Roles and methods for landscape architecture in comprehensive planning
The course offer insights in the role of a project leader for comprehensive planning at community and regional level including both legal processes, teamwork strategies among specialists, environmental assessments and public participation.
Course evaluation
The course evaluation is now closed
LK0330-30041 - Course evaluation report
Once the evaluation is closed, the course coordinator and student representative have 1 month to draft their comments. The comments will be published in the evaluation report.
Additional course evaluations for LK0330
Academic year 2021/2022
Roles and methods for landscape architecture in comprehensive planning (LK0330-30111)
2022-01-17 - 2022-03-23
Academic year 2020/2021
Roles and methods for landscape architecture in comprehensive planning (LK0330-30142)
2021-01-18 - 2021-03-23
Academic year 2019/2020
Roles and methods for landscape architecture in comprehensive planning (LK0330-30029)
2020-01-20 - 2020-03-24
Syllabus and other information
Syllabus
LK0330 Roles and methods for landscape architecture in comprehensive planning, 15.0 Credits
Landskapsarkitekturens metoder och roller i översiktlig planeringSubjects
Landscape ArchitectureEducation cycle
Master’s levelModules
| Title | Credits | Code |
|---|---|---|
| Assignments 1-4 | 4.0 | 0302 |
| Literature seminars | 2.0 | 0303 |
| Project work | 6.0 | 0304 |
| Individual essay | 3.0 | 0305 |
Advanced study in the main field
Second cycle, has only first-cycle course/s as entry requirementsMaster’s level (A1N)Grading scale
Language
EnglishPrior knowledge
Knowledge equivalent to 180 credits of which 90 credits in Landscape Architecture, and/or Physical or Urban Planning and/or Community Planning and/or Rural Development, and knowledge equivalent to English 6, or admitted to the Landscape Architecture for Sustainable Urbanisation – Master´s programme.Objectives
Knowledge and understandingAfter completion of the course the student should be able to:
- account for and discuss a selection of theories and methods for planning and sustainable development
Competence and skills
After completion of the course the student should be able to:
- reflect and discuss landscape’s preconditions in relation to sustainable development based on national, European and global relations
- use and reflect on inventory, analysis and presentation methods that are used at comprehensive planning
- examine and reflect on different forms of planning processes with democratic methods as well as conflict management
Judgement and approach
After completion of the course the student should be able to:
- discuss ethical approaches and dilemmas associated with the role as planner
Content
The course is based on a municipality or part of a municipality. Rural areas including one or more smaller urban areas are studied based on their relationship with the main location of the municipality and based on a landscape perspective. Landscape’s preconditions and problems are also analysed in a general perspective in relation to national, European and global relations. Central concepts as landscapes, democracy and ethics are analysed and discussed. The municipality main location is studied in this holistic perspective but not in-depth analysis.In several smaller practical assignments the course participants should in groups, based on a selected municipality, work with different working methods for development of a municipality or a part of it and make a field trip to the area. Apart from exercises about methods for consultation and landscape analysis, visions and scenarios for the municipality’s/or a district’s sustainable development is prepared. Based on these exercises a proposal to recommendations for future land use is formulated and justified in text and on maps. Consequenses of the plan should appear clearly in the proposal.
In lectures and through literature studies, different theories and methods concerning physical planning is treated, as well as planning processes including communicative methods for conflict management. In seminars is discussed how the view on planning’s role in society and thereby also planning profession have been developed during the last decades.
In order for the student to deepen his/her knowledge of physical planning, its possibilities and limitations, it is studied how laws, rules, objectives, agreements, incentives etc. related to comprehensive planning are influenced by society’s development, regionally, nationally and internationally. Finally, in an article, the student reflects over how different values have been handled in the practical assignments and also over the possibilities for comprehensive planning to influence these values.
Field trip, seminars and activities connected to them are compulsory components.
Formats and requirements for examination
Approved examination of article, passed exercise and seminar assignments as well as active attendance in compulsory course components. If a student fails a test, the examiner may give the student a supplementary assignment, provided this is possible and there is reason to do so.If a student has been granted targeted study support because of a disability, the examiner has the right to offer the student an adapted test, or provide an alternative form of assessment.
If this course is discontinued, SLU will decide on transitional provisions for the examination of students admitted under this syllabus who have not yet been awarded a Pass grade.
