REMP19-Comparative International Planning Studies

Module Provider: Real Estate and Planning
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Prof Angelique Chettiparambil Rajan
Email: a.chettiparamb@henley.reading.ac.uk

Type of module:

Summary module description:

The appreciation of issues and approaches to spatial planning in different countries, regions, states or provinces is an important part of learning and understanding the different contexts in which planning has evolved. The history and context of a place has shaped the different tools, techniques and impacts of planning. This module provides an opportunity at postgraduate level to explore varying contexts around the world. The module also introduces different themes that planning is often concerned with and discusses how planning might make a difference to issues found in various contexts

Aims:

The aim of this module is to compare planning practices and systems worldwide and draw lessons from such comparisons. The module will enable students to appreciate and critique different systems of planning as well as compare planning systems. It sets the context, history and development of planning in a given subject country or state and then explores the key powers and limitations of that system through an examination of particular themes/tools/techniques that operate in that system. This provides the opportunity to develop a global view of how planning is practised and the advantages and problems of each system set against its political, economic and social context. By also discussing different themes in planning, the module allows for an appreciation of the versatility of planning in contributing to resolving various economic, social, environmental and cultural issues. 

Assessable learning outcomes:

By the end of the module it is expected that the student will be able to: 

• Apply the theory of lesson drawing; 


• Apply theories of policy transfer; 


• Analyse and compare different planning systems; 


• Evaluate the historic, cultural and political constraints and enablers that shape different planning systems; 


• Analyse how particular tools/techniques and themes operate within a particular context;


• Evaluate the scope for cross cultural learning with regard to particular themes/tools/techniques. 

Additional outcomes:

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  Increased global awareness; 

  
  


• 
  

  Increased cross-cultural understanding; 

  
  


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  Appreciation of the diversity of planning challenges;

  
  


• 
  

  Develop online discussion skills; 

  
  


• 
  

  Refine essay writing skills. 

  
  

Outline content:

The lectures will be delivered by a combination of University of Reading staff and guest lecturers who are experts on different planning approaches across the world. The initial session will be lecture based and will set the scene by explaining the theory and practice of comparative studies and lesson drawing. This will be followed by lectures on planning systems in different countries and presentation of specific themes/tools/techniques that are illustrated through case studies from the countries being studied. The final session will be used to provide tutorials on the essay plan. Given the nature of the module aim, the content may alter from year to year. The core aims and outcomes will however be maintained. The following list is indicative: 

 

• Introduction: comparative planning and lesson drawing 



• Planning in India and bottom-up planning 



• Planning in Ghana and land management 



• Planning in Sri Lanka and the dark side of planning



• Planning in the Netherlands and water management 



• Planning in Ireland and post economic crises



• Planning in Japan and property rights 



• Planning in the US and the management of sustainability 



• Planning in China and regional planning 



• One-to-one tutorials on essay plan 

Global context:

This module is entirely situated within a global context. The lectures and assessments require students to develop global awareness. Speakers from national backgrounds that mirror the content of the modules normally deliver the lectures.  

Brief description of teaching and learning methods:

The teaching and learning method for the module will be one of blended learning. This will involve a mixture of two hours of case study-based lectures each week supplemented by student contributions to an online discussion forum each week. The forum contributions will discuss and debate the planning system and the themes/tools and techniques discussed within lectures in a particular week alongside prescribed reading. 

Contact hours:

	Autumn	Spring	Summer
Lectures	18
Tutorials	2
Guided independent study:
Wider reading (independent)	40	40
Wider reading (directed)	8
Preparation for presentations	8
Completion of formative assessment tasks	8
Essay preparation	20	56
Total hours by term	104	96	0
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	75
Set exercise	25

Summative assessment- Examinations:
Not applicable.

Summative assessment- Coursework and in-class tests:

There are three components of assessment. Two are summative and one is formative. The formative assessment is assessed on a pass/fail basis.  

1. Contributions by way of post(s) to a discussion board every week for 8 weeks (25% weight)

2. An end-of-module essay. The guide length for the essay is 3,750 words and is due by week 2 ?of Spring term (75% weight) 

 

Formative assessment methods:

The formative assessment involves the production of an essay plan drawing on the directed and undirected readings and feedback received on the discussion board postings. The assessment will be evaluated on a pass/fail basis and will not contribute to the overall assessment. This will be due by the last week of the autumn term and will be discussed in one-to-one tutorial slots. A non-appearance in the tutorial slots or a fail in the essay plan will attract negative marks totalling a maximum of 5 marks. 

Penalties for late submission:

Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Assessment requirements for a pass:

An overall mark of at least 50%. 

Reassessment arrangements:

Reassessment will be by the same method as for the module’s original assessment requirements, subject to variation by the Examination Board where appropriate. 

Additional Costs (specified where applicable):

Last updated: 22 September 2022