I - Quality Recognition (QR)

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Browsing I - Quality Recognition (QR) by Author "Galland, Daniel"

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    Bachelor Programme in Spatial Planning (Adam Mickiewicz University)
    (AESOP, 2021) Galland, Daniel; Silva, Paulo; Chettiparamb, Angelique
    The Bachelor Programme in Spatial Planning delivered at the Adam Mickiewicz University is distinctive in its focus on spatial management. It brings together the following aspects of quality in planning education: - Programme Curriculum and Identity • An effective blend of core and elective subjects from different disciplines that contribute to the subject of spatial planning and management. • Focus on multiple scales including the European, national and regional and local spatial scales. • Well qualified academic staff also supported and complemented by parttime employees who are practitioners. - Principles of Pedagogy • The development of practical reasoning and judgement in students through compulsory professional practice as well as practice-based discussions and reflections. • Interdisciplinary teaching of spatial planning and management by including three scientific disciplines explored through interdisciplinary projects that combine theories, methods and different points of view from the three disciplines. • Excellent exposure for students to active learning opportunities that encourage independent learning starting from an early stage in the curriculum.
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    Bachelor Programme in Territorial, Urban, Environmental and Landscape Planning (School of Planning and Design Politecnico di Torino)
    (AESOP, 2019) Galland, Daniel; Pinho, Paulo; Chettiparamb, Angelique
    The Bachelor Programme in Territorial, Urban, Environmental and Landscape Planning delivered at Politecnico di Torino brings together the following aspects of quality in planning education: — Academic curriculum: • A broad range of appropriate disciplines that introduces and integrates disciplinary perspectives to prepare the student for an effective planning career. • A strong grounding in the spatial sciences encouraging the development of spatial skills and spatial sensibilities. — Teaching pedagogy: • The use of an appropriate range of pedagogic techniques in teaching units (Unità Didattiche) to target disciplinary learning needs. • The use of the ‘cross -­‐curricular studios’ with a workshop to encourage problem-­‐based and inquiry-­‐based learning. — Elements of distinctiveness: • A distinctive focus on the operational character of its curriculum that comprises a compulsory internship undertaken in the context of public and private working environments. • A distinctive focus on teaching activities addressing planning tools and practices at different scales of spatial intervention.
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    Bachelor Programme in Town Planning and Urban Studies (Department of Architecture University of Palermo)
    (AESOP, 2019) Galland, Daniel; Pinho, Paulo; Chettiparamb, Angelique
    The Bachelor Programme in Town Planning and Urban Studies delivered at the University of Palermo brings together the following aspects of quality in planning education: — Academic curriculum: • A sufficiently broad range of appropriate disciplines that introduces and integrates disciplinary perspectives to prepare the student for an effective planning career. • A strong grounding in the spatial sciences encouraging the development of spatial skills and spatial sensibilities. — Teaching pedagogy: • The use of the ‘studio’ as a central pedagogical tool to encourage collective and experiential learning. • The use of an appropriate range of pedagogic techniques through workshops to complement and target specific learning needs beyond the studio. — Elements of distinctiveness: • A distinctive focus on cultural heritage and architectural history both as a subject in itself and as a perspective for studio1based learning. • A distinctive focus on the sociological aspects of planning to encourage socio1technical reflection and learning.
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    Bachelor Programme in Urbanism (Faculty of Architecture University of Ljubljana)
    (AESOP, 2019) Galland, Daniel; Dabović, Tijana; Pinho, Paulo
    The Bachelor Programme in Urbanism delivered at the University of Ljubljana brings together the following aspects of quality in planning education: — Academic curriculum: • A comprehensive study programme within the field of urbanism with a strong knowledge emphasis on the urban dimension of planning education. • A balance between planning knowledge and professional skills reflected in and acquired through the delivery of high1level courses in and around urbanism, and the provision of skills and abilities to address real1life urban issues. — Teaching pedagogy: • An assortment of teaching and learning approaches including inter alia project1oriented instruction, case1based work as well as design workshops and studios. — Elements of distinctiveness: • An alignment with the urbanism education tradition in planning, which places emphasis on interdisciplinarity as expressed by the programme’s structure connecting knowledge from the fields of urban design, architecture, deliberative planning, sustainability and project engineering. • Practical orientation to community problem1solving supported by experiential learning.