For the assessment an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. For more information, please refer to the Education Planning and Administration Handbook.
- If the student fails a test, the examiner may give the student a supplementary assignment, provided this is possible and there is reason to do so.
- If the student has been granted special educational support because of a disability, the examiner has the right to offer the student an adapted test, or provide an alternative assessment.
- If changes are made to this course syllabus, or if the course is closed, SLU shall decide on transitional rules for examination of students admitted under this syllabus but who have not yet passed the course.
- For the examination of a degree project (independent project), the examiner may also allow the student to add supplemental information after the deadline. For more information on this, please refer to the regulations for education at Bachelor's and Master's level.
Other information
The right to take part in teaching and/or supervision only applies to the course instance which the student has been admitted to and registered on.If there are special reasons, the student may take part in course components that require compulsory attendance at a later date. For more information, please refer to the Education Planning and Administration Handbook.
Additional information
The course gives 10 credits of skill training.Costs in connection with study trip are completely or partly finance of student. Information about costs are available on the course homepage 4 weeks before start of the course.
Responsible department
Department of Urban and Rural Development
Further information
Grading criteria
Litterature list
Books
Kristjánsdóttir, S. (2017) Nordic experience of sustainable planning. Abington: Routledge. (Available as e-book from the library, you need to be logged into the library to access the book)
Selman, P. (2012) Sustainable landscape planning: the reconnection agenda. Abington: Routledge. (Available as e-book from the library, you need to be logged into the library to access the book)
Westin, M, Calderon, C. & Hellquist, A. (2014) The Inquiry Based Approach (IBA) - a facilitator’s handbook. SWEDESD.
Academic articles
Calderon, C. & Butler, A. (2019) Politicising the landscape: a theoretical contribution towards the development of participation in landscape planning, Landscape Research,
https://www.tandfonline.com/doi/full/10.1080/01426397.2019.1594739
Campbell, H. 2012. ‘Planning ethics’ and rediscovering the idea of planning. Planning Theory, 11, 379-399. https://journals.sagepub.com/doi/pdf/10.1177/1473095212442159
Flyvbjerg, B. (2004) Phronetic planning research: theoretical and methodological reflections, Planning Theory & Practice, 5:3, 283-306. http://www.tandfonline.com/doi/pdf/10.1080/1464935042000250195
Forester, J. (2006) Making Participation Work When Interests Conflict: Moving from Facilitating Dialogue and Moderating Debate to Mediating Negotiations, Journal of the American Planning Association, 72:4 ,447 — 456. http://www.tandfonline.com/doi/pdf/10.1080/01944360608976765
Hendler, S. (2005). Towards a Feminist Code of Planning Ethics. Planning Theory & Practice, 6, 53-69. https://www.tandfonline.com/doi/full/10.1080/1464935042000334967
Isserman, A. (1985). Dare to Plan: An Essay on the Role of the Future in Planning Practice and Education. The Town Planning Review, 56(4), 483-491. http://www.jstor.org/stable/40112237
Joks, S., Østmo, L., & Law, J. (2020). Verbing meahcci: Living Sámi lands. The Sociological Review, 68(2), 305-321. doi:10.1177/0038026120905473
Metzger, J. (2013). Placing the Stakes: The Enactment of Territorial Stakeholders in Planning Processes. Environment and Planning A: Economy and Space, 45(4), 781–796. https://journals.sagepub.com/doi/10.1068/a45116
Reed, M., Graves, A., Dandy, N., Posthumus, H., Hubacek, K., Morris, J., Prell, C., Quinn, C. & Stringer, L. (2009). Who's in and why? A typology of stakeholder analysis methods for natural resource management. Journal of Environmental Management, Volume 90, Issue 5, 1933-1949, https://doi.org/10.1016/j.jenvman.2009.01.001
Richardson, T. (2005). Environmental assessment and planning theory: four short stories about power, multiple rationality, and ethics. Environmental Impact Assessment Review, 25, 341-365. https://www.sciencedirect.com/science/article/pii/S0195925504001192
Watson, V. (2006). Deep Difference: Diversity, Planning and Ethics. Planning Theory, 5, 31-50. https://journals.sagepub.com/doi/pdf/10.1177/1473095206061020