What Future for Green Infrastructure Planning? Evaluating the Changing Environment for Green Infrastructure Planning Following the Revocation of Regional Planning Policy in England

ABSTRACT

The revocation of the regional tier of planning by the UK Coalition Government in 2010 removed the established framework of strategic planning in England. Using a case study of green infrastructure (GI), this paper examines whether revocation has negatively impacted the development of environmental, and specifically GI policies and practice. It questions if changing government policy narratives have hindered advocacy and subsequently the delivery of GI and the extent to which it has been able to position itself as a mainstream approach in planning. Using the development of the RSS in England, and the North-East and East of England sub-regional GI strategies (areas of significant policy development), as case studies, the paper presents an ex-ante evaluation prior to revocation of the evolution of GI policy at a regional scale, alongside an ex-post assessment (2011–2015) of its continued growth within sub-regional policies. The paper concludes that whilst RSSs provided a promotional forum, that revocation has not negatively impacted upon GI development, as its advocates have facilitated a supportive policy-implementation environment which has led to the development of more integrated approaches in planning praxis.     

Educating collaborative planners: strengthening evidence for the learning potential of multi-stakeholder regional learning environments

Abstract

Planning education needs effective learning environments that support students’ boundary crossing competence development. The multi-stakeholder regional learning environment (RLE) is, by its typical design, hypothesized to foster boundary crossing. This quasi-experimental mixed method pre- and post-test study affirms the effectiveness of the RLE for stimulating competence development, and specifically shows the added value of three typical ‘boundary crossing’ RLE design characteristics, i.e. working in multidisciplinary student groups, working intensively with multiple stakeholders, and a high coaching intensity. Results strengthen previous findings, and contribute to the debate in planning education on an evidence-based pedagogical fundament for commonly used authentic learning environments.     

Comparing Spatial Planning Systems and Planning Cultures in Europe. The Need for a Multi-scalar Approach

Abstract

The article argues that in order to understand changes in planning systems and planning cultures in Europe, there is need to adopt a multi-scalar approach with different entry points of analysis. This should give emphasis to the overlooked aspects of actor constellation, knowledge and policy styles. Without neglecting the importance of institutional and legal contexts of spatial planning the comparative analysis should focus on the changes emerging in actor arenas, at different scales of planning practices (project/local, city, regional, cross/border and the national level). Furthermore, the cultural features of planning, the different steering styles and the norms, values, belief systems, visions and frames of the actors involved in the planning process are significant. Adiachronic historical analysis is needed in order to compare changes of planning systems and cultures between different places.     

Understanding and Planning for Freight Movement in Cities: Practices and Challenges

ABSTRACT

Planning for freight presents a perpetual challenge for governments. Understanding freight flows has attracted increasing research attention, though such knowledge can be difficult to translate to address problems in planning practice. This paper critically assesses the challenges of understanding and planning for urban freight movement, especially with reference to achieving more sustainable outcomes. In doing so, we elucidate guidance for broader analytical and policy approaches suited to meeting diverse public interest objectives. We review the literature with specific reference to the nature of policy problems, while collating existing conceptual knowledge for broad urban land use types.     

Making Competitive Cities in the Light of the Meta-SWOT Tool: A Case Study of Tehran,Iran

ABSTRACT

While there is a growing body of scholarship on regional competitiveness, little attention has been paid to the planning methods that can pursue this objective. Public planners are mainly relying on conventional methods that have come under increasing criticism. This study aims to introduce Meta-SWOT as a novel planning tool in urban and regional studies. Meta-SWOT provides competitive and realistic strategies for planners. It systematically tries to present strategies rooted in internal resources and capabilities while acknowledging the challenges posed by the external environment. Nevertheless, it has several limitations that should be considered when applying to urban and regional planning.     

The benefits of embedding experiential learning in the education of planners

Abstract

In a future of complexity, uncertainty and fragmented governance we envision planning graduates who will be better prepared for the real world of planning as a result of an experiential learning (EL) approach in undergraduate tertiary education. In this paper, we present the findings of an Australian research project in which planning educators developed and tested a range of experiential planning principles based on sound pedagogical theory. Embedding EL principles and activities within the planning curriculum provides a structured programme of engagement between theory and practice over the four years of an undergraduate Australian planning programme, including opportunities for work-integrated learning. Students gain experience in negotiated decision-making involving a wide range of interactions with planning practitioners. Students become more adaptable—cognizant of mechanisms influencing change, and recognize the value of lifelong learning founded on critical reflection. We propose that a more systematic approach to integrating experiential learning in tertiary planning education culminating in ‘work integrated learning’ would provide a vehicle for further partnerships with responsive local practitioners and communities. Finally, this paper also argues that applying experiential learning does not compromise the quality of planning education based on greater academic rigour.     

