Year-round injury and illness surveillance in UK summer paralympic sport athletes: 2016-2019

OBJECTIVE

To identify the priority injuries and illnesses across UK summer Paralympic World Class Programmes (WCP).

METHODS

Four years (2016-2019) of electronic medical records from 360 athletes across 17 Paralympic WCP sports were analysed. Methods were based on the 2021 International Paralympic Committee translation of the original 2020 International Olympic Committee consensus statement for epidemiological recording and reporting. This included reporting incidence (count of injury per athlete year) and burden (time loss days per athlete year) of injuries by impairment category.

RESULTS

836 injuries and 453 illnesses were recorded during the surveillance period, accounting for 34 638 and 10 032 time-loss days, respectively. 216 (60%) athletes reported at least one injury, while 171 (47.5%) reported at least one illness. There were 0.9 injuries per athlete year, resulting in a mean injury burden of 38.1 days per athlete year. The lumbar/pelvis, shoulder and thoracic/ribs body region had the greatest incidence whereas the shoulder, lumbar/pelvis and wrist had the greatest injury burden. All impairment categories had shoulder or lumbar/pelvis as the body region with the greatest incidence, however the burden of body areas did not always reflect the incidence. Athletes reported 0.5 illnesses per athlete year, resulting in an average illness burden of 11.3 days per athlete year. The respiratory, gastrointestinal, dermatological and genitourinary organ systems had the greatest illness incidence.

CONCLUSIONS

To optimise health and performance in Paralympic sport athletes, system-wide mitigation initiatives should target priority injury problems occurring in the lumbar/pelvis, shoulder, thoracic spine/ribs and wrist. Illness types causing the greatest burden vary with impairment group, and illness mitigation initiatives should consider athlete impairment types in their design, while continuing to note the high incidence of respiratory and gastrointestinal illness across all impairments. Further research should examine associated risk factors and the influence of impairment categorisation.

Employment outcomes and patterns of real estate graduates: is gender a matter?

Purpose

– The purpose of this paper is to investigate whether gender has an impact on real estate and built environment graduates’ employment outcomes, employment patterns and other important employment related issues, such as pay, role, contract type and employment opportunity in different states of a country.

Design/methodology/approach

– The data used in this paper has been collected from the Australian Graduate Survey (AGS). Data from the years 2010-2012 was combined into a single data set. Dimensionality reduction was used to prepare the data set for the courses listed in AGS data, in order to develop the simplified classifications for real estate and built environment courses which are used to conduct further analysis in this paper. Dimensionality reduction was also used to prepare data set for the further analysis of the employment outcomes and patterns for real estate graduates. Descriptive and statistical analysis methods were used to identify the impact of gender on the employment outcomes, employment patterns and other important employment related issues, such as pay, role, contract type and location of job, for real estate graduates in Australia. This paper also benchmarks the employment result of real estate graduates to built environment graduates.

Findings

– Recent male built environment graduates in Australia are more likely to gain full-time employment than females. The dominant role for recent female built environment graduates in Australia is a secretarial or administrative role while for the male it is a professional or technical role. Male real estate and built environment graduates are more likely to have a higher level of salary. Gender also has an impact on the contract type. Male built environment graduates are more likely to be employed on a permanent contract. On the other hand, gender has no impact on gaining employment in different states, such as New South Wales and Queensland, in Australia. The finding of this paper reinforces the view of previous literature, which is that male graduates have a more favourable employment outcomes and on better employment terms. The finding also shows that graduate employment outcomes for real estate and built environment graduates in Australia are similar to that in other countries, such as the UK, where equivalent studies have been published.

Originality/value

– This is pioneering research that investigates the impact of gender on employment outcomes, employment patterns and other employment related issues for real estate graduates and built environment graduates in Australia.

Real estate student satisfaction in Australia: what matters most?

Purpose

– The purpose of this paper is to identify the relative importance of the factors that influence the overall satisfaction of real estate students and also examine the extent to which demographic backgrounds affect this. Furthermore, this paper benchmarks the satisfaction of real estate students against that of built environment students.

