This document summarizes a study comparing undergraduate real estate education programs in Zimbabwe. The study had three objectives: 1) establish if there is consensus on real estate education in Zimbabwe, 2) compare Zimbabwean real estate curricula, and 3) benchmark Zimbabwean programs against RICS-accredited programs in Africa. The study found both similarities and differences between Zimbabwean programs in terms of course coverage, credits, and departments offering degrees. It also found Zimbabwean programs are generally comparable to programs in South Africa but lack consensus on some aspects. Recommendations include seeking industry and student input, pursuing international accreditation, and forming partnerships locally and abroad.

1. 1
AfRES Conference 5-9 Sep 2016
Addis Ababa Ethiopia
Undergraduate real
estate education in
Zimbabwe : A
comparative study
Partson Paradza &
Chris Cloete

2. Abbreviations
• UZ - University of Zimbabwe
• NUST – National University of Science and Technology
• LSU – Lupane State University
• UP – University of Pretoria
• UCT – University of Cape Town
• BCom – Bachelor of Commerce
• BSc – Bachelor of Science
• RUP – Rural and Urban Planning
• RICS – Royal Institution of Chartered Surveyors
• SA – South Africa
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3. 3
Objectives
• The aim of this study was to establish if there is
a national consensus on the real estate body in
Zimbabwe and if existing programmes compare
well with RICS accredited programmes in Africa.
• To compare existing Zimbabwean real estate
curricula and,
• To benchmark Zimbabwean real property
programmes with RICS accredited curricula in
Africa.

4. 4
Methodology
• Real estate education institutions which offer RICS accredited
programmes were identified through internet research.
• Selected universities were requested to provide relevant
documentation .
• Data analysis was based on
– admission requirements,
– departments where the programme is housed,
– programme names,
– number of credits allocated to programmes,
– teaching methods,
– duration of study
– student assessment criteria.

5. Findings (1): Is there consistency in the real estate body of
knowledge in Zimbabwe?
Similarities
• Duration of study (4 years).
• Student admission requirements.
• Student assessment criteria
(assignments, tests, internship,
class presentations, formal
examinations).
• Teaching method (full time).
Differences
• Names of programmes (BSc Hons
in Real Estate Management @
UZ; BSc Hons in Property
Development & Estate
Management @ NUST; BCom
Hons in Real Estate Management
@ LSU).
• Departments which offer real
estate degrees (RUP @ UZ,
Landscape, Architecture & Urban
Design @ NUST & Accounting
and Finance @ LSU.
• Number of courses
• Credit hours
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6. Findings (1) cont’d: Is there consistency in the real
estate body of knowledge in Zimbabwe?
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Programme course coverage Number of courses
Covered @ all universities 14
Covered @ UZ & LSU only 3
Covered @ LSU & NUST only 6
Covered @ NUST & UZ only 2
Covered @ UZ only 4
Covered @ NUST only 10
Covered @ LSU only 6
Total 45

7. Findings (2): How does Zimbabwean real estate curricula
compare to RICS accredited programmes in Africa?
Similarities
• Student admission requirements (SA
universities require a National Senior
Certificate which is equivalent to a
General Certificate in Education
(Advanced level) in Zimbabwe.
• Duration of study (4 years).
• Student assessment criteria
(assignments, tests, class
presentations, formal examinations).
• Course content (92% of UCT & 75% of
UP) similar to Zimbabwean courses.
• Programme delivery mode (full time).
Differences
• Names of programmes (BSc Honours
degree in Real Estate @ UP & BSc
Honours degree in Property studies @
UCT).
• Departments where programmes are
housed (Construction Economics @ SA
universities).
• Number of courses (32 @ UZ, 41 @ NUST,
43 @ LSU, 37 @ UCT & 64 @ UP.
• Allocated credits (UZ 516 credits, UCT 576
credits, LSU 188 credits, and UP 500
credits).
• Course content (8% of UCT & 25% of UP).
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8. Findings (2) cont’d: How does Zimbabwean real estate curricula
compare to RICS accredited programmes in Africa?
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9. 9
Conclusions (1)
1. Existing curricula are multidisciplinary in nature with a bias towards
the survey approach.
2. To a some extent universities in Zimbabwe agree on the real estate
body of knowledge. This is shown by a higher percentage of similar
courses, teaching method, duration of study and student
assessment criteria.
3. However, there are notable disagreements in departments where
the programmes are housed, programme names, allocated credits,
and number of courses.
4. Even though existing real estate programmes in Zimbabwe are not
accredited by international bodies, they compare well with RICS
accredited curricular in Africa.

10. 10
Conclusions (2)
5. Notable similarities were observed in course content, duration of
study, teaching methods and admission requirements.
6. This is an indication that real estate education institutions are
moving the right direction. Existing property might qualify for RICS
accreditation and graduates from Zimbabwe may be marketable in
other African countries.
7. It is also evident that the lack of consensus on the national body of
knowledge is not unique to Zimbabwe. Lack of consensus in the real
estate body of knowledge in Africa were also noted by other
scholars (Chikafalimani, 2010; Kampamba et al, 2015; Viruly and
Hopkins, 2014).
8. This situation mirrors real estate curricula in the global context, as
supported by the conclusions of Boyd et al (2013:06), Dasso &
Woodward (1980), Schulte et al (2005), Yu (2001) Weeks & Finch
(2003) and Schulte (2002).

11. Recommendations
Recommended action Actors/Players Expected outcome
A research to seek the views of
industry, academics and
students on the importance of
course subjects offered by
existing real estate programmes
Real estate education
institutions &
Research institutions
Bring consistency in
curricula composition &
credit allocation
Local educational institutions to
seek the accreditation of their
programmes by international
institutions like RICS.
Real estate education
institutions
Improved recognition of
local curricula in the
regional & global market
Professional and academic real
estate education institutions to
seek partnerships locally,
regionally and internationally.
Professional &
academic real estate
education institutions
Cross pollination of
knowledge as well as
exchange of ideas and
experience.
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