Collaborative Urban Development in Practice
Syllabus for students autumn 2018, autumn 2017
- Course Code:
- US653E revision 1
- Swedish name:
- Hållbar stadsutveckling i samverkan
- Level of specialisation
- Main fields of study:
- No main fields
- Date of ratification:
- 28 February 2017
- Decision-making body:
- Faculty of Culture and Society
- Enforcement date:
- 28 August 2017
Bachelor's degree, consisting of 180 credits. The equivalent of English B/ English 6 in Swedish secondary school.
Specialisation and progression relative to the degree regulations
The purpose of this course is to develop critical and constructive understanding of urban development. Students will develop the ability to analyse and critically reflect on the conditions of community development, citizen participation, empowerment and social mobilization in urban transformation and development projects. The course is given in close collaboration with local stakeholders from NGOs, public and private sectors, and has a strong emphasis on practice-based learning.
The course has two parts. The first part focuses on community-centred development and the second part on projects and broad stakeholder involvement in sustainable urban development. The course as whole covers the following themes:
- the role of community work in sustainable urban development
- conditions for empowerment, participation and organization of citizens
- conducting a participatory design process with stakeholders on a community level
- the project as a form of organizing urban development
- management of urban developmental projects involving multiple stakeholders
- networks in design, implementation and governance of urban development
- conducting a pre-study for an urban development project
Knowledge and understanding
After completing this course the student will:
1. demonstrate knowledge of theoretical perspectives on community work with special emphasis on participation, empowerment and social mobilization.
2. demonstrate knowledge of forms of project development and organisation
3. demonstrate an understanding of how processes in design, development and subsequent governance shape project outcomes
4. demonstrate knowledge of potentials and limitations of urban development projects from a sustainability and community perspective
Skills and competencies
After completing this course the student will be able to:
5. conduct and present a participatory design process, in collaboration with local stakeholders, and with a special emphasis on participation, empowerment and social mobilization
6. critically evaluate the design and management of community work initiatives with a special emphasis on participation, empowerment and social mobilization
7. conduct and present a pre-study for an urban development project suitable for external review by an independent interested organization or funding agency
8. critically reflect on management and/or governance of proposed urban development projects from an integrated sustainability perspective
Judgement and approach
After completing this course the student will:
9. be able to reflect independently on various aspects of community work with respect to their impact on the ability for citizens to take active part in processes of urban transformation and social mobilization.
10. be able to reflect critically and independently on urban development projects with respect to their impact on well-being of humans and the ecosystem in which they are embedded
Learning activities in the course consist of lectures, workshops, group work, seminars and presentations. A central part of the course is developing input to an urban development project in collaboration with a governmental organization, private company or NGO and providing constructive critique of other students' work.
Mandatory seminars on literature comprise approximately 30 hours (8-12 seminars). Mandatory presentations and discussion of project proposals comprises approximately 50 hours.
Student work is assessed based on four examinations:
- literature seminars account for 5 credits around critical and constructive understanding of community work in relation to processes of urban transformation with special emphasis on participation, empowerment and social mobilization. Literature seminars are evaluated on a pass/fail basis based on both written preparations for the seminar and active participation in discussion. Students must demonstrate knowledge corresponding to learning outcomes 1, 3, 4, 9 and 10 (grading scale U-fail/G-pass).
- the development and presentation of a participatory design process with stakeholders on a community level as well as providing critique of fellow students' work provides 10 credits. Students must demonstrate skills corresponding to learning outcomes 5, 6 and 9 (grading scale Excellent (A), Very Good (B), Good (C), Satisfactory (D), Pass (E) or Fail (U).
- literature seminars account for 5 credits around critical and constructive understanding of urban development projects from a sustainability perspective. Literature seminars are evaluated on a pass/fail basis based on both written preparations for the seminar and active participation in discussion. Students must demonstrate knowledge corresponding to learning outcomes 1, 2, 4, 9 and 10 (grading scale U-fail/G-pass).
- the development and presentation of a pre-study for an urban development project as well as providing critique of fellow students' work provides 10 credits. Students must demonstrate skills corresponding to learning outcomes 4, 7, 8 and 10 (grading scale Excellent (A), Very Good (B), Good (C), Satisfactory (D), Pass (E) or Fail (U).
Excellent (A), Very Good (B), Good (C), Satisfactory (D), Pass (E) or Fail (U).
Course literature and other teaching materials
- Alinsky, S. (1989). Reveille for Radicals. New York: Random House.
- Blackshaw, T. (2009). Key Concepts in Community Studies. Sage Publications.
- Cobb, A. T. (2012). Leading Project Teams. (2nd ed.). Sage Publications Los Angeles.
- Larsen, A. K., Sewpaul, V. & Hole, G. O. (eds.). (2014). Participation in Community Work. International perspectives. Routledge, London & New York.
- McDonough, W. & Braungart, M. (2010 or earlier edition). Cradle to cradle: Remaking the way we make things. MacMillan.
- Putnam, R. (ed.) (2002). Democracies in Flux. The Evolution of Social Capital in Contemporary Society. Oxford: Oxford University Press.
- Rothstein, B (2005). Social Traps and the Problem of Trust. Cambridge University Press.
The University provides students who participate in or who have completed a course with the opportunity to make known their experiences and viewpoints with regards to the course by completing a course evaluation administered by the University. The University will compile and summarize the results of course evaluations as well as informing participants of the results and any decisions relating to measures initiated in response to the course evaluations. The results will be made available to the students (HF 1:14).
If a course is no longer offered or has undergone major changes, students will be offered two re-take sessions based on the syllabus in force at registration during a period of one year from the date of the implementation of the changes.