Brand orientation and service quality in online and offline environments: empirical examination in higher education

This study examines the relationship between perceived brand orientation (PBO) and service quality (SERVQUAL) in both online and offline education environment. A total of 476 questionnaires were completed by undergraduate students of a particular university in Australia. Structural equation modeling was employed in this study to examine the associations between PBO and service quality (SERVQUAL). The “interaction” dimension of PBO is significantly related to all elements of SERVQUAL in both groups. The “affect” dimension is only significantly related to the “tangibles” dimension in the online groups and is not significantly related to all SERVQUAL dimension in the offline groups

Commercial awareness in real estate courses

 Abstract
Purpose – The purpose of this paper is to evaluate how and to what extent commercial awareness is
embedded within the curriculum of the UK Royal Institution of Chartered Surveyors (RICS)-accredited
real estate courses. It also discusses the development of commercial awareness taxonomy.
Design/methodology/approach – This paper presents the research findings of questionnaire
survey and interviews with RICS-accredited real estate course providers in the UK. The questionnaire
aimed to gather course directors’ views on the definitions and components of commercial awareness
and identify what skills and attributes are required for its development. It also evaluated how
commercial awareness has been embedded in the real estate courses. The aim of the interview was to
gain deeper insight on how components of commercial awareness are embedded in real estate courses
and nine interviews were conducted. The interviews were recorded, transcribed and coded to identify
similar themes. The frequency of the answer in the questionnaire and comments from interviewees
is presented.
Findings – The UK real estate academics agreed the most important definition of commercial
awareness as that of a “person’s ability on understanding of the economics of business”. They agreed
that “strategic” is the most important component for commercial awareness, followed with “financial”
and “process”. However, the “financial” component is embedded the most in the curriculum. The most
important skill and attribute for commercial awareness development are “ability to define and solve
problems” and “ability and willingness to update professional knowledge”, respectively. Commercial
awareness was embedded in the overall curriculum and the key element for developing it is through
having “practical experience”.
Originality/value – This project is the first to conduct an in-depth analysis of commercial awareness
in real estate education. It also develops the pioneer commercial awareness taxonomy.
Keywords UK, Curriculum development, Commercial awareness, Curriculum enhancement,
Real estate education
Paper type Research paper

Students’ views on the incorporation of commercial awareness in real estate education

Purpose – The purpose of this paper is to review how real estate students perceive and define commercial awareness, which is one of the most important employability skills. This paper also examines students’ perceptions about how their courses support and develop their commercial awareness. In addition, it compares students’ and academics’ views on commercial awareness and identifies whether there are any gaps.

Design/methodology/approach – This paper presents the research findings of a questionnaire survey and e-mail discussions with students who are currently studying Royal Institution of Chartered Surveyors (RICS)-accredited real estate courses in the UK. The questionnaire aimed to gather students’ views on the definitions and components of commercial awareness and identify what skills and attributes are required for its development. It also evaluates how commercial awareness has been embedded in the real estate courses. The aim of each discussion was to gain deeper insight on how components of commercial awareness are embedded in real estate courses, and 17 discussions were conducted. The contents of the e-mail discussions were analysed and similar themes were identified and coded. The frequency of the answer in the questionnaire and comments from interviewees is presented. The findings from students’ views have been compared to published research reporting UK RICS-accredited real estate course providers’ views on commercial awareness. In addition to descriptive statistics, Fisher’s exact test was used to identify the statistical significance between the academics’ and students’ views on commercial awareness.

Findings – The UK real estate students agreed that the most important definition of commercial awareness is a “person’s ability to understand the economics of business”. They agreed that “financial” component is the most important component of commercial awareness and it is the largest portion of their courses. The most important skill and attribute for commercial awareness development are “critical thinking” and “ability and willingness to update professional knowledge”, respectively. Although the descriptive analysis shows students and academics have different views on the definition and components of commercial awareness and its incorporation within real estate courses, the Fisher exact test shows that only a few elements are different enough to be statistically significant. This analysis shows that while students and academics have slightly different views on commercial awareness they are not very different.  Commercial awareness is an important employability skill, thus, it is still necessary for real estate academics to re-visit the curriculum and to ensure learning outcomes related to commercial awareness have been clearly explained and communicated to students. Furthermore, it is vital for students to obtain practical experience in order to fully develop their commercial awareness. 

Originality/value – This paper is a pioneer study focused on reviewing real estate students’ views on commercial awareness, including identifying its definition, components and evaluating the extent to which commercial awareness has been embedded in their courses. It also identifies the skills and attributes that students thought were required for the development of commercial awareness.  Furthermore, it discusses students’ preferred ways of enhancing their commercial awareness as part of the course they are studying. It is the first study identifying the statistical difference between students’ and academics’ views on commercial awareness. The understanding of students’ views on commercial awareness, their preferred delivery method and the divergence between students’ and academics’ views on commercial awareness can provide useful insights for course directors on the development and renewal of real estate course curriculum

Is body dysmorphic disorder associated with abnormal bodily self-awareness? A study using the rubber hand illusion.

Evidence from past research suggests that behaviours and characteristics related to body dissatisfaction may be associated with greater instability of perceptual body image, possibly due to problems in the integration of body-related multisensory information. We investigated whether people with body dysmorphic disorder (BDD), a condition characterised by body image disturbances, demonstrated enhanced susceptibility to the rubber hand illusion (RHI), which arises as a result of multisensory integration processes when a rubber hand and the participant's hidden real hand are stimulated in synchrony. Overall, differences in RHI experience between the BDD group and healthy and schizophrenia control groups (n = 17 in each) were not significant. RHI strength, however, was positively associated with body dissatisfaction and related tendencies. For the healthy control group, proprioceptive drift towards the rubber hand was observed following synchronous but not asynchronous stimulation, a typical pattern when inducing the RHI. Similar drifts in proprioceptive awareness occurred for the BDD group irrespective of whether stimulation was synchronous or not. These results are discussed in terms of possible abnormalities in visual processing and multisensory integration among people with BDD.

Situation awareness in undergraduate nursing students managing simulated patient deterioration

Nursing work often occurs in complex and potentially hazardous settings. Awareness of patient and practice environments is an imperative for nurses in practice.

Recovery of hypoglycemia awareness in long-standing type 1 diabetes: a multicenter 2 × 2 factorial randomized controlled trial comparing insulin pump with multiple daily injections and continuous with conventional glucose self-monitoring (HypoCOMPaSS)

To determine whether impaired awareness of hypoglycemia (IAH) can be improved and severe hypoglycemia (SH) prevented in type 1 diabetes, we compared an insulin pump (continuous subcutaneous insulin infusion [CSII]) with multiple daily injections (MDIs) and adjuvant real-time continuous glucose monitoring (RT) with conventional self-monitoring of blood glucose (SMBG).