Issue-Based And Problem-Based Learning Approach For Teaching Property And Construction Economics

The changes in the university system have led to a larger proportion of students in higher education. As a result, the range of abilities in classes is now considerable and variable. Students are now more diverse in age, experience, cultural background and even their motivation for study. Biggs (1999) argues that an increasing proportion of students will not be at university because of their love of a subject but in order to obtain a qualification for their future career. The teaching and learning environment will have to change in order to response to these challenges. Different teaching methods occur which aim to encourage studentsí engagement and devise related learning activities. Economics is one of the subjects which is often branded as 'boring' and 'theoretical'. The traditional 'chalk and talk' approach for teaching macro-economics is criticized for running the risk of being divorced from the needs and practise of practitioners in the 'field' (Becker, 2000). Becker (2000) draws the similar pessimistic conclusion for microeconomics and argues that textbook discussions of markets are often hypothetical and unconnected with observed phenomena. The textbooks describe 'fairytale' or 'perfect competition' conditions rather than the situations which actually exist. Teaching economics for 'non-specialist' learners imposes even bigger challenges as students usually exhibit varying degrees of commitment to the subject and various pre-requisite knowledge of the relevant principles. In addition, non-specialists are more likely to experience difficulties with the method of economics, particularly in relating abstract concepts, diagrams and models to real world economics issues and problems (Forsythe, 2002). The aim of this paper is to discuss a new approach to teaching the 'Property and Construction Economics' module. This module is an Undergraduate Year One module for students in the Property Management and Development cohort in the School of Architecture, Design and the Built Environment in the Nottingham Trent University. The module is about the application of economic theory to explain the operation of property and construction markets. It is different from more traditional approaches to teaching economics, which tend to be theory-based. The issue-based and problem-based learning approach has been adopted to teach Property and Construction Economics in the current academic year (Garratt and Taylor, 2004 and Forsythe, 2002). In addition it is taught in a blended learning approach and with support from a virtual learning environment, the Nottingham Trent University Online Workstation (NOW). This paper will discuss the design of the new approach for teaching Property and Construction Economics. It also discusses the tutor's reflection on using the new teaching approach. Furthermore, evaluation feedback from students on their learning experience will also be included. Finally, recommendations for future changes to the approach of teaching the module will be made.