First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Human and Social Sciences and Cultural Heritage
Course unit
SUP7080480, A.A. 2018/19

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course Second cycle degree in
IA2447, Degree course structure A.Y. 2018/19, A.Y. 2018/19
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination STRATEGIC SPATIAL PLANNING
Website of the academic structure
Department of reference Department of Historical and Geographic Sciences and the Ancient World
Mandatory attendance No
Language of instruction English
Branch Univ. of Leuven
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

No lecturer assigned to this course unit

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Educational activities in elective or integrative disciplines M-GGR/01 Geography 6.0

Course unit organization
Period Second semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 6.0 48 102.0 No turn

Start of activities 25/02/2019
End of activities 14/06/2019
Show course schedule 2019/20 Reg.2018 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: Through a combination of selected reading, ex cathedra lectures and critical analysis of selected strategic interventions the students are introduced into the roots of strategy and strategic planning, the problems and challenges to be faced by strategic planning, its context, the emerging new discourses on strategic planning, the differences with traditional planning (land use planning, master planning), strategic planning and the change process and the practice of strategic planning.

Class discussions on the impacts of value systems and the changing paradigms in strategic planning on the output-product-, the process and on the planner him or herself aim to make the student aware of the highly political role of planning, and to introduce the students in selected topics (such as power relations, diversity, ethics…).

Relevant strategic interventions (they may vary from an urban brownfield to regional public transport) will be dealt with through a fixed template. In this way, the critical aspects of the various interventions are highlighted in a roughly comparable way.

The established theoretical and practical framework will provide criteria for the template and for a theoretical feedback on the analysis of the strategic interventions.

An introduction to analytical planning, implementation, communicative- and representation techniques (included a clear understanding of where, when and how these might be used) and skills combined with OPS must give the students the technical and instrumental skills needed to implement the accumulated knowledge and understanding in the studio.

Substantive issues raised will become topics of theoretical reflection during this course (process architecture, programming, analytic and exploratory research, types of plans, framing, strategies,etc.).
Textbooks (and optional supplementary readings)