Interdisciplinary and experiential learning in urban development management education

Abstract

To understand and deal with real urban development problems, urban planners, designers, and managers need to combine and synthesize a variety of academic and professional knowledge. As our urban challenges grow more complex, learning how to do this effectively becomes ever more important. For educators, this means teaching students how to work in interdisciplinary settings, i.e. how to jointly discover the different disciplinary dimensions of an urban problem, and how to reflectively design courses of action. In this paper, we explore and evaluate the components of such interdisciplinary experiential learning, develop a framework to design and analyse this type of courses, and use it to position and evaluate a specific urban development management course. Results show that, by performing and reflecting upon specific professional roles, the course stimulates students to both integrate different disciplines and reflect on an array of academic and practical insights. Based on our evaluation, we discuss several didactical aspects that may help lecturers to improve their interdisciplinary teaching in urban planning, design, and management courses-particularly when creating learning experiences in an increasingly diverse professional, societal and educational setting.

Interdisciplinarity in Smart Sustainable City education: exploring educational offerings and competencies worldwide

“…Since each cluster is built using an interdisciplinary approach, direct adoption is possible. Thus, we propose a systematic approach towards making new SSC study programs that guarantees both fields of study and interdisciplinary education [52].…”

“…A framework of interdisciplinary competencies, where each competency complements and is based on others, and where the boundaries between competencies are overlapping and blurred, is offered in [38]. The framework consists of three types of competencies [52]: 1) analytical, such as structuring problems, strategic choice and critical thinking; 2) technical, such as technological, environmental, spatial, economic and design skills; and 3) socio-political, such as conflict resolution, negotiation and communication. In order to support the formation of these competencies, attention should be paid to the importance of interaction between theory and practice as a source of empirical data and insights [53], and to experimental learning [52], [54].…”

The Study of the Self-Development Model in the Context of Structural Security of the Individual Integrity

“…There is a need to consider the training process as a complex process, one of the important components of which is professional selffulfilment [8]. Therefore, special attention in the training of future managers of education in higher education is given to the establishment of readiness for future professional activities, focusing on psychological preparing for professional self-fulfilment [13].…”

Tinjauan pustaka sistematis manajemen pendidikan: Kerangka konseptual dalam meningkatkan kualitas pendidikan era 4.0

“…Hal yang paling fundamental dalam manajemen pendidikan adalah mengubah pola pikir (Baltaru & Soysal, 2018). Selanjutnya, lembaga pendidikan, baik sekolah maupun perguruan tinggi, mengasah, mengembangkan, dan mengubah model sistem manajemen (Chen et al, 2019). Begitu juga memberikan fasilitas yang memadai sesuai kebutuhan yang dapat digunakan untuk memanfaatkan teknologi terkini dalam sistem manajemen dan pembelajaran (Chung, 2016).…”