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Spatial Planning and Governance
| Code: | MRCOT024 | Acronym: | PGT |
| Keywords | |
|---|---|
| Classification | Keyword |
| OFICIAL | Physical Geography |
Instance: 2025/2026 - 1S 
| Active? | Yes |
| Responsible unit: | Department of Geography |
| Course/CS Responsible: | Masters in Hazards, Cities and Spatial Planning |
Cycles of Study/Courses
| Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
|---|---|---|---|---|---|---|---|
| MFPE | 1 | Study plan | 1 | - | 6 | 41 | 162 |
| MRCOT | 12 | MRCOT - Study Plan | 1 | - | 6 | 41 | 162 |
Teaching Staff - Responsibilities
| Teacher | Responsibility |
|---|---|
| Teresa Maria Vieira de Sá Marques |
Teaching - Hours
| Theoretical and practical : | 2,00 |
| Tutorial Supervision: | 1,00 |
| Type | Teacher | Classes | Hour |
|---|---|---|---|
| Theoretical and practical | Totals | 1 | 2,00 |
| Pedro Miguel Magalhaes Nunes Chamusca | 1,00 | ||
| Teresa Maria Vieira de Sá Marques | 1,00 | ||
| Tutorial Supervision | Totals | 1 | 1,00 |
| Pedro Miguel Magalhaes Nunes Chamusca | 1,00 |
Teaching language
Suitable for English-speaking studentsObjectives
The learning objectives are:
1.To understand and explain the evolution of theories and processes of planning
2.To understand and explain the evolution of governance models and participation processes.
3.Understand and apply current concepts and practices in planning, relating urban contexts, governance and urban intervention.
4.To understand and apply current concepts and practices of planning, by establishing relations between urban spaces, urban governance and urban interventions.
5. To acquire and develop action and communication skills.
Learning outcomes and competences
The methodological option focused on exploration, debate and discovery contributes to a better learning of the current theories and concepts in Planning, Governance and urban quality of Cities (objective 1, 2 and 3). Ensuring availability of specific bibliography from an early stage and encouraging its reading and previous analysis facilitates learning and promotes class participation. For some debates an external specialist will be invited (mainly objective 4). This methodological strategy also has the virtue of stimulating class participation and debate (objective 5). Organizing a field excursion (one day, in multiple urban contexts) contributes to the fulfilment of the defined general objectives, generating readind and spatial analysis skills, as well as identifying strategic priorities and operation of a possible intervention (all objectives).
On the other hand, the application of active methods intends to enhance, simultaneously, conceptual comprehension, application as well as communication skills (objectives 4 and 5). A case study (Documental research on a city located off-region, national or international) and a group assignment are developed in pairs, aiming for the development of various skills, especially teamwork skill.
The intention of both case studies is to provide the analysis of different situations, to communicate and debate ideas, enhancing information collection, cartography and interpretation, discussion and communication skills which allow further learning (objectives 4 and 5, especially). The choice of an international case is intentional, allowing comparative analysis between different territorial contexts to be performed, with different resources and issues (objective 2) and very heterogeneous planning and Governance practices (objectives 1 and 3). Additionally, by promoting contact with this type of strategic documentation for urban developing, knowledge is enhanced. The presentation of the assignments in pairs also develops oral communication and sharing skills (objective 5).
Developing a case study as a group assignment aims to develop urban analysis skills through the exploration of direct and indirect sources of information, from the statistical and cartographic organization and processing of data, as well as the application and operation of the acquired knowledge (all objectives). Writing a final report contributes to the development of written communication skills (objective 5). The test will assess the ability to reflect and sistematically apply the acquired knowledge throughout the semester (objective 5). For the participation component, class participation and group work will be evaluated.
