Teaching Property Taxation to the Built Environment Students: The Introduction of Case Studies to Enhance Student Learning

Antoniades, H

Teaching Property Taxation to the Built Environment Students: The Introduction of Case Studies to Enhance Student Learning

Antoniades, H

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Publisher:: International Association of Technology, Education and Development (IATED)
Publication Type:: Conference Proceeding
Citation:: ICERI2012 Proceedings 5th International Conference of Education, Research and Innovation, 2012, pp. 3058 - 3064
Issue Date:: 2012-01

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Field	Value	Language
dc.contributor.author	Antoniades, H https://orcid.org/0000-0003-0462-2221	en_US
dc.contributor.editor	GÃ³mez Chova, L	en_US
dc.contributor.editor	LÃ³pez MartÃnez, A	en_US
dc.contributor.editor	Candel Torres, I	en_US
dc.date	2012-11-19	en_US
dc.date.issued	2012-01	en_US
dc.identifier.citation	ICERI2012 Proceedings 5th International Conference of Education, Research and Innovation, 2012, pp. 3058 - 3064	en_US
dc.identifier.isbn	978-84-616-0763-1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/22580
dc.description.abstract	Traditional accounting and business subjects are usually assessed via an assortment of quizzes, class tests and a formal exam. This method of assessment can be viewed as being inflexible and does not offer the student the opportunity to develop 'problem solving skills'. The purpose of the research paper is to examine the problem solving skills developed by the students in undergraduate and postgraduate degrees. The research methodology in this paper analyses results and surveys from eight groups of students over four years. These students were enrolled in property undergraduate and postgraduate degrees. The undergraduate and postgraduate degrees each comprised of one property taxation subject which was taught over one semester. Two groups of students (Groups A and B) were assessed using a mix method of quizzes, class tests and a formal exam, and no case study was given to the students before their formal exam; the other six groups (Groups C to H) were provided with a case study prior to the exam, which gave the students the opportunity to research the problem and consider solutions - this identical case study featured in their final exam paper.	en_US
dc.publisher	International Association of Technology, Education and Development (IATED)	en_US
dc.relation.ispartof	ICERI2012 Proceedings 5th International Conference of Education, Research and Innovation	en_US
dc.relation.ispartof	International Conference of Education, Research and Innovation	en_US
dc.title	Teaching Property Taxation to the Built Environment Students: The Introduction of Case Studies to Enhance Student Learning	en_US
dc.type	Conference Proceeding
utslib.location	Madrid, Spain	en_US
utslib.location.activity	Madrid, Spain	en_US
utslib.for	1299 Other Built Environment and Design	en_US
dc.location.activity	Madrid, Spain	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2012-11-21	en_US
pubs.place-of-publication	Madrid, Spain	en_US
pubs.start-date	2012-11-19	en_US

Abstract:

Traditional accounting and business subjects are usually assessed via an assortment of quizzes, class tests and a formal exam. This method of assessment can be viewed as being inflexible and does not offer the student the opportunity to develop 'problem solving skills'. The purpose of the research paper is to examine the problem solving skills developed by the students in undergraduate and postgraduate degrees. The research methodology in this paper analyses results and surveys from eight groups of students over four years. These students were enrolled in property undergraduate and postgraduate degrees. The undergraduate and postgraduate degrees each comprised of one property taxation subject which was taught over one semester. Two groups of students (Groups A and B) were assessed using a mix method of quizzes, class tests and a formal exam, and no case study was given to the students before their formal exam; the other six groups (Groups C to H) were provided with a case study prior to the exam, which gave the students the opportunity to research the problem and consider solutions - this identical case study featured in their final exam paper.

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http://hdl.handle.net/10453/22580