Independent Guided Study

Transcription

1 MODULE DESCRIPTOR TITLE Planning and Growth SI MODULE CODE S CREDITS 15 LEVEL 7 JACS CODE K400 SUBJECT GROUP Planning & Regeneration DEPARTMET atural and Built Environment MODULE LEADER Rob Hunt MODULE STUD HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study MODULE AIM Total umber of Study Hours The aim of this module is to explore theoretical aspects of planning and economic development, to critically apply academic concepts to local economic issues in a global context, and to examine approaches to implementing local economic and planning policies. MODULE LEARIG OUTCOMES By engaging successfully with this module a student will be able to: Critically evaluate and apply economic theories in relation to the challenges and problems of local economic development and related planning issues; Critically evaluate trends, data and economic indicators relating to local economic development and planning issues in the context of national and global influences. Critically evaluate contemporary policy making and the role of planning in relation to local economic development. IDICATIVE COTET The content of this module will be updated regularly to reflect emerging academic and policy debates around planning local economic development. The core elements of the taught programme will include: Measuring local economic problems and success; Market-signals / Market Failure; eoclassical models of growth/development; Location of Industry theory; Agglomeration and business clustering; Labour market dynamics and spatial distribution of jobs; Tackling local economic exclusion; Competitiveness and competitive places Funding and local mechanisms for economic intervention Contemporary planning policies and interventions for economic development Community economic development Planning for Housing Planning for Transport

2 LEARIG, TEACHIG AD ASSESSMET - STRATEG AD METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways: Lectures, designed to deliver key principles, concepts and debates. Seminars and directed activities for active learning. This will involve the use of case study materials for discussion in seminars/ small groups. Group and individual problem solving exercises form an important part of course delivery. Directed reading, to reinforce what is provided through lectures/seminars. This includes the use of electronic materials through the Blackboard Site. External speakers, to provide a first-hand input from current practice of local economic development. The module will be assessed by means of written individual coursework intended to cover both the conceptual and applied aspects of the module. The assignment will have two parts, done in sequentially. The first part of the assignment will be a critical evaluation of central and local approaches to economic planning and development. The second part will concern the critical consideration of planning for housing or planning for transport as a key aspect of local economic development. ASSESSMET TASK IFORMATIO Task o. Short Description of Task SI Code Task Weighting % Word Count or Exam Duration 1 Individual report CW 100 3,500 words o In-module retrieval available FEEDBACK Students will receive feedback on their performance in the following ways: Continuous feedback will be provided through class room discussion and evaluation of case study material during seminars. Feedback will be provided verbally by both tutors and peers. Written summative feedback on assignments using structured assessment criteria. This feedback will be provided within three weeks of the assignment submission, following the University regulations.

3 LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) 1. The Blackboard site will be available to students and electronic materials made available by tutors on a regular basis. 2. Preliminary Reading List (textbooks): Armstrong, M. & Taylor, J. (2000), Regional Economics and Policy. Wiley-Blackwell; 3rd Edition edition Bailey, D., and Chapain, S. (2011) 'The Recession and Beyond: Local and Regional Responses to the Downturn'. In The Recession and Beyond: The Role of Local Authorities in dealing with the Downturn. Ed. by Bailey, D., and Chapain, C. (eds.). London: Taylor and Francis Blair, J.P. & Carroll, M.C. (2009) Local Economic Development: analysis, practices and globalisation. Los Angeles. Sage. Blakely, E.J. and Bradshaw, T.K. (2002). Planning Local Economic Development: Theory and Practice. Boddy, M. & Parkinson, M. (2004) City Matters: Competitiveness, cohesion and urban governance. Bristol. Policy Press. Cochrane, A (2007) Understanding Urban Policy Oxford. Blackwell Publishing Considine, M & Giguère, S. (2008) The theory and practice of local governance and economic development Basingstoke [England] ; ew ork : Palgrave Macmillan Pike, A., Rodriguez-Pose, A. & Tomaney, J. (2006), Local and Regional Development. Routledge. Hall, P. & Tewdwr-Jones, M. (2011) Urban and Regional Planning. London Routledge Hague, C. Hague, E. & Breitbach, C. (2011) Regional and Local Economic Development Palgrave Macmillan Jones, P. & Evans, J. (2008) Urban Regeneration in the UK. London. Sage. ewman, P. & Thornley, A. (2011) Planning World Cities Palgrave Macmillan Porter, M. (1990), The Competitive Advantage of ations. Basingstoke, Macmillan. Oatley. (ed) (1998) Cities, economic competition and urban policy. Paul Chapman Publishing, London. Tallon, A. (ed.) (2010) Urban Regeneration and Renewal: Critical Concepts in Urban Studies, 4 volumes, London: Routledge Todaro, M. & Smith, S. (2011), Economic Development. Addison Wesley; 11 edition. Wilkinson R, Pickett K. (2009) The Spirit Level: Why More Equal Societies Almost Always Do Better. London: Penguin. 3. Journal articles: Journal articles will be recommended by tutors to support lectures/seminars. Leading academic journals will be utilised including and relevant recent papers selected as appropriate. 4. Government and Policy publications: Publications from Government, Policy and Think-tank organisations will be recommended, including utilising up to date reports and publications from (provisional list): Centre for Cities Department for Business, Innovation and Skills Department for Communities and Local Government Institute for Public Policy Research Office for ational Statistics The Work Foundation UK Commission for Employment and skills

4 SECTIO 2 MODULE IFORMATIO FOR STAFF OL MODULE DELIVER AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF A CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 09/2016 (module delivered semester 2) MODULE DELIVER PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 01/ /2017 Course Intake 2 DD/MM/ DD/MM/ Course Intake 3 DD/MM/ DD/MM/ Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 40% *Overall PASS / FAIL Grade *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Sub-task / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FIAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handedin? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) Task o. 1 O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes.

5 REVISIOS Date Sep 2016 Reason DB1B

6