Sharon Yam, Chyi Lin Lee, Connie Susilawati and Andrea Blake
The property industry has been experiencing massive transformation due to rapid technological advancement in the last decade. A large body of literature has attempted to identify…
Abstract
Purpose
The property industry has been experiencing massive transformation due to rapid technological advancement in the last decade. A large body of literature has attempted to identify the challenges confronting property professionals, with some examining the impact brought by Property Industry 4.0 on the future workforce. To effectively address the challenges, however, we need participation from diverse stakeholders, as previously proposed strategies have often only considered perspectives from specific cohorts and lacked broader engagement. Hence, this study aims to formulate comprehensive strategies to address the challenges facing our future workforce in the age of Property Industry 4.0.
Design/methodology/approach
For the first time, we invited a unique lineup of stakeholders to our co-design workshops. These include property leaders, property professionals, recent property graduates, property students, property academics, program directors, as well as university leadership executives, to make sure the outcomes are relevant, effective and user-oriented.
Findings
Four strategies were recommended to future-proof our property graduates: (1) enhancing AI-focused content in universities and collaborating with industry stakeholders, (2) regulating AI adoption by bodies like the Australian Property Institute (API), (3) introducing industry certifications to address ethical concerns and (4) developing students' soft skills via internships and networking events in collaboration with professional bodies.
Originality/value
This study is the first to employ a co-design workshop, incorporating the perspectives of all stakeholders in crafting potential solutions. These include property leaders, property practitioners, recent property graduates, property academics, property students and senior school executives (e.g. deputy dean and deputy head of education).
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Oliver Crocco, Maja Stojanović, Melissa Whitley, Kimberly Davis, Michael Climek, Gina Costello, Rachel Henry, Vani’Tra Braud, Andrea Tepe, De’Jerra Bryant and Catherine Molleno
While many studies investigate student leadership development in educational contexts or curriculum-based programs, little is known about the efficacy of leadership development…
Abstract
While many studies investigate student leadership development in educational contexts or curriculum-based programs, little is known about the efficacy of leadership development programs that emerge in municipalities. This mixed methods case study explored the leadership development of participants in three nine-month youth leadership programs at a municipal-based prevention, treatment, and outreach center in the United States. Qualitative focus groups and quantitative surveys using the Student Leadership Practices Inventory (SLPI) were used to collect data at the beginning and end of the three programs along with a post-program evaluative survey. Findings from the qualitative and quantitative analyses are first presented individually and then expressed using a joint display table to visually represent the integrated results. Findings showed that the programs positively influenced participants’ perceptions, characteristics, and behaviors as youth leaders in their communities. Participants not only indicated improvements in their leadership practices according to the SLPI from pre- to post-program, but also demonstrated more complex understandings of leadership and what it means to be a leader in one’s community. These findings are useful for individuals and organizations planning student leadership development programs and should inform future research in the field.
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Jon Billsberry and Andrea North-Samardzic
This paper advocates an innovative approach to help leadership students analyze, capture, and remember the nature of their authentic leadership. This developmental activity was…
Abstract
This paper advocates an innovative approach to help leadership students analyze, capture, and remember the nature of their authentic leadership. This developmental activity was inspired by the Japanese film, Wandâfuru raifu (After Life) (Kore-Eda, Sato, & Shigenobu, 1998), in which the recently deceased are asked to recall and relate a memory that symbolizes all that is important to them. After this memory is replayed to them the recently deceased move on to the afterlife and keep the memory prominent in their minds for eternity. This activity is applied to authentic leadership by asking leadership students to recall their family, personal, and work histories as they relate to their leadership. To bring this activity up to date and into the real world, the students are asked to tell their story directly to a camera in front of a green screen. In postproduction, images related to the students’ stories are keyed in to replace the green screen thereby creating powerful memories of the factors influencing the students’ authentic leadership. This new technique is proposed as an integrative and memorable activity that captures and synthesizes insights from other authentic leadership exercises while focusing on the actionable lessons. Viewing of the film prior to the teaching event offers the additional benefit of creating an atmosphere of quiet contemplation and reflection in students’ minds.