Learning by Doing: Employer Expectations of Planning Studio Education

Pojani, Dorina; Johnson, Laurel; Darchen, Sébastien; Yang, Katie

doi:10.1080/08111146.2016.1221814

Cited by 16 publications

(30 citation statements)

References 8 publications

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“…Initial submission, July 2018; revised submissions, October 2018, April and September 2019; final acceptance, September 2019 (Murtonen 2015;Nind, Kilburn, and Luff 2015;Pojani et al 2018).…”

Section: Research-article2019mentioning

confidence: 99%

Planning Students’ Conceptions of Research

Pojani

Kimpton

Rocco

2019

Journal of Planning Education and Research

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This study examines the conceptualizations of planning research by more than two hundred Master’s students enrolled in planning schools located throughout four continents. The study is set in the context of theories on the two main traditions of planning thought: “planning as a social science” and “planning as design.” The findings reveal that planning students typically have one of four conceptions of planning research: (1) research as trading of ideas, (2) research as gathering of evidence, (3) research as precursor to design, and (4) research as rhetoric. While the planning schools included in this study have diverse orientations (along the design–social science continuum), our findings suggest that planning students most often conceptualize this discipline as a social science. The orientation of a planning student’s current school or department appears to be more important in determining a student’s conception research than his or her undergraduate study major. While planning curricula are becoming more homogenized around the world, some national traditions persist which then affect how students regard planning research.

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Section: Research-article2019mentioning

confidence: 99%

Planning Students’ Conceptions of Research

Pojani

Kimpton

Rocco

2019

Journal of Planning Education and Research

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“…As observed elsewhere, international studios provide a valuable immersion experience for students that can result in improved learning outcomes [30]. Despite the limited use of planning studios in Australia, they have been validated by planning practitioners as an important teaching strategy when educating planning students [12].…”

Section: Discussionmentioning

confidence: 92%

“…In Australia, urban planning education is available in 24 universities, and collectively they offer over 50 urban planning programs endorsed under the accreditation framework of the Planning Institute of Australia (PIA) [12]. As students increasingly come from both developed and developing countries to study higher education, there are strong arguments for including international planning studios that focus on major global planning and sustainable development issues, such as informal settlements, as part of the planning pedagogy of planning programs [2].…”

Section: Introductionmentioning

confidence: 99%

“…Relevant curricula, clarifying choice of careers, and employability are major concerns of universities, and planning degrees should aim to educate students to be employable in varying development settings as 'work ready planners'. These are planners who are able to adapt and effectively respond to the myriad of domestic and international work settings in which urban planning occurs [12]. The cultural diversity of student cohorts is also changing, with the student cohort in postgraduate planning degrees in Australia increasingly characterized by international students.…”

Section: Introductionmentioning

confidence: 99%

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The Case for Inclusion of International Planning Studios in Contemporary Urban Planning Pedagogy

Jones

2019

Sustainability

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The pedagogy of urban planning education should include an understanding of the growth and complexity of city development issues, especially the best ways to respond to dealing with current and future challenges. At the same time, the nature of the city that urban planners engage with continues to change, with one major challenge being the increasing growth of informal settlements. This paper asserts that an essential component of contemporary urban planning pedagogy is the inclusion of international planning studios and, importantly, studios which focus on major urban social and civic planning issues, such as informal settlements. The latter have been acknowledged as a major sustainable development challenge and are incorporated into the global Sustainable Development Goals (SDGs). To support this assertion, the paper outlines the case for international planning studios, reviews the literature on studios—including planning and international studios—and discusses the benefits and challenges of organizing an international studio grounded on embracing global development issues and learning objectives. This paper uses a case study of an international postgraduate Master’s degree planning studio, set within an informal settlement (kampung) in Indonesia, held annually since 2015 to illustrate the above. The latter studio is in collaboration between the University of Sydney and the Institute of Technology Bandung (ITB) University, Indonesia. The paper concludes with a summation for the case for international studios in contemporary urban planning pedagogy, including a set of principles that can be used by planning programs when designing an international planning studio.

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“…Finally, the fourth block focuses on professional ethics -arguably a timeless topic in planning. Overall, the course seeks to sharpen students' critical thinking skills, which are in high demand among employers (Pojani et al 2018).…”

Section: Data and Analysismentioning

confidence: 99%

Edutainment: Role-Playing versus Serious Gaming in Planning Education

Pojani

Rocco

2020

Journal of Planning Education and Research

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This exploratory study assesses the utility, in terms of learning and conceptualizing planning, of a role-playing exercise (the Great Planning Game [GPG]) and a serious game (Polis PowerPlays [PPP]) employed in a planning theory course offered at The University of Queensland in Australia. The study reveals that role-playing and serious gaming are equally engaging and help planning students learn and embody different roles while having fun. No great differences can be discerned in terms of learning effectiveness. With regard to teaching style, the GPG is more passive and tends to encourage collaboration, whereas the PPP is more dynamic and fosters competition. Both activities help students discover aspects of planning—and planning stakeholders—which they may not have considered before. Most participating students appear to regard planning as a pluralist pursuit. Communication and public participation are viewed as central to planning processes. However, traces of incrementalism and rationality are also present. While students believe in equity planning (i.e., advocacy from within the system), radical social justice approaches that challenge the status quo are notably absent. Overall, the authors conclude that these activities cannot fully replace guided and structured instruction but, as “whole task practices,” are a desirable complement to direct instruction.

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Learning by Doing: Employer Expectations of Planning Studio Education

Cited by 16 publications

References 8 publications

Planning Students’ Conceptions of Research

Planning Students’ Conceptions of Research

The Case for Inclusion of International Planning Studios in Contemporary Urban Planning Pedagogy

Edutainment: Role-Playing versus Serious Gaming in Planning Education

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