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The Research-Led Pedagogy in Contemporary Planning Education

Received: 6 October 2014     Accepted: 21 October 2014     Published: 22 November 2014
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Abstract

This paper aims to explore the research-led pedagogy in contemporary planning education. A case study was conducted in the Department of Urban Planning and Design, Xi’an Jiaotong-Liverpool University, to show a range of teaching and learning methods which aimed to embed research into the academic experience, thereby facilitating students’ active learning. The application of these new teaching models (e.g. integrated teaching across different modules, interdisciplinary workshops, field studies, summer undergraduate research projects, games, etc.), as a move away from the lecture-based approach to a hands-on approach, provides an opportunity for students to engage with some innovative concepts (e.g. sustainability, resilience, etc.) and explore their applicability and value in practice. It was found from this study that there is an urgent need to foster a research-led learning environment which can facilitate innovative educational practices or similar. Such an ongoing process can also help students deepen their understanding of the latest requirements of China’s overall strategic development plans (e.g. the integrative development of urban and rural areas) and thereby cope with new issues arising in the urban-rural transformation. Since the host institution of this study (XJTLU) is itself a joint venture between Xi’an Jiaotong University China and the University of Liverpool UK, some findings from this case study reflect the differences of educational practices between the UK and China.

Published in Education Journal (Volume 4, Issue 1-2)

This article belongs to the Special Issue Interdisciplinary Researches in Environmental Design Education

DOI 10.11648/j.edu.s.2015040102.11
Page(s) 1-9
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Research-Led, Pedagogy, Planning Education, Active Learning, Curriculum

References
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[2] C. Brown, J. Claydon and V. Nadin. “The RTPI’s Education Commission: Context and Challenges”. The Town Planning Review (2003) 74 (3): pp. 333-345
[3] RTPI (Royal Town Planning Institute). “A New Vision for Planning: Delivering sustainable communities, settlements and places”, 2001. [Online] Available at: [assessed 10 March 2014]
[4] RTPI (Royal Town Planning Institute). “RTPI Education Commission Report”. London: RTPI, 2003
[5] P. Batey, R. Boyle, A. Motte, P. Ache, S. Pepper and T. Claydon. “Comments on the RTPI Education Commission’s Report and Its Implications for Planning Education”. The Town Planning Review (2003) 74 (4): pp. 355-369
[6] D. Reeves. “Future scoping – developing excellence in urban planners”. Australian Planner (2009) 46 (1): pp. 28-33
[7] RTPI (Royal Town Planning Institute). “Policy Statement on Initial Planning Education”, 2012. [Online] Available at: [assessed 10 March 2014]
[8] G. Ellis, B. Murtagh and L. Copeland. “The Future of the Planning Academy (Report)”. Belfast: Queen’s University Belfast and RTPI, 2012.
[9] A. Miller, J. Sharp and J. Strong (ed.). “What is research-led teaching? Multi-disciplinary perspective”. London: CREST, 2012.
[10] M. Deakin. “Research Led Teaching: A review of two initiatives in valuing the link between teaching and research”. Journal for Education in the Built Environment (2006) 1 (1): pp. 73-93
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[12] M. Roach, P. Blackmore and J.A. Dempster. “Supporting High-Level Learning through Research-Based Methods: A framework for course development”. Innovation in Education and Teaching International (2001) 38 (4): pp. 369-382
[13] A. Brew. “Enhancing the quality of learning through research-led teaching”. In: HERDSA 2002 Conference Proceeding, 2002 [Online] Available at: [assessed 10 March 2014]
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[15] M. Healey. “Linking Research and Teaching: exploring disciplinary spaces and the role of inquiry-based learning”. In: Barnett R. (ed.) (2005) Reshaping the University: New Relationships between Research, Scholarship and Teaching. McGraw Hill/Open University Press, 2005 pp. 67-78
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[19] B. Chen. “Planning Education for Sustainable City Transformation: The programme design and education reform in the XJTLU Department of Urban Planning and Design”. In: China Urban Planning Education Network and School of Urban Design (ed.) Humanistic Planning Creative Transformation: Proceedings of China Urban Planning Education Conference 2012. Beijing: China Architecture and Building Press, 2012. pp. 360-367
[20] C.S. Hayles and S.E. Holdsworth. “Curriculum Change for Sustainability”. Journal for Education in the Built Environment (2008) 3 (1): pp. 25-48.
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[22] J. Friedmann. “China’s Urban Transition”. Minnesota: the University of Minnesota, 2005.
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    Bing Chen. (2014). The Research-Led Pedagogy in Contemporary Planning Education. Education Journal, 4(1-2), 1-9. https://doi.org/10.11648/j.edu.s.2015040102.11

