GEOG 5093 - Introduction to Urbanisation

North Terrace Campus - Semester 1 - 2017

The majority of the world?s population now lives in cities. The process of urbanisation continues to accelerate and the development and maintenance of cities represents a substantial challenge for society and government in the developed and developing world alike. Recent research has also emphasised the important role cities play in driving productivity growth. Urban growth generates substantial demands for infrastructure and other investment, and creates the opportunity for new forms of social interaction, economic development and community engagement. This course introduces students to the major drivers of urban growth and change in cities in the developed and developing world, and the strategies used by governments to both better manage and direct that growth. It considers the role of formal planning regimes in directing both growth and decline and considers important concepts in urban analysis, including social justice, gender equity, demographic transition and sustainability. Through the course students will be introduced to the historical legacy and traditions of planning as a profession, current trends in planning policies and the relationship between land use planning and other forms of government intervention in the economy and society.

  • General Course Information
    Course Details
    Course Code GEOG 5093
    Course Introduction to Urbanisation
    Coordinating Unit Geography, Environment and Population
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week.
    Available for Study Abroad and Exchange N
    Prerequisites Completed degree (72 units)
    Course Description The majority of the world?s population now lives in cities. The process of urbanisation continues to accelerate and the development and maintenance of cities represents a substantial challenge for society and government in the developed and developing world alike. Recent research has also emphasised the important role cities play in driving productivity growth. Urban growth generates substantial demands for infrastructure and other investment, and creates the opportunity for new forms of social interaction, economic development and community engagement. This course introduces students to the major drivers of urban growth and change in cities in the developed and developing world, and the strategies used by governments to both better manage and direct that growth. It considers the role of formal planning regimes in directing both growth and decline and considers important concepts in urban analysis, including social justice, gender equity, demographic transition and sustainability. Through the course students will be introduced to the historical legacy and traditions of planning as a profession, current trends in planning policies and the relationship between land use planning and other forms of government intervention in the economy and society.
    Course Staff

    Course Coordinator: Associate Professor Melissa Nursey-Bray

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes

    1. Critically analyse urbanisation processes and their contribution to economic growth and human wellbeing


    2. Articulate a wider understanding of cities and the role of urban processes in shaping society


    3. be able to demonstrate how and why different forms of urbanisation have emerged, and their implications for society the economy and environment.


    4. Critically analyse the relationship between planning, property development and urban growth


    5. Access major sources of information on urbanisation.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 4, 5
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 2, 4, 5, 6,
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    1, 2, 5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1, 3, 6
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1, 6
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1, 6
  • Learning Resources
    Required Resources

    This course will suggest a number of articles and sources for students which will be of use.
    Students will gain maximum benefit from reading through a suite of articles on the subject, which will be both up to date and give a broad understanding of the issues surrounding ethics and the environment. Most of these articles will provided on Canvas
    Recommended Resources

    Some good texts are:
     
    Cox, K. Territory, Scale and Why Capitalism Matter, Territory, Politics, Governance,1:1, pp 46-61. 

    Gugler, J. 2004 World Cities Beyond the West, Cambridge.

    Hall, P. 1969 Urban and Regional Planning, Penguin, Harmondsworth. 

    Hu, R. Blakely, E. and Zhou, Y. 2013 Benchmarking the Competitiveness of Australian Global Cities, Urban Policy and Research, 31:4, pp 435-50.
    Martin, J. and Budge, T. 2011 The Sustainability of Australia’s Country Towns, VURRN Press, Ballarat. 

    Moriarty, P. 2002 Environmental Sustainability of Large Australian Cities, Urban Policy and Research, 20:3, pp 233-43.

    Storper, M. 2012 Keys to the City, Princeton University Press, Princeton. 

    Zhu, Y. 2014 Spatiality of China’s Market Oriented Urbanism, Territory, Politics, Governance, 2:2, pp 194-217. 

    Two good books on Chinese urbanisation are:

     Fulong Wu (2015) Planning for Growth, RTPI Routledge

    Campanella TJ (2008) The Concrete Dragon, Princeton Architectural Press.

     Key journals include:

    Regional Studies
    Urban Studies
    Urban Climate
    CITIES
    Planning Theory and Practice

    Online Learning
    Lectures, assessment, readings and handouts will be made available via Canvas and Canvas will be used as part of an active on-line
    learning strategy.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures supported by problem-solving workshops which develop the lecture material.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    1 x 1-hour lecture (or equivalent) per week 12 hours per semester
    1 x 2-hour workshop (or equivalent) per week 24 hours per semester
    6 hours reading per week 72 hours per semester
    2 hours research per week 24 hours per semester
    2 hours assignment preparation per week 24 hours per semester
    TOTAL WORKLOAD 156 hours per semester
    Learning Activities Summary
    Impacts of urbanisation:
    Schedule
    Week 1 What is urbanisation and why does it matter
    Week 2 History of Urbanisation
    Week 3 Trends in and drivers of urbanisation
    Week 4 Impacts of urbanisation: Housing
    Week 5 Impacts of urbanisation: ageing
    Week 6 Impacts of urbanisation: Culture and migration
    Week 7 Impacts of urbanisation: Environment
    Week 8 Implications for future urban development: urban sustainability
    Week 9 Urban sustainability
    Week 10 Urban sustainability and wrap up
    Week 11 Final assignment presentation
    Week 12 Conclusion
    Small Group Discovery Experience
    Course relies on small group activity based on real life case studies which are aplied in ways that build work skills and job readiness. Enables investigation of multiple urban contexts and from all across the world.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    1. Essay on history of urbanisation  Summative 30% 1-5
    2. Verbal group presentation  Summative 35% 3-7
    3. Sister city focus report Summative 35% 1, 3, 4, 5
    Assessment Detail
    3000 word essay/case study – students will write a research case study essay that critically evalutaes and describes the history of urbanisation in one megacity: 30%  

    Group verbal presentation – students in a group, make a 30 minute presentation to the class which showcases a plan for urban sustainability for a chosen city – 35% 

    Focus project – students write a comparative paper on two cities (one Australian and one if its sister cities) that details the impact of one of the focus issues (i.e. environment, ageing, housing etc)  on those cities.  – 35%
    Submission
    All assignments are submitted electronically via MyUni.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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  • Policies & Guidelines
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