After successful completion of the course, students are able to critically evaluate strategies, objectives, instruments and projects of integrated, sustainable and resilient spatial development, to recognize current challenges of spatial development as well as of planning activities and to reflect on different planning approaches that pursue integrated approaches. Furthermore, students deepen their competence to deal with different objectives, concepts, institutional arrangements, instruments and processes of integrated development planning across disciplines and to be able to analyze and apply them at different scales. The teaching of different approaches promotes the ability to innovate as well as the recognition of inter- and transdisciplinary contexts in order to be able to comprehensively deal with planning tasks. The students learn to formulate their own positions in dialogue, to concretize them on the basis of specific analysis or planning areas and to transfer them into their own approaches to solutions, taking into account current challenges. By working in small groups with individual focal points, both self-organization and the ability to work in a team are promoted.
In the face of profound ecological, economic and societal challenges, planning – or rather integrated planning approaches and processes – become increasingly important in shaping spatially effective transformation processes. The course deals with strategies, goals, concepts, methods, instruments and processes of integrated, sustainable and resilient spatial development. The concepts of "strategy" and "spatial development" are critically examined against the background of spatial, social and political-administrative conditions with the help of specific examples. There is an in-depth examination of the challenges, problems and solution approaches of integrated development planning, drawing on a wide range of possible planning instruments. In an action- and practice-oriented approach, an in-depth examination of objectives, concepts, institutional arrangements and processes of integrated development planning takes place, taking into account various specialized planning at different scale levels.
In a planning game spanning the entire semester, prototypical approaches to transformative planning are designed in different spatial environments.
The planning game is centered around five types of space, which will be used to develop and discuss occasions and framework conditions, objectives and expectations, working methods and process structures, actor models as well as impact directions of transformative integrated planning. The theory- and literature-based work is carried out in planning teams with a maximum of 4 students. In workshops and special formats, the planning teams will interact with each other and are to be confronted with external perspectives. This strengthens the independent production of knowledge.
The semester is structured via playing cards (spatial cards, task cards and event cards).