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    ACS Style

    Bing Chen. The Research-Led Pedagogy in Contemporary Planning Education. Educ. J. 2014, 4(1-2), 1-9. doi: 10.11648/j.edu.s.2015040102.11

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    AMA Style

    Bing Chen. The Research-Led Pedagogy in Contemporary Planning Education. Educ J. 2014;4(1-2):1-9. doi: 10.11648/j.edu.s.2015040102.11

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  • @article{10.11648/j.edu.s.2015040102.11,
      author = {Bing Chen},
      title = {The Research-Led Pedagogy in Contemporary Planning Education},
      journal = {Education Journal},
      volume = {4},
      number = {1-2},
      pages = {1-9},
      doi = {10.11648/j.edu.s.2015040102.11},
      url = {https://doi.org/10.11648/j.edu.s.2015040102.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.s.2015040102.11},
      abstract = {This paper aims to explore the research-led pedagogy in contemporary planning education. A case study was conducted in the Department of Urban Planning and Design, Xi’an Jiaotong-Liverpool University, to show a range of teaching and learning methods which aimed to embed research into the academic experience, thereby facilitating students’ active learning. The application of these new teaching models (e.g. integrated teaching across different modules, interdisciplinary workshops, field studies, summer undergraduate research projects, games, etc.), as a move away from the lecture-based approach to a hands-on approach, provides an opportunity for students to engage with some innovative concepts (e.g. sustainability, resilience, etc.) and explore their applicability and value in practice. It was found from this study that there is an urgent need to foster a research-led learning environment which can facilitate innovative educational practices or similar. Such an ongoing process can also help students deepen their understanding of the latest requirements of China’s overall strategic development plans (e.g. the integrative development of urban and rural areas) and thereby cope with new issues arising in the urban-rural transformation. Since the host institution of this study (XJTLU) is itself a joint venture between Xi’an Jiaotong University China and the University of Liverpool UK, some findings from this case study reflect the differences of educational practices between the UK and China.},
     year = {2014}
    }
    

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    AB  - This paper aims to explore the research-led pedagogy in contemporary planning education. A case study was conducted in the Department of Urban Planning and Design, Xi’an Jiaotong-Liverpool University, to show a range of teaching and learning methods which aimed to embed research into the academic experience, thereby facilitating students’ active learning. The application of these new teaching models (e.g. integrated teaching across different modules, interdisciplinary workshops, field studies, summer undergraduate research projects, games, etc.), as a move away from the lecture-based approach to a hands-on approach, provides an opportunity for students to engage with some innovative concepts (e.g. sustainability, resilience, etc.) and explore their applicability and value in practice. It was found from this study that there is an urgent need to foster a research-led learning environment which can facilitate innovative educational practices or similar. Such an ongoing process can also help students deepen their understanding of the latest requirements of China’s overall strategic development plans (e.g. the integrative development of urban and rural areas) and thereby cope with new issues arising in the urban-rural transformation. Since the host institution of this study (XJTLU) is itself a joint venture between Xi’an Jiaotong University China and the University of Liverpool UK, some findings from this case study reflect the differences of educational practices between the UK and China.
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Author Information
  • Department of Urban Planning and Design, Xi’an Jiaotong-Liverpool University, Suzhou, China

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