Project: Urban Planning in a Welfare Context

E2023

Nordic Urban Planning Studies

Project

English

Read about the Master Programme and find the Study Regulations at ruc.dk

You register for activities through stads selvbetjening during the announced registration period, which you can see on the Study administration homepage.

Registration for project-exam: Please remember to confirm your registration by signing up for exam as a group when the group formation is final. The registration is through STADS Online Student Service

When registering for courses, please be aware of the potential conflicts and overlaps between course and exam time and dates. The planning of course activities at Roskilde University is based on the recommended study programmes, which should not overlap. However, if you choose optional courses and/or study plans that goes beyond the recommended study programmes, an overlap of lectures or exam dates may occur depending on which courses you choose.

15

Lasse Martin Koefoed (lmartin@ruc.dk)
Tatiana Fogelman (fogelman@ruc.dk)

Lasse Martin Koefoed (lmartin@ruc.dk)

IMT Registration & Exams (imt-exams@ruc.dk)

U60324

Working in groups, students should use relevant theories and methods to analyse planning processes and/or work with a concrete planning challenge of their choice. They should apply theories that are relevant to the research question while developing a holistic view that takes into account the economic, political, social and cultural elements of the project. They should also reflect on the implications of the analysis for planning debates and practice in the field of study, including for possible proposals, recommendations and solutions. If appropriate, students may include self-produced photographs, video and/or sound recordings as part of the submitted materials.

Working in groups, students should use relevant planning theories and methods to analyse planning processes and/or work with a concrete planning challenge of their choice. They should apply theories that are relevant to the research question while developing a holistic view that takes into account the economic, political, social and cultural elements of the project. They should also reflect on the implications of the analysis for planning debates and practice in the field of study, including for possible proposals, recommendations and solutions. If appropriate, students may include self-produced photographs, video and/or sound recordings as part of the submitted materials.

Preparatory reading (mandatory for those new to RUC and project work as its key pedagogical tool):

Olsen, P.B. & Pedersen, K. 2019, Problem-Oriented Project Work: A Workbook. Denmark: Roskilde University Press, fifth edition. (Available at the RUC academic bookstore)

Petersen, E. B. and Sørensen, K.A. 2020, The Group Project - How to Do It: A Guidebook for University Students. Samfundslitteratur.

Project report reading: The project report must be based on relevant academic literature of at least 400-500 pages in length, chosen on the basis of its relevance for the project formulation. Readings may include some of the literature from the course but will also go beyond the course literature.

15 ECTS = 405 hours of work (1 ECTS = 27 hours)

The proposed distribution of hours on teaching and learning activities: Project formation incl introduction to problem-orientated project learning (PPL) (20 hours); group-based individual project work incl project group meetings (330 hours); supervisory meetings incl preparation and debriefing (10 hours); mid-term evaluation incl preparation (30 hours); exam incl preparation (5 hours).

Project supervision will be evaluated independently by students via written evaluation after the submission of the project report. Additionally, students will be invited to evaluate the project formation anonymously via Padlet.

The majority of the activity takes place as self-study, where the group of 2-6 students works independently with a problem-oriented and exemplary project. The project group can expect up to 5 supervisory meetings of 60 min duration including the mid-term evaluation.

Teaching and learning activities:

• Introduction to PPL • Project formation • Group-based project work • Supervisory meetings • Mid-term evaluation • Presentation and peer-feedback

On completing this project, students should be able to:

• Show knowledge and understanding of central elements of planning theories and practical areas of planning based on international research and as appropriate for their project

• Identify and discuss independently the characteristics of data and methods used in project design and analysis

• Understand social, political, cultural, economic and technological conditions for planning projects

• Demonstrate knowledge of urban economies underpinning planning projects, including where appropriate in relation to sustainable business models, innovation and strategic planning

• Conduct independently, and on an interdisciplinary basis, an in-depth study of planning challenges, processes and their actors

• Communicate and discuss the results of the project as well as its implications for both theory and practice in accordance with appropriate scientific requirements and norms

• Justify and discuss independently the relevance of selected social scientific literature as well as its value in the light of the chosen research question and/or planning practice

• Manage complex study situations and to collaborate in an academic and interdisciplinary manner

• Independently give and receive feedback on professional texts produced by themselves and by colleagues.

Oral project exam in groups with individual assessment


Permitted group size: 2-6 students.

The character limits of the project report are:
For 2 students: 60,000-96,000 characters, including spaces.
For 3 students: 81,600-108,000 characters, including spaces.
For 4 students: 96,000-112,800 characters, including spaces.
For 5 students: 112,800-122,400 characters, including spaces.
For 6 students: 134,400-146,400 characters, including spaces.
The character limits include the cover, table of contents, summary, bibliography, figures and other illustrations, but exclude any appendices.



Time allowed for exam including time used for assessment is for:
2 students: 60 minutes.
3 students: 75 minutes.
4 students: 90 minutes.
5 students: 105 minutes.
6 students: 120 minutes.

Writing and spelling skills in the project report are part of the assessment.

Permitted support and preparation materials at the oral exam: All

Assessment: 7-point grading scale.
Moderation: External examiner.

Samme som ordinær eksamen / same form as ordinary exam

The project report and any supplementing materials forms the basis of the exam.

The exam includes an individual presentation (max 5 min) on a topic of one’s own choice that is relevant for one of the aspects of project presented in the project report. Presentations are followed by a discussion between the students and the examiners with the project report serving as a basis for the exam. Any questions relevant for the theme of first semester project can be asked during the exam.

Assessment criteria:

Assessment consists of a joint assessment of the project report and the oral exam.

Project report:

High emphasis is put on the ability to: • clearly demarcate a problem issue within the field of urban planning in a welfare context and present a substantiated argument for why the problem is exemplary and relevant for a concrete investigation • explain chosen theories and to argue for their relevance to analysing the problem formulation/research question • identify, compare and interpret relevant academic literature within the project’s problem/research area • to justify the relevance of selected sources of data • to demonstrate understanding through clear and well-structured written communication

Writing and spelling skills in the project report are part of the assessment

Oral exam: High emphasis is put on the ability to: • reflect critically on the strengths and weaknesses of project report, on how weaknesses might be addressed • discuss the relevance of project’s analysis to wider planning processes in a welfare context • elaborate on the importance of social, political, economic and technological conditions for planning projects