Transactions of the Association of European Schools of Planning Transactions of the Association of European Schools of Planning is an international, bi-annual, peer-reviewed, open-access journal, produced and owned by the Association of European Schools of Planning (AESOP). en-US (Working Group Transactions) (Stichting OpenAccess) Thu, 26 May 2022 16:40:28 +0200 OJS 60 Higher Education Futures? <p>Predicting the future is a difficult and inexact business and, generally, humans are more prone to focus on immediate problems and short-term problem-solving rather than long-range planning. In fact, long-range forecasts are tricky and often rendered wrong due to catalytic events. The dramatic changes in teaching, learning, and conducting research that have seemingly catapulted Higher Education (HE) institutions into a new modus operandi over the past 24 months are a case in point. Who would have predicted that higher education would be conducted by a great many institutions almost entirely virtually and over sustained amounts of time? That academics would teach from their homes lecturing to a screen of black boxes and images? That students would do fieldwork virtually via video, embedded questions and tasks, and that the practice of research teams discussing progress and findings in person would practically vanish?</p> Andrea Frank Copyright (c) 2022 Wed, 01 Dec 2021 00:00:00 +0100 The International Cooperation in Planning Studio as a Pedagogical Approach <p>In 2012, an international planning studio was organized by the Urban Planning Institute of Grenoble (France) at Sfax (Tunisia). What could have been a one-off project evolved into a long-term cooperation between French and Tunisian partners. The international cooperation in urbanism studio is now the focus of the teaching approach in both years of the Urbanism and International Cooperation master’s programme. This paper firstly considers the theoretical and practical contexts in which these studios developed. It then goes on to explore the planning concepts on which they are built. The main pedagogical characteristics are then drawn out. Finally, the lessons which can be learned from this experience and the potential for these to be applied elsewhere are evaluated.</p> Jean-Michel Roux Copyright (c) 2022 Jean-Michel Roux Wed, 01 Dec 2021 00:00:00 +0100 Embedding Landscape in the Education of Young Planners <p>Understanding the relationships between a development and its wider setting is not new to planning. This often delicate balance has been contemplated by planners since well before the ground-breaking European Landscape Convention emerged in 2000. Nevertheless, and in the sustainable management of change, the ELC and its interpretations in domestic laws serve as conscious reminders of landscape as being more value-laden and complex than mere scenery. They support arguments for why meaningful engagement must and should be done - arguments that are most compelling during the education of young planners. In a world where rapid environmental change leads to more deadlines for decision-makers, and in which approaches to prescriptive environmental standards can result in mediocre compliance, it might seem idealistic to expect engagement with landscape in this way. Sharing experiences from University College Cork, this paper explores methods for equipping students with the skills necessary to make efficient and objective yet value-sensitive judgements on landscape at strategic and project levels.</p> Karen Ray Copyright (c) 2022 Wed, 01 Dec 2021 00:00:00 +0100 Facilitating the Smooth Transition of Second-Year XJTLU Students into Planning Programmes at the University Of Liverpool <p>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 &amp; Teaching (T&amp;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.</p> Bertie Dockerill, İan Mell, Alex Nurse Copyright (c) 2022 Wed, 01 Dec 2021 00:00:00 +0100 Editorial <p>This issue (5.2) of Transactions of AESOP brings together a selection of papers which address current themes and issues in planning education. Two of the papers reflect on the experience of teaching modules submitted to recent rounds of the AESOP Excellence in Teaching Award (ETA), one reports on an experience of internationalisation in planning education, and one is an invited paper by Andrea Frank the present Chair of the AESOP ETA Committee. They all provide original and insightful contributions addressing key themes in contemporary planning education including, the impacts of the COVID-19 pandemic, new technologies and modes of teaching delivery, the teaching of landscape in planning programmes, and, the internationalisation of planning cohorts and curricula.</p> Olivier Sykes Copyright (c) 2022 Wed, 01 Dec 2021 00:00:00 +0100