Conceptual Freedom in Planning Education and Students’ Methodological Learning

Author(s)
Alois Humer
Abstract

We reflect on a master’s seminar in Applied Geography and Planning, where students had great conceptual freedom in developing their empirical approaches towards group work. First, we assess the inductive, grounded learning design of the course. We then develop thoughts on the degree to which it was fruitful for the students’ methodological learning to allow for a conceptual framework within a single university course. Inductive course designs can foster students’ methodological learning, albeit at the expense of actual content. We close with considerations for designing future courses, putting the findings into the perspective of future challenges of the planning profession.

Organisation(s)
Department of Geography and Regional Research
Journal
Planning Practice & Research
Volume
37
Pages
412-426
No. of pages
15
ISSN
0269-7459
DOI
https://doi.org/10.1080/02697459.2020.1758429
Publication date
2022
Peer reviewed
Yes
Austrian Fields of Science 2012
507001 Applied geography
Keywords
ASJC Scopus subject areas
Geography, Planning and Development
Portal url
https://ucrisportal.univie.ac.at/en/publications/024cc7db-07e4-4e47-90a3-5ac416c67e03