First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Human and Social Sciences and Cultural Heritage
Course unit
SUP4065247, A.A. 2018/19

Information concerning the students who enrolled in A.Y. 2017/18

Information on the course unit
Degree course Second cycle degree in
IA2384, Degree course structure A.Y. 2017/18, A.Y. 2018/19
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Number of ECTS credits allocated 3.0
Type of assessment Mark
Course unit English denomination REGIONAL SUSTAINABLE STRATEGIES
Website of the academic structure
Department of reference Department of Historical and Geographic Sciences and the Ancient World
Mandatory attendance No
Language of instruction French
Branch Univ. Paris 1 Pantheon-Sorbonne
Single Course unit The Course unit CANNOT be attended under the option Single Course unit attendance
Optional Course unit The Course unit is available ONLY for students enrolled in SUSTAINABLE TERRITORIAL DEVELOPMENT - SVILUPPO TERRITORIALE SOSTENIBILE

No lecturer assigned to this course unit

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses SECS-P/01 Political Economy 3.0

Course unit organization
Period First semester
Year 2nd Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 3.0 21 54.0 No turn

Start of activities 24/09/2018
End of activities 18/01/2019
Show course schedule 2018/19 Reg.2017 course timetable

Examination board
Examination board not defined

Examination methods: There is a wide range of assessment approaches. Such approaches concern formative as well as summative goals. This is in line with the targeted learning outcomes focusing on knowledge and insights, skills and application abilities and communication in a balanced way.

The variety of assessment approaches is also due to the fact that courses are offered in combinations with different study programmes belonging to different Universities.

The first group of exams is written and they are usually written essays. This type of assessment allows for a more creative and research-oriented approach. When the essay reflects the students’ own research, s/he must show the ability to clearly formulate the research question(s), to organize and conduct a research, to apply proper methods, to be able to collect data in the field and to analyze those data.

Next, students need to be able to discuss the results and to place them within the broader scientific debate. Furthermore, the structure and the writing of the essay have to comply with proper and academic writing rules.In many cases process evaluation, peer assessment and/or a presentation are linked with the writing of the essay.

The second group of exams is implemented in oral ways. In this way, they can be individualized and are more interactive. Many courses have a policy of oral exams as standardized procedure (questions, presentation, peer/self-assessment). This allows students to express themselves in an active and dialogical way.

Oral exams are especially suited for testing understanding/insights and application of knowledge as they encourage students to produce clear communication and to manifest their personal attitudes. As for essays, an integrative oral assessment allows for a more creative and research-oriented approach.

Intermediate assessments are generally used in a formative way in order to provide students with timely feedback, while final assessments are used in a summative way. Peers assessment results can influence the final mark of an individual.
Course unit contents: The concept of sustainable development was built at the international level, based on reflections on climate change, environmental changes revealing the physical limits of the development model at work. The territories were placed very quickly at the heart of the implementation of the transformations necessary to face these issues.

One of the objectives of this course will be to present the international framework of sustainable development, its evolving national translation, and the way territories are placed at the heart of transformation strategies, through structuring approaches and programs.

These actions are generally carried out through local authorities (e.g. Agenda 21, Plan Climat Air Energie territorial...), or through the integration of sustainable development into territorial projects.

The course will focus on the means that territories can mobilize and the role of different types of stakeholders, but also on the effects, the pitfalls or the impediments to/of the strategies that are implemented. This reflection will allow to tackle other types of transition approaches that, starting from the notion of resilience, are followed in cities and regions, based on initiatives undertaken by civil society, like in Great-Britain with the Transition movement initiated by Rob Hopkins.

This first part will allow questioning the notion of transition, in its multiple characteristics, as well as the necessary conditions for its implementation and the changes it implies, particularly from an economic perspective.

The second axis of the course will deal with the emergence of new forms of local economic development which places the stakes of sustainable development at the center of their logic, with the aim of limiting the impact of human activities on the environment, to be a source of local employment and improvement of living conditions in the area. In particular, the course will address the concepts of social and solidarity economy, sharing economy, the economy of functionality, circular economy, social innovation and the questions that arise concerning:

1) the actors of this economic development;
2) their fields of activity;
3) their relationships with local authorities;
4) the link with other actors and fields of the economy.

On the basis of these developments, we will finally examine more generally the financing of the ecological transition in the territories and of these new economic forms of development: what resources? what types of funding?.

A focus will be made on the issue of local currencies, issued and intended to circulate at the local level, that often accompany transition approaches.
Textbooks (and optional supplementary readings)