Working method
PresencialProgram
1. THEORY OF PLANNING
1.1 The Chicago School planning
1.1 The Chicago School planning
1.2 Planning as a rational process
1.3 Planning, pragmatism and social theory
1.4 Collaborative and participative planning
2. TERRITORIAL GOVERNANCE
2.1 Participation methodologies
2.1 Participation methodologies
2.2 Urban and Territoriale Governance
3. MONITORING AND EVALUATION SYSTEMS
3.1 Theory of Change and Intervention Logical Framework
3.2 Monitor the intervention process
3.3 Evaluate the intervention process
3. MONITORING AND EVALUATION SYSTEMS
3.1 Theory of Change and Intervention Logical Framework
3.2 Monitor the intervention process
3.3 Evaluate the intervention process
3. PRACTICAL APPLICATION: DEVELOPMENT OF A PROJECT
Mandatory literature
Marques, Teresa Sá; Planos regionais de ordenamento do territórioFerrão, João; Ordenamento do Território Como Política Pública, Fundação Gulbenkian, 2011. ISBN: 9789723114157
Davoudi, Simin; Planning, governance and spatial strategy in Britain : an institutionalist analysis, Basingstoke [etc.] : Macmillan [etc.], 2000
Heale, Patsy ; Urban Complexity and Spatial Strategies: , The RTP, 2008
Faludi, Andreas ; The poverty of territorialism: neo-medieval view of Europe and European planning, Edward Elgar, UK, 2018
Davoudi, Simin; ; Planning as practice of knowing. Planning Theory, , DOI: 10.1177/1473095215575919, 2015
Comments from the literature
During classes, an indication of more bibliography may be given.Teaching methods and learning activities
Classes will proceed by integrating teaching/learning methodologies through exploration, debate and discovery (1) by active methods (2).
1)Exploration, debate and discovery – to stimulate an active role on the students, every week the students are encouraged to read specific bibliography, through which learning is stimulated. Class debate is alternated with moments of presentation, stimulating vertical as well as horizontal dialogue.
2 )Active methods – composed by 2 components:
a) presentation and discussion of an international case study; b) developing a group assignment on an urban scale, involving data collection and processing, developing a diagnosis, a strategy and an action plan, and finally a governance model.
Students must write and present a report. (50% of the evaluation).
In terms of individual assessment, is still considered the test (50%).
a) presentation and discussion of an international case study; b) developing a group assignment on an urban scale, involving data collection and processing, developing a diagnosis, a strategy and an action plan, and finally a governance model.
Students must write and present a report. (50% of the evaluation).
In terms of individual assessment, is still considered the test (50%).
Evaluation Type
Distributed evaluation with final examAssessment Components
| Designation | Weight (%) |
|---|---|
| Exame | 50,00 |
| Trabalho escrito | 50,00 |
| Total: | 100,00 |
Amount of time allocated to each course unit
| Designation | Time (hours) |
|---|---|
| Estudo autónomo | 64,00 |
| Frequência das aulas | 41,00 |
| Trabalho de investigação | 57,00 |
| Total: | 162,00 |
Eligibility for exams
Students must maintain a minimum attendance of 75%. For all students, whether student workers or not, absence in more than 25% of classes due to medical reasons, illness, work or other, can be compensated with an extra question in the final exam. Lack of participation in group work or the presentation can be replaced by an extra question in the written or oral exam (to be defined by the lecturer).
Calculation formula of final grade
1. In terms of collective evaluation: write and present a report (50% of the evaluation).2. In terms of individual assessment, is considered the test (50%).
Each component must have at least 7.5 values.
Special assessment (TE, DA, ...)
Students must complete:1) a practical assignment (50% of the assessment). This assignment must be developed with the supervision of the teaching staff.
2) A written test will be carried out (50% of the assessment).
Absence in more than 25% of classes, can be compensated with an extra question in the final exam. Lack of participation in group work and the presentation can be replaced by an extra question in the written or oral exam (to be defined by the lecturer).
Classification improvement
Only the test can be subject to improvement.
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Page created on: 2025-12-01 at 08:58:31 | Privacy Policy | Personal Data Protection Policy | Whistleblowing | Electronic Yellow Book