Collaboration with Caveats: Research–Practice Exchange in Planning

Abstract

Researcher and practitioner collaboration in urban planning is both critical to good outcomes and problematic to achieve in reality. Collaboration has the potential for new partnerships, better research problem definition, improved research design and greater impact on practice and policy. However, politics, stakeholder agendas and funding bodies bring pressures and constraints, for which research professionals require a broader set of skills to manage. We examine researcher–practitioner collaboration as part of an action research project on urban greening in Australia. Focusing on a stakeholder engagement workshop, we examine the mechanisms used to overcome barriers to research-practice exchange. We find overt consideration of common barriers to access and use of research when planning collaboration exercises can help facilitate more productive engagement, creating spaces for mutual understanding and generating shared objectives. However, we also find that efforts at collaboration challenge traditional research practices, involve tensions and caveats, and require a different mode of researcher engagement.     

Educating spatial planners for the age of co-creation: the need to risk community,science and practice involvement in planning programmes and curricula

Abstract

Planners are often billed as leaders and change agents of the (un)built environment. It is, however, important to recognize that they are in reality only one of many players in a sea of actors involved in shaping future developments and projects. Plans and interventions today are co-created and in fact co-evolve relying as much on the input, cooperation and actions of inhabitants, users, developers, politicians as on expert planners and a wide variety of other professions. In this introductory section, we, as editors of this special issue, posit that planners therefore require skills for co-creation drawing on science and working with other disciplines. In turn, planning programmes and curricula need to incorporate learning and teaching approaches that prepare students in higher education for working in co-creation settings by purposefully exposing them to learning environments that involve community, science and practice. The collection of papers, which were presented initially at the 2014 Association of European Schools of Planning congress in Utrecht hereafter showcase curriculum developments and pedagogical research of planning educators from different world regions that in the round shed light on a variety of issues and challenges of embedding learning and teaching for co-creation and co-evolution. In particular, we elaborate on the tensions of employing transformational yet high-risk pedagogies in higher education settings that are becoming increasingly risk-averse and streamlined and we suggest an agenda for planning curriculum development.     

Best Practices and Policy Transfer in Spatial Planning

Abstract

Numerous European programs and initiatives have been instrumental in identifying a large and increasing number of examples of best practice (or good practice) in the field of spatial planning. In fact, there is now a profligacy of best practice, which means that many researchers and policy-makers are often confronted with too much information when trying to identify examples of policy and practice in other places. The identification and dissemination of best practices has become a growing industry in many areas of European policy, including spatial planning and urban environmental issues. In many cases, an underlying assumption of best practices is that they are equally applicable and effective in another setting, and that the development and dissemination of best practice will help to lead to improvements in policy and practice in other countries, regions or cities. However, the reality is that best practices have a more limited role in policy-making processes: other influences are frequently more important. The value of exchanging European best practices is limited since there are huge differences in the economic, political or social situation between countries in the European Union. This is particularly true when considering the transfer of best practices between ‘new’ and ‘old’ member states, where the social and economic situation, as well as the institutional frameworks, are often very different in ‘borrowing’ and ‘lending’ countries.     

Long range planning and regional policy 1 Britain— a European pioneer

What is the significance of “regional policy” in Europe today? It is certainly a political force. It was a major factor in the resignation of General de Gaulle last year and a European Conference of Ministers of Regional Planning is being convened to consider it this year. But as a subject it is not always easy to grasp. It seems to touch on many things-environment, employment, democratic participation and long range planning. Its actual shape varies from country to country. At the same time, many Europeans, including the Commission of the European Communities, are convinced that there are common European problems that urgently require a European regional policy to solve them. This article, which will be in four parts, begins by examining the experience of regional policy in the UK, France, Italy, Germany and the European Communities. Its last part will discuss the role of long range planning in achieving an effective regional policy at European level. The author is carrying out research into regional policies in the European Communities and the United Kingdom with financial support from the Social Science Research Council.     

Social Learning in Transnational Spatial Planning Processes: An Analysis of the ‘V4+2’ Cooperation on Spatial Development

ABSTRACT

Social learning can offer a useful lens to analyse multi-actor cooperation processes and their outcomes. In this paper, a conceptual framework based on learning theories is applied to a recent transnational spatial planning process in Central Europe to analyse how the cooperation agenda was shaped, a joint strategy developed, and to understand the possible policy effects of this process. The findings allow a reflection on the potentials of, and challenges for, multi-actor cooperation on spatial planning in large regions covering several countries.     

