REMP34: Urban Regeneration

Module code: REMP34

Module provider: Real Estate and Planning; Henley Business School

Credits: 20

Level: 7

When you'll be taught: Semester 2

Module convenor: Dr Emma Street, email: e.j.street@henley.reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded: IN TAKING THIS MODULE YOU CANNOT TAKE RE3REG (Compulsory)

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 19 November 2024

Overview

Module aims and purpose

This module is designed to provide a theoretical and practical understanding of urban regeneration. It will focus on the relationship between the economic, social, environmental and political forces shaping approaches to urban regeneration, offering an overview of the evolution of urban regeneration policy and practice, with a focus on the UK context.  

Module learning outcomes

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

• Evidence a systematic understanding of the multidimensional nature of regeneration, including how socio-economic, environmental and political factors shape regeneration activities; 
• Deal with complex issues and a range of information sources to critically evaluate the role of different stakeholders in regeneration, including where and how conflict can arise in regeneration practice, and ways in which this can be managed; 
• Demonstrate conceptual understanding by articulating connections between theory and regeneration policy and / or practice; 
• Critically evaluate the prompts for, processes and outcomes of, regeneration activities making sound judgements about appropriate information sources from regeneration practice, policy and research literatures.

Module content

The module provides students with an overview of regeneration policy and practice using real world examples to equip them to critically evaluate regeneration activities. Theories and concepts from the urban studies literatures are introduced through lectures and applied via seminars to help students connect complex ideas to regeneration practice and policy. Students are also introduced to the wider socio-economic, environmental and political contexts that have shaped regeneration activities at the urban scale. Critical thinking and evaluation skills are developed using teaching styles that may include case-study-led sessions to look in-depth at particular issues or features of regeneration (e.g. stakeholder conflict). The onus is on students developing a critical stance towards regeneration practices, policies and processes by engagingwith ‘real world’ examples and associated research and policyliteratures to evidence their position. The module places an emphasis on preparedness for regeneration practice, for instance, by equipping students to critically evaluate regeneration processes and outcomes via engagement with appropriate sources. 

Structure

Teaching and learning methods

This module comprises a mix of lectures, seminars and workshops with activities tailored to hone skills such as critical thinking and problem-solving. Lectures provide students from diverse disciplinary backgrounds with a solid foundation of knowledge of key approaches in regeneration theory and practice, and the tools to understand how these have changed over time in response to wider socio-economic, political, cultural and environmental factors. The module makes use of flipped learning to explore issues in regeneration (e.g. stakeholder conflict, partnership-working, balancing multiple priorities) in more depth via real world, in-depth case studies that place the emphasis on engagement with academic and policy literatures and research skills. Students may make use of self-directed learning to access materials before class where issues are then debated and discussed. Methods such as practitioner-led workshops may be used to prepare students for work in regeneration practice and to generate a critically evaluative stance towards some of the realities of delivering regeneration. Class discussion and debates enable students to explore the multi-dimensional nature of regeneration and articulate and hone an evidence-based, critical stance on regeneration activities, as well as develop their communication skills. Supporting tutorials are provided on module assessments.

Study hours

At least 30 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Feedback meetings with staff will be offered, providing an opportunity for formative feedback on assignments.

Reassessment

Additional costs