Facilitating the Smooth Transition of Second-Year XJTLU Students into Planning Programmes at the University Of Liverpool

Results and Reflections from an Ongoing Series of Interventions

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DOI:

https://doi.org/10.24306/TrAESOP.2021.02.003

Keywords:

Planning pedagogy, student learning and teaching, reflective practice, authentic assessment, University of Liverpool, Xi’an Jiaotong-Liverpool University

Abstract

Increasingly internationalised student cohorts within planning schools offer opportunities to enhance existent student learning, but may also present potential issues, such as language difficulties, cultural disorientation, and the need to assimilate learning styles, internationalise curricula, and varying pedagogic teaching styles, all of which can impact staffing and costs. In 2016 the Department of Planning and Geography at the University of Liverpool obtained a Learning & Teaching (T&L) Award to develop projects examining the potential for a more meaningful learning experience for undergraduate students transitioning to Liverpool from XJTLU – the university’s sister institution in Suzhou, China. This intervention primarily sought to promote complementary understanding of British and Chinese planning at XJTLU and UoL to facilitate improved academic attainment for XJTLU students completing their studies in Liverpool. Evaluating those aspects of the intervention focused on additional contact and one-to-one guidance for students, this paper reflects on this project and develops recommendations on managing the process of student transfer as well as ensuring that the planning discipline integrates “soft skills” more effectively in its teaching.

How to Cite

Dockerill, B., Mell, İan, & Nurse, A. (2021). Facilitating the Smooth Transition of Second-Year XJTLU Students into Planning Programmes at the University Of Liverpool: Results and Reflections from an Ongoing Series of Interventions. Transactions of the Association of European Schools of Planning, 5(2), 113–130. https://doi.org/10.24306/TrAESOP.2021.02.003

Published

01-12-2021

Author Biographies

Bertie Dockerill, University of Manchester

School of Environment, Education and Development (SEED)

İan Mell, University of Manchester

School of Environment, Education and Development (SEED)

Alex Nurse, University of Liverpool

School of Environmental Sciences 

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