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    Master in Architecture, Specialization in Urbanism (Lisbon School of Architecture University of Lisbon)
    (AESOP, 2022) Galland, Daniel; Silva, Paulo; Chettiparamb, Angelique
    The MSc in Architecture offered at the Lisbon School of Architecture, University of Lisbon, is distinctive in its focus on urbanism. It brings together the following aspects of quality in planning education: - Programme Curriculum and Identity o Development of professional and reflexive practice by exposure of students to issues of public interest and equity through project and studio work, involving discussions and focused exercises. o Focus on territorial systems at multiple scales, exploring critical links between and within scales, working closely with non-academic partners. o Promotion of methods to address climate change in urbanism through sustainability concepts and systemic approaches, thereby responding to an important contemporary societal change. - Principles of Pedagogy o The development of practical reasoning and judgement in students through studio works involving non-academic institutions, and promoting practicebased discussions and reflections. o Interdisciplinary teaching of urbanism by embedding theories, methods, and approaches from different disciplines. o Recognition and promotion of excellence in students through prizes at various course and year levels; encouragement to participate in competitions and engage with wider audiences; and use of exemplary work as reference for future student work.
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    Master in City and Regional Planning (Polytechnic University of Madrid)
    (AESOP, 2023) Galland, Daniel; Fikfak, Alenka; Chettiparamb, Angelique
    The MSc in City and Regional Planning delivered at the Polytechnic University of Madrid is distinctive in its focus on theoretical and methodological courses, interdisciplinarity and regional science. It brings together the following aspects of quality in planning education: Programme Curriculum and Identity - A compelling blend of compulsory and elective courses focused on contemporary research areas in urban studies and regional planning. The programme combines practice and research, including direct participatory approaches of different stakeholders, citizens and other experts. An excellent balance of theoretical, methodological and policy-based courses delivered by a highly qualified teaching team concerning the interdisciplinary character of the programme. - Practical exposure to contemporary socio-spatial challenges across the five main modules of the curriculum: basis in urban planning, professional research, thematic intensification, and master thesis dissertation. - Fostering awareness about global change, its relevance and implications on different spatial scales, from local to regional and beyond. - Excellent transfer of knowledge supported by project-based learning methodology to develop analytical, critical and interpretive thinking through studio-based courses. The structure of courses and leaders’ profiles supports the multidisciplinary approach of PBL methodology based on balanced practice and research tasks.
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    Master in Regional Planning (Faculty of Architecture Istanbul Technical University)
    (AESOP, 2022) Galland, Daniel; Dabović, Tijana; Chettiparamb, Angelique
    The MSc in Regional Planning delivered at Istanbul Technical University is distinctive in its focus on theoretical and methodological courses, interdisciplinarity and regional science. It brings together the following aspects of quality in planning education: - Programme Curriculum and Identity o An effective blend of compulsory and elective courses focused on contemporary research areas in regional planning and regional science. An excellent balance of theoretical, methodological and policy-based courses delivered by a highly-qualified teaching team in relation to the interdisciplinary character of the programme. o An exposure to multi-scale, socio-spatial challenges across the four main modules of the curriculum: economic–policy management, sectoral–spatial, environment and sustainability, and analysis methods. o Highlighting the relevance and implications of professional ethics and reflexive practice throughout the programme for planners performing at the regional scale and beyond. Principles of Pedagogy o Providing students with theoretical and practical knowledge whilst enabling them with opportunities to develop analytical, critical and interpretive thinking and skilss through methodological and studio-based courses. o Excellent level of student/alumni/employer's engagement in facilitating research-oriented and proactive curriculum appraisal and development through inter-institutional advisory boards, alumni feedback forums, and studio juries. o Encouragement of active, independent and peer-learning in theoretical and studio-based courses through research-based assignments and presentations. Active promotion of academic excellence through national and international dissemination of thesis projects.
