Hi Jimi, how would you describe your research focus to someone who isn’t familiar with the field, and what initially drew you into this area of research?

My research sits at the intersection of urban studies, real estate, and digital innovation. It is particularly focused on advanced geospatial applications (location intelligence) and the impact of artificial intelligence on built environment teaching.

The first strand of my research emerged from my doctoral work, where I applied GIS (Geographic Information System) techniques to retail real estate and urban spatial analysis. As digital technologies evolved - particularly with the emergence of GeoAI and advanced spatial analytics - this work naturally expanded into examining how location intelligence can support more informed decision-making in urban planning, strategic asset management, real estate investment, and development of fixed assets in the built environment.

The second strand of my research responds to the rapidly changing landscape of higher education, driven by Generative AI. I became interested in understanding both the challenges and opportunities that AI presents for teaching, learning, and assessment in built environment disciplines. This work explores how educators can adapt their teaching practices to maintain academic rigour while preparing students for a profession increasingly shaped by digital and AI-enabled tools.

Can you share an example of how your research directly shapes your teaching in Real Estate?

My teaching is strongly research-informed, and I consciously integrate insights from my own research and wider academic work into the curriculum. I currently teach core real estate and urban-related modules, including property valuation, planning and development, asset and portfolio management, and city, property and society.

For example, one of my early studies examined the impact of data availability on valuation practice. Findings from this research revealed that, in practice, valuers often rely on the cost (DRC) method even where market value data exists - an outcome that contrasts with conventional valuation theory and textbook assumptions. This research now informs classroom discussions, case studies, and learning materials, allowing students to critically engage with the gap between theory and professional practice.

Similarly, in the asset and portfolio management module, my research on urban real estate market analysis and strategic investment is embedded within the teaching content. Students are exposed to contemporary analytical frameworks and emerging trends shaping investment decisions. More recently, the application of AI in real estate professional practice has been incorporated into final-year teaching to ensure students are better prepared for the evolving demands of the industry.

What benefits do you see when students engage with teaching that is grounded in current research?

Research-informed teaching equips students with current, relevant, and forward-looking knowledge. While professional experience is invaluable, research plays a critical role in advancing understanding beyond established practices and anticipating future changes in the industry.

When students engage with teaching grounded in active research, they develop stronger critical thinking skills, a deeper understanding of industry complexities, and greater confidence in applying theory to real-world contexts. This approach enhances their professional readiness, as they are exposed not only to “how things are done” but also to why practices evolve and how emerging technologies and data-driven approaches are reshaping the real estate profession.

What advice would you offer to colleagues who are thinking about weaving their research into their teaching for the first time?

Research-informed teaching becomes much more natural when educators focus on concepts, originality, and critical engagement, rather than relying solely on textbooks. Once you have a strong grasp of the subject matter and actively engage with research - whether through your own work or the wider literature - integrating research into teaching becomes part of your routine practice.

My advice would be to start small: use research findings as a discussion point, integrate a recent study into a case example, or challenge students to critique existing practices using research evidence. Over time, this approach enriches both teaching and learning and helps students appreciate the dynamic nature of knowledge in their discipline.

Your recent work on Generative AI in teaching is gaining wider attention. How do you see this research influencing teaching practice?

My published work on Generative AI was part of an early collaborative effort with scholars from other universities to assess its impact on academic pedagogy. The research highlighted the significant implications of GenAI for assessment design, academic integrity, and learning outcomes - particularly within applied disciplines such as the built environment.

Building on this work, we have taken further steps towards developing AI-informed assessment frameworks, including an AI-aware dissertation assessment model. The aim is not to prohibit the use of AI, but to redesign dissertation assessment in a way that preserves its core academic functions, promotes critical thinking, academic rigour, originality, and ethical engagement with AI tools, while safeguarding academic standards. I see this work influencing teaching practice both within Leeds Beckett University and more broadly across the sector as institutions continue to adapt to an AI-augmented educational environment.

Looking ahead, how would you like your research and teaching to continue shaping one another as your academic career develops?

Looking ahead, I see my research and teaching continuing to evolve in a mutually reinforcing relationship. My research will increasingly focus on emerging digital tools, AI-driven analytics, and data-led decision-making in the built environment, while my teaching will serve as a platform to translate these insights into meaningful learning experiences.

At the same time, engagement with students and professional practice will continue to inform my research questions, ensuring they remain relevant, applied, and impactful. Ultimately, my goal is to contribute to a form of scholarship that not only advances knowledge but also shapes future professionals, supports innovation in pedagogy, and responds proactively to the evolving challenges of the real estate and urban sectors.