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This presentation was given at the Education and Information Systems, Technologies and Applications (EISTA) Conference in Orlando. It provides details on a program that was created to help simulate the types of issues that a residential property manager would normally face in his or her job, such as building lease-up, marketing, budgeting, crisis management, and personnel hiring, among several other things. Results are given from an experiment that tested satisfaction with the simulation in both competitive and non-competitive environments, as well as the potential for the simulation to attract students to a "Residential Property Management" concentration. The University of Georgia is one of only about 6-8 colleges and universities that offers such a concentration.
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Virtual Property ManagerVirtual Property Manager©©: : Providing a Simulated Learning Environment in a Providing a Simulated Learning Environment in a
New University Program of StudyNew University Program of Study
Andrew T. Carswell
University of Georgia
VPM : An IntroductionVPM : An IntroductionWhere are we going today?Where are we going today?
• Introduction of classroom/university setting
• Discuss changes within property mgmt. industry
• Provide illustration of VPM dynamics
• Outline research questions, survey instrument, and research design
• Share results• Conclusions
Introduction of Property Introduction of Property Management Within the University Management Within the University
and Classroom:and Classroom:How it all got startedHow it all got started
• Description of HACE/FCS• UGA starts Res. Prop.
Mgt. (RPM) program in 2004
• Secured funding from GAA $300k
• Growth of RPM in other accredited institutions
• Evolution of UGA’s program
Changes Occurring Within Changes Occurring Within Apartment IndustryApartment Industry
• Competition with homeownership• Competition within the apt. industry itself• New emphasis on education• Increasing technology push• Growth of REITs• Segmentation of the renter population• Owners becoming more hands-off regarding
management• Increasing complexity of housing regs. & state laws• Drug trade within complexes• Slow movement back into the city
Overview of VPM DynamicsVPM Dynamics
• Each student responsible for his/her own building
• Multiple goals/targets involved• Student expected to accumulate knowledge on
aspects of successful mgmt. experience• Collaboration with industry at various stages
along the way• The importance of “showing up”• Competition-based game with reward incentives
at the end
Research Questions Involved in Research Questions Involved in StudyStudy
• “Is there an interest in VPM as a teaching tool? Does it spark an interest in your enrolling in RPM courses?”
• “Is there a difference in satisfaction levels of the simulation between HACE and non-HACE majors?”
• “Does the introduction of a competition-based system affect performance or satisfaction levels of students?”
Survey Instrument and Research Survey Instrument and Research DesignDesign
• Likert scale questionnaire (anonymous)
• Students were chosen from an introductory level course
• Random division of students into (non)competitive groups
• Neither group knew about the differences between the two groups
• Females outnumbered males by > 2:1 ratio
• Non-HACE students outnumbered HACE students
Initial Survey ResultsInitial Survey Results
• Mean scores > 4 regarding interest and appeal of the game
• Positive results overall for such things as ease of use and navigability
• Simulation does not necessarily suggest students would assume RPM as a major
• Males more likely to rate VPM as an effective teaching tool than females
• HACE students significantly more interested in both VPM and in entering prop. Mgmt. courses/major
Detailed Survey ResultsDetailed Survey Results
Non-Competitive Group "Strongly Agree"
Competitive Group "Strongly Agree"
My interest in RPM has increased as a result of playing the VPM© game.
0% 14%**
I felt that I learned something about property management through playing this game.
7% 25%*
I believe that this game is an effective instructional tool. 18% 32%
Playing the VPM© game was more interesting than the typical classroom experiences I have had at the university.
43% 46%
I put in a lot of intense effort during my time playing the VPM© game.
14% 43%**
This game was easy to understand and navigate. 14% 32%
* t-test indicates significant difference from non-competitive group at the .10 level** t-test indicates significant difference from non-competitive group at the .05 level