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    Master in Spatial Planning Specialisation: Environmental Conditions in Spatial Planning (Warsaw University of Technology)
    (AESOP, 2018) Mironowicz, Izabela; Lo Piccolo, Francesco; Galland, Daniel
    After a thorough examination of its contents and methods, the MSc in Spatial Planning Specialisation: Environmental Conditions in Spatial Planning offered by the Warsaw University of Technology has been highly distinguished with the AESOP CERTIFICATE OF QUALITY We certify that: This programme fulfils the European quality standards of planning programmes according to the AESOP Charter, complemented by an effective internationalization of teaching and learning processes
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    Master in Urban and Regional Planning (Norwegian University of Life Sciences - NMBU)
    (AESOP, 2023) Maidment, Christopher; Dabović, Tijana; Galland, Daniel; Chettiparamb, Angelique
    The programme curriculum offers three main progressions – scales, topics and ethics –, the development of which are clearly articulated through a coherent course structure: - Rooted in landscape and land use planning and land consolidation alongside the Norwegian legislation and public administration, programme branches from compulsory knowledge related to project management, place making, local development to comprehensive land use planning, urban, landscape, regional and strategic planning. - Progression of skills and competences related to procedural and substantive theories and methods in planning, but also to interdisciplinary collaboration. From the main focus on land use and spatial planning, the programme offers a large spectrum of optional courses around the following 5 tracks: Planning, landscape and public health; Global development and sustainability; Property development; Organisation, project management and finance; and Environment/climate/nature/management/ecology. - Progression of professional and academic ethical considerations and engagement of planners in practice and in research: from the planner’s role in mediating/communicating knowledge about the impacts of spatial interventions to key decision-makers to the planner’s role in defending the ethical choices (related to sustainability, climate change, social justice and resilience) in a specific planning practice. The progression of professional ethics in is undertaken to consider the specific Nordic, but also agnostic/general market and regulative driving forces and planning system(s). - International mobility, including recruiting international staff and students, is perceived as a significant mechanism for increased quality and competence in education, research, innovation and multicultural understanding. It fosters collaboration within leading international research and education environments and a variety of institutional measures are in place to support it.
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    Master in Urban Planning and Policy Design (School of Architecture Urban Planning Construction Engineering, Politecnico di Milano)
    (AESOP, 2021) Galland, Daniel; Silva, Paulo; Chettiparamb, Angelique
    The Master Programme in Urban Planning and Policy Design delivered at the School ofArchitecture Urban Planning Construction Engineering is distinctive in the combination of the Mediterranean tradition of spatial planning, Anglo-Saxon policy analysis, and social sciences. It brings together the following aspects of quality in planning education: - Programme Curriculum and Identity o The combination of design, policy analysis, urban studies, and social sciences. o Incorporation of ethics and the reflexivity in exploring the neutrality of planners within contexts of power. o The eminent teaching team bringing a wide variety of planning and policy ex - Principles of Pedagogy o Utilisation of compulsory internships to develop in students’ skills of practical reasoning and practical judgement. o Research and inquiry skills introduced from an early stage and reinforced and developed through the curriculum. o Support provided to curriculum development by an advisory board constituted from diverse stakeholders and experts.pertise to the curriculum.
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    Master Programme in Planning and Sustainability Département Aménagement et Environnement, Polytech Tours University of Tours
    (AESOP, 2019) Galland, Daniel; Deffner, Alex; Pinho, Paulo
    The Master Programme in Planning and Sustainability delivered at the University of Tours brings together the following aspects of quality in planning education: — Academic curriculum: • A comprehensive study programme within the fields of spatial planning and sustainable development with a strong emphasis on research, leading a majority of graduates towards the pursuit of a PhD. • A high;level academic environment within a School of Engineering (Polytech Tours). — Teaching!pedagogy:!! • A delivery of planning knowledge with emphasis on theory, methodology and professional skills. • An assortment of pedagogical approaches including inter alia research;based teaching, problem;based learning, case;based work, seminars and internships. — Elements of distinctiveness: • A distinctive focus on research with a strong emphasis on the environmental dimension in planning. • An interdisciplinary planning programme that connects the social sciences with engineering. • The only planning programme in France entirely taught in English with a strong connection to UN Habitat, leading to a high degree of internationalisation.