Design/methodology/approach

– The data used in this paper have been collected from the Course Experience Questionnaire (CEQ) within the Australian Graduate Survey (AGS). Dimensionality reduction was used to prepare the data about the courses identified in the AGS for analysis. This was done in order to simplify classification of real estate and built environment courses examined in this paper. Descriptive and statistical analysis methods were used to analyse student satisfaction variables and identify the extent to which demographic factors influenced overall student satisfaction.

Findings

– Real estate students in Australia have a relatively higher level of student satisfaction compared to built environment students overall, but built environment students have a higher level of satisfaction with regard to compulsory variables such as “Good Teaching Scale” and “Generic Skills Scale”. However, real estate students show a higher level of agreement in the Likert scale regarding the optional variables “Appropriate Assessment” and “Learning Community”, respectively. The most important factor for overall student satisfaction was the question: “the staff made it clear right from the start what they expected from the students”. The answers to this question had a Pearson correlation value of 1.000 for both real estate and built environment students. Age and mode of study also have some impact on the overall satisfaction level of both sets of students, while gender, degree class and the year the university were established are additional factors affecting the overall satisfaction of built environment students.

Practical implications

– This research identifies the factors that affect the satisfaction of property course students in ascending order of importance. Course directors of real estate courses can use the findings of this research to make recommendations on the redesign and redevelopment of their courses in order to make them more attractive and appealing to students to enhance student recruitment and retention.

Originality/value

– This is pioneering research that provides a comprehensive overview of the factors affecting student satisfaction with regard to real estate and built environment students in Australia.

Students’ views on the incorporation of commercial awareness in real estate education

Purpose –

The purpose of this paper is to review how real estate students perceive and define commercial awareness, which is one of the most important employability skills. This paper also examines students’ perceptions about how their courses support and develop their commercial awareness. In addition, it compares students’ and academics’ views on commercial awareness and identifies whether there are any gaps.

Design/methodology/approach

– This paper presents the research findings of a questionnaire survey and e-mail discussions with students who are currently studying Royal Institution of Chartered Surveyors (RICS)-accredited real estate courses in the UK. The questionnaire aimed to gather students’ views on the definitions and components of commercial awareness and identify what skills and attributes are required for its development. It also evaluates how commercial awareness has been embedded in the real estate courses. The aim of each discussion was to gain deeper insight on how components of commercial awareness are embedded in real estate courses, and 17 discussions were conducted. The contents of the e-mail discussions were analysed and similar themes were identified and coded. The frequency of the answer in the questionnaire and comments from interviewees is presented. The findings from students’ views have been compared to published research reporting UK RICS-accredited real estate course providers’ views on commercial awareness. In addition to descriptive statistics, Fisher's exact test was used to identify the statistical significance between the academics’ and students’ views on commercial awareness.

Findings

– The UK real estate students agreed that the most important definition of commercial awareness is a “person's ability to understand the economics of business”. They agreed that “financial” component is the most important component of commercial awareness and it is the largest portion of their courses. The most important skill and attribute for commercial awareness development are “critical thinking” and “ability and willingness to update professional knowledge”, respectively. Although the descriptive analysis shows students and academics have different views on the definition and components of commercial awareness and its incorporation within real estate courses, the Fisher exact test shows that only a few elements are different enough to be statistically significant. This analysis shows that while students and academics have slightly different views on commercial awareness they are not very different. Commercial awareness is an important employability skill, thus, it is still necessary for real estate academics to re-visit the curriculum and to ensure learning outcomes related to commercial awareness have been clearly explained and communicated to students. Furthermore, it is vital for students to obtain practical experience in order to fully develop their commercial awareness.

Originality/value

– This paper is a pioneer study focused on reviewing real estate students’ views on commercial awareness, including identifying its definition, components and evaluating the extent to which commercial awareness has been embedded in their courses. It also identifies the skills and attributes that students thought were required for the development of commercial awareness. Furthermore, it discusses students’ preferred ways of enhancing their commercial awareness as part of the course they are studying. It is the first study identifying the statistical difference between students’ and academics’ views on commercial awareness. The understanding of students’ views on commercial awareness, their preferred delivery method and the divergence between students’ and academics’ views on commercial awareness can provide useful insights for course directors on the development and renewal of real estate course curriculum.