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Employability is likely to be at the forefront of any degree applicant's mind in England and Wales due to an impending large increase in the cost of tuition. The purpose of this paper is to report the findings of a Centre for Education in the Built Environment‐funded project which has investigated real estate graduate competencies and employability. The paper concentrates on significant differences in emphasis by graduates from undergraduate (UG) and postgraduate (PG) courses.

Following an extensive literature review, 72 competencies have been identified and the Confederation of British Industry classification of knowledge, skills and attributes has been adopted. An online survey of 639 graduates (half UG and half PG) asked respondents to complete five‐point Likert attitude scales to rate how their course enabled development of the 72 competencies. Themes developed from the results of the questionnaire study have been explored in greater detail with five real estate education providers and the human resource managers of four large London employers.

Rather surprisingly, UGs rated their gaining of the vast majority of the competencies more highly than PGs. This finding seems to be at odds with the impression given by the educators and employers, both of whom perceive a preference for the greater maturity and commercial awareness of graduates from PG courses.

Real estate course providers can use the results of this study to ensure that their programmes of study adequately address what is likely to become the crucial factor in the choice of any future programme of study – employability.

This paper seeks to report the detailed findings of a Centre for Education in the Built Environment (CEBE) funded study into real estate programmes of study in UK universities. The aim is to critically evaluate the gaps in the professional practice firm employers' expectations of real estate graduates, real estate graduates' perceptions of what they attained during their studies and universities' views of the content of Royal Institution of Chartered Surveyors (RICS) accredited real estate courses.

The paper presents the research findings from questionnaire surveys of professional practice firm employers and graduates and of interviews with RICS accredited courses providers and with the human resource managers of major surveying firms.

The findings of the questionnaire survey should provide some comfort to real estate education providers since the top employer rated knowledge and skills are by and large found in most programmes of study. Universities would argue that they cannot actually do much about the personal attributes that graduates possess. There are significant differences in the views of employers and graduates and the only area of knowledge in which graduates currently exceed the requirements of employers is “research methods”. The comments made by both groups suggest that practical experience is considered to be missing from courses but most universities would not see this as one of their principal areas of responsibility. The RICS accredited course directors mentioned that they provide alternative simulated work experience for students. Apart from practical experience, the human resource managers also raised concerns about graduates' levels of commercial awareness.

The findings of this research will enable those designing real estate programmes of study in real estate in the UK and around the world to ensure that their curricula are current and relevant to the needs of employers, from a UK perspective.

The paper presents the findings of questionnaire surveys of employers and graduates and of interviews with RICS accredited courses providers and human resource managers, which suggest that employers and graduates would like to see more practical skills and knowledge incorporated within university curricula.

A substantial number of students read significantly below grade level, and students with disabilities perform far below their non-disabled peers. Reading achievement data indicate that many students with and at-risk for reading disabilities require more intensive reading interventions. This chapter utilizes the theoretical model of the Simple View of Reading to describe the benefit of early reading instruction, targeting both word reading and word meaning. In addition, evidence is presented supporting the use of word meaning instruction to improve accurate and efficient word reading for students who have failed to respond to explicit decoding instruction.

Purpose – To provide educators an overview of instructional practices in reading that are associated with improved learning outcomes with students K-8 who have a mild-to-moderate learning disability.Design/methodology/approach – The chapter provides a conceptual framework to view the process of reading, discusses foundational reading skills necessary to master word reading, presents two approaches to teaching comprehension, and highlights ways to effectively teach vocabulary.Findings – The content of this chapter presents empirical evidence as well as specific examples for clinical practice.Research limitations/implications – This chapter highlights key practices that have been extensively researched and found to be associated with improved learning outcomes for all students, including those with learning disabilities (LD).Practical implications – The chapter offers a wealth of information to help educators more effectively provide reading instruction for struggling readers K-8.Originality/value of chapter – The information compiled in this chapter will help teachers impact learning and reading outcomes for all of their students, particularly those who have a mild-to-moderate LD.

The aim of this study is to present a novel approach based on semantic fingerprinting and a clustering algorithm called density-based spatial clustering of applications with noise (DBSCAN), which can be used to convert investor records into 128-bit semantic fingerprints. Inventor disambiguation is a method used to discover a unique set of underlying inventors and map a set of patents to their corresponding inventors. Resolving the ambiguities between inventors is necessary to improve the quality of the patent database and to ensure accurate entity-level analysis. Most existing methods are based on machine learning and, while they often show good performance, this comes at the cost of time, computational power and storage space.

Using DBSCAN, the meta and textual data in inventor records are converted into 128-bit semantic fingerprints. However, rather than using a string comparison or cosine similarity to calculate the distance between pair-wise fingerprint records, a binary number comparison function was used in DBSCAN. DBSCAN then clusters the inventor records based on this distance to disambiguate inventor names.

Experiments conducted on the PatentsView campaign database of the United States Patent and Trademark Office show that this method disambiguates inventor names with recall greater than 99 per cent in less time and with substantially smaller storage requirement.

A better semantic fingerprint algorithm and a better distance function may improve precision. Setting of different clustering parameters for each block or other clustering algorithms will be considered to improve the accuracy of the disambiguation results even further.

Compared with the existing methods, the proposed method does not rely on feature selection and complex feature comparison computation. Most importantly, running time and storage requirements are drastically reduced.