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    Master Programme in Regional Planning (Yildiz Technical University)
    (AESOP, 2020) Galland, Daniel; Silva, Paulo; Chettiparamb, Angelique
    The Master Programme in Regional Planning delivered at the Yildiz Technical University is distinctive in its focus on the policy agenda at the regional scale. It brings together the following aspects of quality in planning education: - Programme Curriculum and Identity o An effective blend of core and elective subjects focused on regional planning with excellent exposure to international connections and networks. A good blend of theory and practice delivered by a well-qualified team in relation to the nature of the programme objectives. o The focus on contemporary societal changes, such as income inequality, resilience, access to public service, stagnation at regional and local scales. o Opportunities for students to develop critical thinking and reflective practice through comparative analysis and practical engagement. - Principles of Pedagogy o Nurturing research and inquiry skills in students through ‘research-based teaching’ and by facilitating research discussions between students and tutors. o Excellent level of student/alumni/employer’s engagement in curriculum appraisal and development using online platforms, reunion meetings, alumniled seminars, guest lectures and studio-jury involvement. Active involvement with the Chamber of City Planners ensuring the programme remains practicerelevant. o Encouragement of active and independent learning in students by motivating them to find topics of their own interests and carry out independent research, whilst enabling group and peer learning through team-based studio work.
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    Master Programme in Spatial Organisation and Design (Yildiz Technical University)
    (AESOP, 2020) Galland, Daniel; Peric, Ana; Finka, Maros
    University is acknowledged as an interdisciplinary study program in spatial planning efficiently backed by the environment of the Faculty of Architecture within which it is embedded. It brings together the following aspects of quality in planning education: - Programme Curriculum and Identity o Properly linked focus of the study programme to the main profile of the Department (City and Regional Planning) and the Faculty (Architecture). The clear response of design-centred curriculum to the profile of graduates compared to other study programmes offered by the Faculty. o The pragmatic dimension of professional ethic awareness as an inherent part of students’ practical study engagement. A close link between students’ academic tasks and demands of societal practice. o Understanding of contemporary societal change through the development of students’ individual awareness about their own role as experts for spatial organisation and design. - Principles of Pedagogy o Capitalising the potential of interdisciplinary staff and its pedagogical competences through encouraging the reflection on disciplinary biases. o Best practice example of student/alumni/employer’s engagement by enabling its members to develop stronger relations with the university’s community, find mentorship and gain access to new professional networks. o Fostering active and independent learning by providing the freedom to students when selecting the research topics within the given framework. Exploiting students’ knowledge and skills from different disciplinary backgrounds to achieve mutual learning through group work, studio project, open debates, and exchange with practitioners.
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    Master Programme in Spatial Planning (Graduate School of Geosciences Utrecht University)
    (AESOP, 2019) Galland, Daniel; Dabović, Tijana; Pinho, Paulo
    The Master Programme in Spatial Planning delivered at Utrecht University brings together the following aspects of quality in planning education: — Academic curriculum: • A comprehensive, research3oriented master study programme in spatial planning with a strong emphasis on knowledge3integrated coursework and academic research skills in planning. • A balance between planning knowledge, professional skills and planning practice reflected in and acquired through the delivery of high3level theoretical and methodological planning courses, and the provision of skills and abilities to address real3life planning cases. — Teaching pedagogy: • An assortment of teaching and learning approaches combining interactive classroom settings and digital platforms workshops. • A progression from combined individual and group work in theoretical courses towards a focus on internships and workshops alongside planning practitioners. — Elements of distinctiveness: • A programme with a demarcated emphasis on the relationship between scientific knowledge production in planning and the practical, problem3oriented dimension of the field. • An international, research3oriented planning programme aimed at facilitating both the Dutch and broader European spatial planning labour markets.