Comparing Spatial Planning Practice in Europe: A Plea for Cultural Sensitization

Abstract

Comparative research into spatial planning systems typically adopts a structuralist/legalistic approach. This article presents and argues for an integrated perspective which embraces both systemic structures and concrete planning practices . The article begins with a short survey of the current state of comparative research on planning and its weaknesses. At the heart of the article is the endeavor to sensitize the discourse in planning theory towards a culturalistically oriented interpretational context. The studies which display the greatest potential for connectivity in this regard come from comparative research on governance. The concept of the institutional milieu which such research has produced provides the starting-point for an outline of some of the key aspects of a culturally sensitized form of comparative planning research which focuses primarily on the micro level. This represents something akin to a research agenda.     

A framework for production control in health care organizations

The paper presents a hierarchical framework for production control of hospitals which deals with the balance between service and efficiency, at all levels of planning and control. The framework is based on an analysis of the design requirements for hospital production control systems. These design requirements are translated into the control functions at different levels of planning required for hospital production control. The framework consists of five levels of planning and control: patient planning and control, patient group planning and control, resources planning and control, patient volumes planning and control and strategic planning, though this last level does not make part of production control as such. Each of the levels of the framework is further elaborated in terms of the decisions made regarding patient flows and resources, and the co-ordination of the different planning levels. Implications of the framework are discussed by describing some points where current practice deviates from assumptions made in our approach. Recommendations for future research and development of the planning framework are formulated.     

Recent books on HRD

Abstract

The growing potential and need for knowledge and information have had a profound impact on Korea as it strives to develop strategies for national human resource development (NHRD). Within Korea, one strategy for developing NHRD is through regional efforts. However, there is little research regarding regional HRD (RHRD), in spite of the importance of such a focus. This article explores directions and policy-making strategies for RHRD in Busan. 1 1 Busan is often written as Pusan in English, though Busan is preferred in Korea.      

The Social Construction of Planning Systems: A Strategic-Relational Institutionalist Approach

Abstract

This article reflects on a theoretical framework for the analysis of planning systems based on an institutionalist planning theory broadened with Jessop's strategic-relational approach. The aim is to explore the concept of the planning system with an actor—structure perspective so as to underline possible research consequences for analyses and comparisons of planning systems. The article highlights the interactions of actors and social institutional elements, clarifying the strategic-relational nature of a planning system and the dialectical process at the basis of its changes and evolutions.     

Regional Development Agencies in Turkey: Are They Examples of Obligated Policy Transfer?

EU requires the candidate states to introduce the necessary legal arrangements and administrative reforms to harmonize with the EU’s regional policy, and the establishment of RDAs is an important element of those administrative reforms. This is an example of “obligated policy transfer,” which is a subtype of policy transfer. In this context, this article aims to analyze the establishment of RDAs in Turkey as an example of obligated policy transfer. Within this perspective, this article primarily explicates the conceptual framework of policy transfer and obligated transfer as a subtype of policy transfer. Second, the place of RDAs within the EU regional policy and Turkey’s view of regional governments and development conception will be briefly dealt with. Finally, establishment of RDAs in Turkey will be analyzed, using official documents, as an example of obligated policy transfer and the role of EU will be demonstrated.

Reviewing Implications of Urban Growth Management and Spatial Governance in the Global South

ABSTRACT

Urban containment policies have been applied in the global north as a strategy towards creating compact urban development. In the south the urban growth management discourse have been part of planning practice for the past three decades. There are however several reasons, both structural and political that have contributed to its limited success. The purpose of the research is to review practices of growth management in the south in an attempt to find lessons from the implementation of different mechanisms. The study focuses on the challenges of growth management mechanisms and its associated spatial governance approaches.     

Gender,power and office politics

Abstract

This interpretative study explores the experiences of Taiwanese female clerical workers as they deal with office politics. A hermeneutical phenomenology is used to describe and interpret the participants' experiences. The study shows that powerlessness and frustration result from: (1) structural barriers; (2) behavioral barriers; and (3) accommodation and rationalization. This study has implications for research and practice in international area of women's studies and for the field of international career development education.     

What is a Healthy Sustainable Built Environment? Developing Evidence-Based Healthy Built Environment Indicators for Policy-Makers and Practitioners

Abstract

Healthy built environments place people and communities at the heart of urban planning, encouraging decision-making based on human health, well-being and environmental sustainability. This paper describes the development of a set of indicators to assist in this endeavour—by translating and linking the research evidence base with policy-makers and other practitioners. The paper describes how the indicators were chosen, contextualized and subsequently structured to maximize useability for urban planners and health professionals working together to improve community health and neighbourhood sustainability.