Educating planners in Europe: A review of 21st century study programmes

Frank, Andrea Irmgard; Mironowicz, Izabela; Lourenço, Júlia; Franchini, Teresa; Ache, Peter; Finka, Maroš; Scholl, Bernd; Grams, Anita

doi:10.1016/j.progress.2013.05.001

Cited by 66 publications

(39 citation statements)

References 49 publications

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“…The conceptions of any discipline, but particularly those in applied fields such as planning, are highly context-dependent and socially constructed. Considerable variations across nations are commonplace as a result (Rodriguez-Bachiller, 1988;Frank et al, 2014) with some favouring a design and physical planning approach, while other national conceptions position planning as a speciality of engineering or as social science. Moreover, as the urban environment changes, and societal and political contexts shift-so do the demands on the planning profession, for example, from designing urban extensions, to developing new towns, urban regeneration and more recently, facilitating smart and resilient cities (Keller et al, 1996;Dalton, 2001;Stiftel et al, 2009;van Timmeren et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Educating spatial planners for the age of co-creation: the need to risk community, science and practice involvement in planning programmes and curricula

Rooij

Frank

2016

Planning Practice & Research

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Planners are often billed as leaders and change agents of the (un)built environment. It is, however, important to recognize that they are in reality only one of many players in a sea of actors involved in shaping future developments and projects. Plans and interventions today are co-created and in fact co-evolve relying as much on the input, cooperation and actions of inhabitants, users, developers, politicians as on expert planners and a wide variety of other professions. In this introductory section, we, as editors of this special issue, posit that planners therefore require skills for co-creation drawing on science and working with other disciplines. In turn, planning programmes and curricula need to incorporate learning and teaching approaches that prepare students in higher education for working in co-creation settings by purposefully exposing them to learning environments that involve community, science and practice. The collection of papers, which were presented initially at the 2014 Association of European Schools of Planning congress in Utrecht hereafter showcase curriculum developments and pedagogical research of planning educators from different world regions that in the round shed light on a variety of issues and challenges of embedding learning and teaching for co-creation and co-evolution. In particular, we elaborate on the tensions of employing transformational yet high-risk pedagogies in higher education settings that are becoming increasingly risk-averse and streamlined and we suggest an agenda for planning curriculum development.

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Section: Introductionmentioning

confidence: 99%

Educating spatial planners for the age of co-creation: the need to risk community, science and practice involvement in planning programmes and curricula

Rooij

Frank

2016

Planning Practice & Research

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“…Confirming the effectiveness aligns with current debates in planning education that stress the importance of more in-depth pedagogical understanding of what works in learning environments as part of planning curricula (Angotti et al, 2011;Frank et al, 2014;Long, 2012aLong, , 2012b. A previous study (Chapter 2) examined the effectiveness of the RLE for planning students' learning, and the added value of working in multidisciplinary student groups, with multiple stakeholders and with a high coaching intensity.…”

Section: 1supporting

confidence: 69%

“…This is useful with regard to further align planning education and practice (Dalton, 2007;Frank et al, 2014;Seltzer & Ozawa, 2002). The results of the study inform the future design and pedagogy of RLEs, and of planning studios and service learning environments, considering parallels between the RLE and these existing authentic learning environments.…”

Section: 1mentioning

confidence: 99%

“…The learning outcomes, although often not clearly described (Long, 2012b;Nemeth & Long, 2012), focus on student learning in the sense of the integration and application of theory (among others from support classes) into practice, and the development of various practical skills (Frank et al, 2014;Nemeth & Long, 2012). The planning studio mostly starts with an open-ended complex problem.…”

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Learning and teaching in the regional learning environment : enabling students and teachers to cross boundaries in multi-stakeholder practices

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“…Adopted transport policies pay particular attention to social cohesion through different models of use and development [5]. While the economic profitability and environmental impact of transport Among all of the indicators mentioned above, those based on contour measures enable the assessment of the degree of social cohesion caused by the deployment and improvement of the transport system.…”

Section: Introductionmentioning

confidence: 99%

Impacts on the Social Cohesion of Mainland Spain’s Future Motorway and High-Speed Rail Networks

Gómez

2016

Sustainability

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A great expansion of the road and rail network is contemplated in the Infrastructure, Transport and Housing Plan (PITVI in Spanish), in order to achieve greater social cohesion in 2024 in Spain. For this reason, the aim of this study is to classify and to identify those municipalities that are going to improve or worsen their social cohesion. To achieve this goal, the municipalities were classified according to the degree of socioeconomic development, and their accessibility levels were determined before and after the construction of these infrastructures. Firstly, the socioeconomic classification demonstrates that there is predominance in the northern half of the peninsula in the most developed municipalities. Secondly, the accessibility levels show that the same center-peripheral models are going to be kept in the future. Finally, poorly-defined territorial patterns are obtained with respect to the positive or negative effects of new infrastructures on social cohesion. Therefore, it is possible to state that the construction plan is going to partially fulfill its aim, since a quarter of the population is going to be affected by a negative impact on socioeconomic development. As a consequence, people who live here are going to have major problems in achieving social cohesion.

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Educating planners in Europe: A review of 21st century study programmes

Cited by 66 publications

References 49 publications

Educating spatial planners for the age of co-creation: the need to risk community, science and practice involvement in planning programmes and curricula

Educating spatial planners for the age of co-creation: the need to risk community, science and practice involvement in planning programmes and curricula

Learning and teaching in the regional learning environment : enabling students and teachers to cross boundaries in multi-stakeholder practices

Impacts on the Social Cohesion of Mainland Spain’s Future Motorway and High-Speed Rail Networks

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