Speaker
Description
This project, conducted in 2023–2024 with funding from the Universities' Cooperation Fund, organized by the Minister of Universities, Industry, and Innovation in Iceland, focuses on strengthening interdisciplinary collaboration in planning education. The initiative examines the educational offerings and potential collaboration models among Icelandic universities—Agricultural University of Iceland (LbhÍ), University of Iceland (HÍ), Reykjavík University (HR), and Iceland University of the Arts (LHÍ)—to enhance synergies, improve the quality of the M.Sc. program in planning at LbhÍ, and foster efficient interdisciplinary discourse.
The need for this analysis is particularly relevant in Iceland due to its small population, limited student numbers, and relatively few academic staff. These factors pose challenges in maintaining the competitiveness of planning education with international programs. Moreover, the geographical distribution of planning-related disciplines across different universities complicates collaboration. Recognizing planning as an inherently interdisciplinary field, drawing from natural sciences, social sciences, and architecture, this project seeks to address these challenges systematically.
A steering group was established, comprising representatives from the participating universities and various academic disciplines related to planning. Through their discussions, a foundation was laid for identifying common ground and viable collaboration models.
The project was divided into four main components:
1. Reviewing competency criteria for planning professionals, guided by AESOP’s educational qualification criteria and Icelandic local conditions.
2. Analyzing current educational offerings to identify opportunities to strengthen the M.Sc. program in planning.
3. Exploring how planning-related topics could be incorporated into other academic programs and how undergraduate students could be better prepared for pursuing an M.Sc. in planning.
4. Developing and assessing potential models for interdisciplinary collaboration among partner universities.
The project emphasized the role of teaching formats and methods in structuring collaborative efforts. Studio-based learning and project work, particularly in collaboration with design disciplines like architecture and landscape architecture, were identified as key approaches. For other disciplines, seminar-based formats were deemed effective. Interdisciplinary courses allow students from diverse academic backgrounds to attend shared lectures, work on joint projects, and engage in collaborative reflection, fostering the exchange of insights and broader perspectives.
The results highlighted the primary benefits of interdisciplinary collaboration:
1. Applying knowledge from various fields to real-world planning practice.
2. Offering courses in specialized planning topics.
3. Promoting interdisciplinary discussions to improve learning outcomes and the development of planning criteria.
4. Encouraging reflection on one's academic field through dialogue and practical application.
By increasing the number of students in otherwise small fields, the project creates a foundation for richer communication and a broader perspective in planning education.
References
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| Keywords | Interdisciplinary Planning Education; Educational collaboration models; Academic synergies; Studio-Based Learning |
|---|---|
| Best Congress Paper Award | No |
