REMP56: Planning 1 - Policy, Theory and Governance

Module code: REMP56

Module provider: Real Estate and Planning; Henley Business School

Credits: 20

Level: 7

When you'll be taught: Semester 1

Module convenor: Professor Gavin Parker, email: g.parker@henley.reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s): IN THE SAME YEAR AS TAKING THIS MODULE YOU MUST TAKE REMP57 (Compulsory)

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

Module(s) excluded:

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 takes students through the process of preparing a policy framework, whilst exploring the application of planning theory to understand how this might influence the plan-making process. The module aims to instil core knowledges around planning theory and plan-making, within the context of understanding the different geographies for planning and the different stakeholders involved. These knowledges are integrated with the core professional skills of team-working and evidence gathering. 

Taking the module will enable students to develop a strong foundation in the knowledges, skills and attitudes necessary to analyse a particular context and develop policy and strategy for its future development, including how this should be influenced by different approaches to spatial planning. 

The module prepares students for the module ‘Planning 2: Law, Negotiation and Governance’, where the group work undertaken in this module will be applied to a site-specific scenario. 

Module learning outcomes

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

• Systemically apply skills in analysis, collaboration and creativity to construct an original policy framework for a defined area. 
• Critically assess the implications of different planning theories by analysing their implications for a specific planning process.  
• Demonstrate an understanding of the complex relationships between plan-making and stakeholder involvement by evaluating their role in policy development. 

Module content

Core Knowledges 

• Planning theory, politics and practice:

1. The public interest in planning history 
2. Rational comprehensive planning and incrementalist critiques 
3. Politics, dialogue and collaboration 
4. Neoliberalism in planning and Marxist critiques

• Plan-making, policy development and the role of evidence 

• Geographies, governance and scales for planning: 

1. Role of the state, institutions, actors and networks 
2. Economic geographies and the global context 
3. Devolution and strategic planning 
4. Localism and Neighbourhood planning 
5. Functional urban areas 

Skills Development 

• Effective group working 

Structure

Teaching and learning methods

The module is taught using a mix of lectures, tutorials and practical classes. The lectures introduce students to core knowledges around theories and geographies of spatial planning and plan-making. The practical skills classes introduce students to key skills including working together effectively in groups. Simultaneously, tutorial sessions will guide students through the development of their group policy frameworks. 

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.

Tutorial sessions will include opportunities for students to discuss the development of their policy frameworks with the module tutor and receive informal feedback and guidance. 

Reassessment

Additional costs