Effective Continuing Education for Licensed Real Estate ...

[Pages:208]Effective Continuing Education for Licensed Real Estate Professionals

A Dissertation Presented to the School of Education Kennedy-Western University

In Partial Fulfillment of the Requirements for the Degree of Doctorate in Philosophy in Education

By Wendy A. Tilton (16702) Princeton, New Jersey

? 2004 Wendy A. Tilton ALL RIGHTS RESERVE

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Abstract of Dissertation

Effective Continuing Education for Licensed Real Estate Professionals

Mandatory real estate education has been intensely debated for many years. New Jersey is the only state in the nation that does not require licensed real estate agents to attend an ongoing educational event after securing a license to practice. A bill was proposed to the legislature to mandate real estate education in June of 2001. (It was withdrawn in 2003.) The proposal of the bill fueled debate throughout the state. The Service One Association of Realtors?, a local trade organization under the National Association of Realtors?, decided to independently investigate one of the main discussion points: effective mandatory education.

A quasi-experimental research method for data collection and analysis with a pre-test post-test, non-equivalent control group design was used. The naturally occurring groups used attended the Real Estate Buyers Agent Council, part of the National Association of Realtors?, and New York University Real Estate Institute accelerated broker-licensing classes. There were 34 and 33 mandatory and voluntary education participants,

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respectively. Real estate agency was the educational topic. A facilitative, interactive teaching style was used to engage all types of learners as outlined by the Real Estate Educators Association. Mean test scores were tabulated and compared to determine effectiveness. Pre qualifying questions were evaluated to determine perceptions of attendance in a mandatory education session and define characteristics of the participants such as license type, state representation for mandated education and practice as a full time or part time agent.

The results indicate that mandatory real estate education is effective as measured. Agents perceive the lesson as useful and plan to implement changes in business practice. Most participants came from New Jersey and New York with additional participant representation from 5 states. Eighty-six percent of the respondents were full time licensees. Recommendations to implement standards for real estate education through established collaborative efforts are suggested. The groups should have all stakeholders represented: regulators, agents and consumers. By: Wendy A. Tilton Kennedy-Western University

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Acknowledgments

The idea for this paper and the supporting project would not be possible if it was not for Vernon Jones, the former executive officer of the Service One Association of Realtors? (currently serving with the Chicago Association of Realtors?). We discussed, at length, what active role could be taken in order to make a meaningful contribution to the heated debates over mandatory continuing real estate education. Vernon and his staff were very supportive; without their help, the trial testing would not have been possible. Chris Spera, current executive officer of the association, continued support for the study by assisting with the data collection in 2003.

Milton Pachter, Dan Boffey, Bob Morgenstern, Sal Gulino, Dona Jones, Ciro Trotta, my friends and colleagues at New York University Real Estate Institute, offered encouragement and support throughout the process. I would be remiss if I did not thank my friends and family for their patience with me during the process. I missed many birthdays and events to conclude this work.

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Finally, I want to thank my dear husband, David, who is amazing. He listened and read countless pages of this paper. He lost sleep, work and play time to help me finish. Whenever I was discouraged, he was there to help me pull it all back together and get writing! He offered constructive criticism when I needed it the most and helped me to become a better person through this process. Thank you.

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TABLE OF CONTENTS Abstract of Dissertation ............................................................................i Acknowledgments................................................................................... iii TABLES ....................................................................................................xi FIGURES ..................................................................................................xi CHAPTER 1: Introduction ......................................................................... 1

Statement of Problem ............................................................................ 1 Purpose of Study ................................................................................... 3 Importance of Study............................................................................... 3 Scope of Study....................................................................................... 6 Rationale of Study.................................................................................. 7 Definition of Terms................................................................................. 9 Overview of the Study.......................................................................... 12 CHAPTER 2: Review of Related Literature............................................. 14 Introduction: Education is Important for all Practicing Professionals.... 14 Demographics...................................................................................... 15 Globalization ........................................................................................ 21 Technological Advances during the 20th Century................................. 24 Business Education (Corporate Education) ......................................... 29 Professionals ....................................................................................... 30 Criticism of the Professions.................................................................. 31

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History of Continuing Professional Education: Houle's Perspective..... 32 Licensing and Certification ................................................................... 34

History .............................................................................................. 34 Licensing, Certification or Registration ............................................. 35 The Law............................................................................................ 36 Legislation ........................................................................................ 36 Competency and Protecting Consumers .......................................... 37 Trade Organization's Roots and Objectives......................................... 42 Roots of Trade Organizations........................................................... 43 Guild System .................................................................................... 44 Guilds and Education ....................................................................... 45 The Down Fall of Guilds ................................................................... 45 Emergence of New Organizations: Royal Societies ......................... 46 Continuing Professional Education ...................................................... 50 What Makes a Professional?............................................................ 50 Why is Continuing Professional Education so Important Today? ..... 51 Mandatory Continuing Education vs. Voluntary Continuing Education ......................................................................................................... 52 Mandatory Continuing Education Debates ....................................... 56 Why Do People Attend a Professional Educational Event?.............. 60 Self Directed Learning...................................................................... 65

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