ENVP404-18B (HAM)

Strategic Spatial Planning

20 Points

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Division of Arts Law Psychology & Social Sciences
School of Social Sciences
Environmental Planning

Staff

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Convenor(s)

David Totman

David Totman
david.totman@waikato.ac.nz

Iain White

Iain White
9166
HI.2.01
To be advised
iain.white@waikato.ac.nz

Katherine Davies

Katherine Davies
To be advised

Lecturer(s)

Administrator(s)

: rachel.gosnell-maddock@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: jillene.bydder@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper aims to introduce you to the knowledge and skills necessary for understanding plan making theories, practices and processes. Once you have completed this paper you can expect to appreciate the process of plan making or developing a strategy, from the initial scoping and identification of issues, through to the evaluation of options and objectives, to the public notification etc, at the end of the process.
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Paper Structure

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The paper is structured around lectures, including a number of guest experts.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Learning Outcomes
    • understand the plan making process,
    • appreciate the differences between strategic spatial planning and land use planning.
    • learn about the importance of design in plan making.
    • scope and assess a planning issue, identify an appropriate information base and formulate an appropriate planning approach
    • design effective objectives and policies for both a strategic spatial plan and a RMA based land use plan (e.g. district plan).
    • identify methods of monitoring and reviewing plans including the RMA requirements for reviewing district plans.
    Linked to the following assessments:
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Assessment

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There are three assessments. An individual essay in the first half of the course, then an individual Issues and Options paper, and, finally, a group report.

The Issues and Options paper and the group report are closely related to each other. The issues and options you all identify should help you form the basis of group discussions as to what the group decides the final plan should look like

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Essay
30 Jul 2018
3:00 PM
33
  • Hand-In: Faculty Information Centre (J Block)
2. Issues and Options paper
17 Sep 2018
3:00 PM
33
  • Hand-In: Faculty Information Centre (J Block)
3. Group Report
8 Oct 2018
11:00 AM
34
  • Hand-in: In Lecture
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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No required readings
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Recommended Readings

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Albrechts, L. (2004) Strategic (spatial) planning re-examined, Environment and Planning B: Planning and Design, 31: 743 - 758Allmendinger, P. and Haughton, G. (2009) Soft spaces, fuzzy boundaries and metagovernance: The new spatial planning in the Thames Gateway, Environment and Planning A, 41 (2009), pp. 617–633Allmendinger, P. and Haughton, G. (2009) Critical reflections on spatial planning, Environment and Planning A, 41 (11): 2544 – 2549

Allmendinger, P. and Haughton, G. (2012) Post-political spatial planning in England: a crisis of consensus? Transactions of the Institute of British Geographers, 37 (1): 89–103

Davoudi, S. and Strange, I. (2009) Conceptions of space and place in strategic spatial planning,The RTPI library series: London.

Dühr, S, Colomb, C. and Nadin, V. (2010) European spatial planning and territorial cooperation, Routledge: Abingdon.

Dühr, S. (2007) The visual language of spatial planning, Routledge, London

Faludi, A. (2010) Cohesion, coherence, cooperation. European spatial planning coming of age? Routledge, Abingdon

Gleeson, B. (2001) Towards a National Spatial Planning Framework for Australia, Australian Planner, 38 (3-4): 173-177.

Haughton, G. (2010)The new spatial planning: territorial management with soft spaces and fuzzy boundaries, Routledge: Abingdon.

Healey, P. (2004) The Treatment of Space and Place in the New Strategic Spatial Planning in Europe, International Journal of Urban and Regional Research, 28 (1): 45-67.

Healey, P. (2007) Urban complexity and spatial strategies: Towards a relational planning for our times, Routledge: London.

Hull, A. (1998) Spatial planning: The development plan as a vehicle to unlock development potential?, Cities, 15 (5): 327-335.

Morphet, J. (2010) Effective Practice in Spatial Planning, Routledge: New York.

Marshall, T. (2014) Infrastructure futures and spatial planning: Lessons from France, the Netherlands, Spain and the UK, Progress in Planning, 89: 1-38.

Nadin, V. (2007) The emergence of the spatial planning approach in England. Planning Practice and Research, 22(1): 43–62.

RTPI (2000) Providing the links. The case for a national spatial planning framework, RTPI: London.

Vigar, G. (2009) Towards an Integrated Spatial Planning?, European Planning Studies, 17 (11): 1571-1590.
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Online Support

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We will use Moodle. This will include the lectures and various supplementary material.
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Workload

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It has two contact hours weekly. Students are expected to attend all sessions, complete the required readings and participate in discussions. For a 20 point paper it is expected that a student complete 200 learning hours. On the basis of a 16 week semester (including recess and study periods) a student should spend around 11 hours a week on average working on this paper. This includes attending classes, completing assessed work, reading and thinking.
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Linkages to Other Papers

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Prerequisite(s)

Prerequisite papers: ENVP305, ENVP306, ENVP307 and ENVP308.

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: ENVP504

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