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. 2019/20

Information concerning the students who enrolled in A.Y. 2019/20

Information on the course unit
Degree course Second cycle degree in
IA2447, Degree course structure A.Y. 2018/19, A.Y. 2019/20
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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 02/03/2020
End of activities 12/06/2020
Show course schedule 2019/20 Reg.2018 course timetable

Examination board
Examination board not defined

Examination methods: There is a wide range of evaluation approaches. These approaches concern formative and summative objectives. This is in line with targeted learning outcomes that focus on knowledge and insights, application skills and communication in a balanced way.
The variety of evaluation approaches is also due to the fact that the courses are offered in combinations with different study programs belonging to different universities.
The first group of exams is written and usually, essays are written. This type of evaluation allows a more creative and research-oriented approach. When the essay reflects student research, it must show the ability to clearly formulate research questions, organize and conduct research, apply appropriate methods, be able to collect data in the field and analyze that data.
Next, students must be able to discuss the results and include them in the broader scientific debate. Furthermore, the structure and writing of the essay must comply with the correct and academic writing rules. In many cases, the evaluation of the process, peer evaluation and/or presentation are related to the quality of the essay writing.
The second group of exams is implemented orally. This way they can be customized and are more interactive. Many courses have a policy of oral exams as a standardized procedure (questions, presentation, peer/self-assessment). This allows students to express themselves actively and dialogically.
Oral exams are particularly suited to test understanding/insights and the application of knowledge as they encourage students to produce clear communication and express their personal attitudes. As for the essays, an integrative oral evaluation allows a more creative and research-oriented approach.
Intermediate evaluations are generally used in an educational way to provide students with timely feedback, while final evaluations are used in a summative manner. Peer evaluation results can influence an individual's final grade.
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)