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    Master Programme in Spatial Planning (Faculty of Civil and Geodetic Engineering University of Ljubljana)
    (AESOP, 2019) Galland, Daniel; Dabović, Tijana; Pinho, Paulo
    University of Ljubljana The Master Programme in Spatial Planning delivered at the University of Ljubljana brings together the following aspects of quality in planning education: — Academic curriculum: • A comprehensive spatial planning study programme with a strong knowledge emphasis on the land management dimension placed within a wider understanding of strategic and interdisciplinary spatial planning issues. • A balance between planning knowledge and professional skills delivered through high6level courses in and around land use management and geoinformatics. Namely, it focuses on the provision of skills and abilities that enable the interdisciplinary exploration of various aspects of regional and local spatial development and land use towards addressing real6 life situations and demands. — Teaching pedagogy: • An assortment of teaching and learning approaches focusing on project6based learning, application of ICT and GIS, knowledge testing, seminar work and professional excursions. — Elements of distinctiveness: • An alignment with the Slovene tradition of interdisciplinary spatial planning practice, which carefully places different regional and local land management aspects and planning tools in relation to more strategic, as well as practical opportunities and challenges. • Practical orientation to problem6solving supported by interdisciplinary planning knowledge and technical skills in geo6informatics applied to ongoing and future land6use changes.
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    Master Programme in Urban Conservation and Planning (Yildiz Technical University)
    (AESOP, 2020) Galland, Daniel; Perić, Ana; Finka, Maroš
    The Master Programme in Urban Conservation and Planning delivered at the Yildiz Technical University is recognised as a study programme focused on the historic preservation, yet with a distinctive consideration of both management and implementation-oriented approach in addressing the topic of conservation planning. It brings together the following aspects of quality in planning education: Programme Curriculum and Identity • A pragmatic approach, i.e. the focus on implementation measures in a specific context, and not solely on the general principles of conservation. • Acknowledgment of professional ethics through different topics relevant to urban conservation (e.g. disinvestment/decay, pressures of gentrification, • displacement, large scale urban projects, including infrastructure investments, tourism development and dilemmas of keeping the authentic character) in relation to specified conceptual themes (e.g. sustainability, rights-based approaches in urban conservation, reduction of poverty, resilience). • A well-interlinked and content-coordinated system of subjects aimed at enabling a balance between planning issues and specific topics of urban • conservation. Principles of Pedagogy • Advanced models for providing the students with a broad research competence – from the basic skills for conducting fundamental research to those inherent in applied research and the dissemination of research results. • Best practice examples of student/alumni/employer’s engagement by enabling its members to develop stronger relations with the university’s community, find mentorship and gain access to new professional networks. • Stimulation of the studio project as a tool for practical reasoning and practical judgement. Strengthening active and independent learning through an array of diverse student tasks (essays, seminars, studio work, thesis).
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    Master Programme in Urban, Regional and Environmental Planning (Department of Architecture University of Palermo)
    (AESOP, 2019) Galland, Daniel; Deffner, Alex; Pinho, Paulo
    The Master Programme in Urban, Regional and Environmental Planning delivered at the University of Palermo brings together the following aspects of quality in planning education: — Academic curriculum: • A comprehensive study programme in spatial planning that encompasses the urban, regional and environmental dimensions of planning education. • A high1level academic environment within the Department of Architecture allowing graduates to pursue careers in either practice or academia. — Teaching pedagogy: • A well1integrated planning programme with a strong interconnection between theoretical courses and planning studios. • An assortment of pedagogical approaches combining traditional teaching methods with interactive and cooperative learning, including project simulation, peer1learning, participatory practices involving local communities, and internships. — Elements of distinctiveness: • A unique spatial planning programme in Southern Italy, with a high degree of internationalisation. • A professionally1recognised planning programme allowing graduates to enrol to the Italian Association of Architects, Planners, Landscape Architects and Conservators after passing a state exam. • A distinctive focus in policy1making and management supplemented by urban design skills.