Intrapreneurial ability (IA) of employees strengthens an organization's internal as well as external growth. Employees' IA makes innovation a continuous practice and augments organization's intellectual capital (IC). This intellectual capital-based intrapreneurial ability (ICIA) helps professionals to effectively handle changes in the business ecosystem by creating innovative solutions. The onus of assessing and inculcating ICIA is a joint responsibility of both academia and industry. In academia, teacher as a servant leader (TASL) contributes towards building ICIA of working professionals (WP) by enhancing their self-efficacy (SE). The paper aims to strengthen the industry–academia interface by analyzing the role of TASL and SE in influencing the ICIA of WP.

Using a stratified sampling technique, data from 387 WP is analyzed on SmartPLS-4 to study the interrelationship between the stated constructs and the role of SE as a mediator between TASL and ICIA. PLSpredict is used to study the predictive relevance of the proposed model.

High R² = 0.654 shows that 65% of ICIA is determined by SE and TASL; reflecting model's robustness. SE partially mediates the relationship between TASL and ICIA. Results reported a higher ICIA of male WP than their female counterpart. The results indicate the low predictive accuracy of the model.

The proposed model of industry–academia partnership allows assessment of ICIA for enhancing corporate value in the present gig economy. The study also highlights the relevance of ICIA, particularly, for developing economies. In knowledge-driven economy, exploring the new ICIA will help organizations to draft a more robust performance measurement system.

This unique industry–academia partnership studies the role of TASL towards enhancing SE and ICIA of WP. The novelty of ICIA would enrich and provide a new perspective in IA literature. Additionally, the study also examines the role of gender in the ICIA of WP.

There has been much discussion in the literature in recent years on the problems involved in the identification of children with reading disabilities. One of the most influential sources of knowledge in the field of learning disabilities is the National Institute of Child Health and Human Development (NICHD). This agency has typically been a major funding source for methodologically rigorous reading intervention research. Further, such research has contributed significantly to the validity of identifying children suspected of learning disabilities as “treatment resistors” (e.g. Vellutino et al., 1996). Yet, the NICHD has recently been the focus of some controversy. The purpose of this chapter was to synthesize NICHD funded research conducted over the past 10 years via a meta-analysis to determine what can be generalized from this body of research that can be applied to the identification of students with learning disabilities in reading. The results of the synthesis were that a prototypical intervention study has a mean effect size (ES) of 0.67 (SD=0.42), indicating that most interventions designed to increase reading skills were effective. The overall ES ranged, however, from 0.19 to 1.76, and therefore some criterion could be established for identifying treatment resistors. Performance below an overall ES of 0.25 was suggested as one of several criteria for identifying children with potential reading disabilities. However, this suggestion must be put in the context of intervention outcomes. The synthesis indicated that: (a) performance was more pronounced on skill or process measures (e.g. ES varies from 0.45 to 1.28 on measures of segmentation and pseudoword reading) than on measures of actual reading (ES varies from 0.17 to 0.60 on real word and comprehension measures); (b) the magnitude of effect sizes were more related to instructional activity (e.g. explicit instruction/practice) than to the content of instruction (e.g. type of phonics instruction); and (c) the bulk of intervention studies focused on a narrow range of reading behaviors (i.e. phonological awareness). Implications related to identification and sound teaching practice versus content training of reading instruction (e.g. phonological skills, comprehension skills) are discussed.

The purpose of this paper is to provide a review of the interdisciplinary research field, autonomous industrial mobile manipulation (AIMM), with an emphasis on physical implementations and applications.

Following an introduction to AIMM, this paper investigates the missing links and gaps between the research and developments efforts and the real‐world application requirements, in order to bring the AIMM technology from laboratories to manufacturing environments. The investigation is based on 12 general application requirements for robotics: sustainability, configuration, adaptation, autonomy, positioning, manipulation and grasping, robot‐robot interaction, human‐robot interaction, process quality, dependability, and physical properties.

The concise yet comprehensive review provides both researchers (academia) and practitioners (industry) with a quick and gentle overview of AIMM. Furthermore, the paper identifies key open issues and promising research directions to realize real‐world integration and maturation of the AIMM technology.

This paper reviews the interdisciplinary research field, autonomous industrial mobile manipulation (AIMM).

Organizations increasingly seek to leverage open innovation (OI) communities to generate and advance novel ideas through collaborative innovation efforts of their members. However, success is far from guaranteed, as OI communities can only thrive depending on individual and collective member contributions. This study aims to examine individual and social determinants that encourage members to first generate novel ideas, then collaboratively advance these ideas through cocreation with other members, a process this study terms member “(co)creativity.”

A survey design was used to collect data from 301 OI community members, which this study analyzed through component-based structural equation modeling using the partial least squares (PLS) method.

Drawing on componential theory of creativity and innovation, this study demonstrates the role of members’ creative identity, creative self-efficacy and domain-relevant knowledge as determinants for their novel idea generation. While novel idea generation leads to members’ participation in collaborative innovation, this relationship is partially mediated by members’ willingness to cocreate in this process. This process is further conditioned by social determinants and leads to members’ creative self-enrichment as a result of collaborating in OI communities.

Taking a member perspective, this study advances marketing innovation theorizing by investigating critical determinants of effective OI communities, informing managers about success factors that promote collaborative innovation in OI communities.

This helps overcome rather reductionist innovation models and highlights interdependencies between the individual and social determinants from a theoretical perspective while helping managers better understand important OI member profiles and social aspects that can foster the success of OI communities.

To the best of the authors’ knowledge, this study is the first to examine the notion of member (co)creativity in OI communities and its determinants for effective collaborative innovation. This study also demonstrates self-enrichment as an important outcome of (co)creativity.