 CONTENTS 3.3 Accreditation Process 26 3.3.1 United Kingdom 26 3.3.2 Australia 26 3.3.3 Hong Kong 27 3.3.4 Sri Lanka 27 3.3.5 Nigeria 27 3.4 Region Specific Matters – Australia 27 3.4.1 Key Terms and Definitions 27 3.4.2 Skilled Migration Requirements 28 4. Results 30 4.1 Survey Findings 30 4.1.1 Quantitative Data 30 4.1.1.1 Academic Activities 30 4.1.1.2 Students 32 4.1.1.3 The Future, Technology & Diversification 34 4.1.2 Qualitative Data 36 4.1.2.1 Changes to surveying education 36 4.1.2.2 Staff recruitment and retention 37 4.1.2.3 Resourcing of departments 39 4.1.2.4 Promotion of equality and diversity 40 4.2 Workshop Results 41 4.2.1 Institutional requirements 41 4.2.2 Diversity and gender 41 4.2.3 Diversification of skills and future of the profession 42 4.2.3.1 Future of the profession 42 4.2.3.2 Development of skills 42 4.2.3.3 Diversification 42 4.2.3.4 Continuing professional development 42 4.2.4 Graduate attributes and needs of the profession 43 4.3 Interview findings 43 4.3.1 Main challenges in 2019 44 4.3.2 Staffing, research and consultancy 45 4.3.3 Graduate employability and skills 46 4.3.4 Alternative education providers 47 4.3.5 Good practice and the future for the profession 48 5. Conclusions and Recommendations 49 5.1 Overview 49 5.2 Conclusions and Recommendations 50 5.2.1 Staff recruitment & retention 50 5.2.2 Diversification of skills 50 5.2.3 Interaction between academia, industry and professional bodies 50 5.2.4 Gender and equality 51 5.2.5 Funding of HEIs and students 51 3 CONTENTS Appendix I Countries with RICS Accredited Courses 52 Appendix II List of Accredited Surveying Related Courses in Australia (noted by Institute and affiliation) 53 Appendix III List of Accredited Surveying Related Courses in Hong Kong 57 A. Local Academic Qualifications for Student or Probationer Membership of HKIS 57 B. List of RICS Accredited Courses 58 Appendix IV List of Institutions offering Quantity Surveying Degrees in Nigeria 61 Appendix V List of RICS Accredited Courses in Sri Lanka 62 Appendix VI List of RICS Accredited Courses in United Kingdom 63 Appendix VII Survey and Semi-Structured Interview Formats 77 A. Survey Questions 78 B. Semi-Structured Interview Guide 82 Appendix VIII Bibliography 83 List of Figures and Tables Figure 1: RICS APC Requirements (University of Salford 2019) 15 Figure 2: Graduate Apprenticeships at Robert Gordon University 16 Figure 3: RICS CPD Decision Tree 19 Figure 4: Balance between Research & Teaching Activities amongst Academic Staff 30 Figure 5: Staff Engagement with Research and Consultancy 31 Figure 6: Perception of Role of Research 31 Figure 7: Perception of Relationship between Research and Teaching 32 Figure 8: Collaboration with Schools 33 Figure 9: CPD and Emerging Technologies 34 Figure 10: Role for Skills Diversification within the Profession 35 Figure 11: Approach to Integration of Emerging Technologies 35 Table 1: Surveying roles identifies by RICS (excluding land surveying) 28 Table 2: Skilled occupations for migration and required levels of education 29 Table 3: Location of Survey Respondents 30 Table 4: Number of Graduates per year 32 Table 5: Current Number of Postgraduates 33 Table 6: Importance of Practical Experience for New Graduates 33 Table 7: Future Routes to Surveying Education 34 4 Acknowledgements The report authors wish to extend their thanks to the wider Built Environment team in the Scott Sutherland School of Architecture and Built Environment at Robert Gordon University who have provided both assistance with the project and in the preparation of this report: • Dr Bassam Bjeirmi • Dr Michael Dignan • Dr Temitope Omotayo • Dr Michele Victoria • Mr Craig Wilson We are grateful for the participation of our international project partners in the preparation of this report: • Professor Petro Karanxha, George Brown College, Canada • Professor Henry Odeyinka, Obafemi Awolowo University, Nigeria • Dr Ayokunle Olanipekun, Federal University of Technology, Akure, Nigeria • Professor Srinath Perera, University of Western Sydney, Australia • Dr Yasangika Sandanayake, University of Moratuwa, Sri Lanka We also gratefully acknowledge the support of the RICS and CHOBE in not only funding this research but also in assisting us in our data collection efforts and providing practical support. We are also grateful for the assistance of James Gyasi-Addo, PhD Candidate, Scott Sutherland School of Architecture and Built Environment, Robert Gordon University and also for the assistance of Kasun Gunasekara and Buddhini Ginigaddara, Doctoral Research Candidates, Western Sydney University in conducting interviews on behalf of the research team. Finally, we wish to thank all of the academics who so willingly participated in this study. Without their cooperation this research would not have been possible. Ms Caroline Hood Professor Richard Laing November 2019 5 EXECUTIVE SUMMARY Background to the research This research was commissioned through a joint proposal issued by CHOBE and the RICS to provide an overview report on surveying education across the Globe. CHOBE note that since their initial ‘State of the Nation’ analysis of Built Environment in 2008, and subsequent iterations in 2010 and 2015, the national and international landscapes around higher education and built environment provision have changed significantly. In particular, the global reach of the RICS has expanded and developments around in-country provision and trans-national education (TNE) have gained scale and maturity. It was considered timely to produce a globally relevant review of the state of surveying education, extending to wider built environment domains that reflect the current position. Working in collaboration with international partners from institutions in Sri Lanka, Canada, Australia and Nigeria, the purpose of this project is to build on previous research regarding education and pedagogy within the field of surveying. As the global education market diversifies, with an apparent move towards embracing work-based and postgraduate options as a central stream for entrants to the industry, the aim of the research is to explore, analyse and represent the current state and likely future directions for surveying education in selected global regions. The project aims to provide a current snapshot of global surveying education which can then direct future work towards focussed areas of study, engagement and application. The work builds on significant previous research regarding education and pedagogy within surveying with the purpose of defining the overarching themes which have emerged, both globally and regionally, with regard to the scope and context of teaching surveying within higher education institutions. With diversification of the global education market, this report seeks to explore, analyse and represent the current state and likely future directions for surveying education in selected global regions. Aim and Objectives The aim of this research was to explore, analyse and represent the current state and likely future directions for surveying education in selected global regions. In order to achieve this aim, the following objectives were established: • Objective 1 – To synthesise existing published sources on surveying education around the globe; • Objective 2 – To construct mini-case studies of surveying education provision from different global regions; and, • Objective 3 – To develop recommendations based on key research findings to direct future work towards focussed areas of study, engagement and application.