Linking planning pedagogy with practice and innovation: a workshop with practitioners to evaluate planning studio products
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Date
2016
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AESOP
Abstract
This paper explores the relationship between planning pedagogy and planning practice. It reports on a workshop with planning practitioners, which sought to evaluate the recent products of two planning studios in the Bachelor of Town and Regional Planning at the University of Queensland (Brisbane, Australia). The purpose of the workshop was twofold: 1. Examine what constitutes sound planning studio pedagogy in relation to what planning professionals expect from planning graduates when the latter enter the workforce. Are students being trained to meet the demands of the current job market? To answer these questions, studio products were evaluated both in terms of content and graphic quality. 2. Examine whether planning academia is at the forefront of innovation. Can planning practitioners learn from student ideas? What constitutes an “innovative planner” in the Australian, and more broadly, the Western context? Are planning studios more effective than traditional planning courses in fostering innovation and creative thinking among students?
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Proceedings of the IV World Planning Schools Congress, July 3-8th, 2016 : Global crisis, planning and challenges to spatial justice in the north and in the south
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