E.W.T.M. Heurkens
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69 records found
1
Social interaction in public space
A meta-narrative review
Aligning practices towards a circular economy in the architecture, engineering, and construction sector
Seven transitions in different stages of reconfiguration
Blending an on-campus undergraduate course by integrating MOOC-based learning activities
The BK6MA3 Management and Redevelopment case
Lifelong learning in real estate education
The case of the Master City Developer
This paper addresses the substantive and didactic principles applied in the curriculum renewal of a Dutch post-master program Master City Developer (MCD), aimed at educating planning and real estate practitioners for the challenging job ahead. This two-year professional education program is organized by Erasmus University Rotterdam and Delft University of Technology with the aim to educate practitioners to strategically lead urban development projects. The current 20th course has seen a substantial curriculum change as part of an externally financed renewal project. The renewed course structure is based on ten consecutive modules, focusing on economy, transitions, governance, investment and finance, strategy and design, transformation, law, international development, research methods, and thesis. A major content shift involves the introduction of the urban transitions module, focusing on understanding spatial-economic implications of the mobility and energy transition within various scenarios. Moreover two new modules are added. The urban transformation module support students to understand, create and apply integrative strategies to complex inner-city transformation projects. The urban law module deepens the student’s knowledge on contemporary spatial legislation and contractual law methods that assist them to effectively collaborate on planning and realizing urban projects.
Besides the substantive change, various didactic principles and learning methods are introduced resonating with the latest academic insights on lifelong professional education: blended-learning, case-based learning, student-centred learning. Blended-learning involves purposely linking the weekly interactive face-to-face meetings with student flexible self-study preparations via diverse online learning materials including theme-based videos, self-assessment, and peer-to-peer assignments. Case-based learning evolves around studying one critical urban development case per module from specific theoretical perspectives, aimed at enhancing the student’s ability to critically compare practices in order to construct and apply management concepts and strategies for their own job. Student-centred earning factors in the growing need among professionals for relevant personal leadership skills, which is given shape by a personal development trajectory aimed at individual and collective reflective learning at the intersection of study and practice. ...
This paper addresses the substantive and didactic principles applied in the curriculum renewal of a Dutch post-master program Master City Developer (MCD), aimed at educating planning and real estate practitioners for the challenging job ahead. This two-year professional education program is organized by Erasmus University Rotterdam and Delft University of Technology with the aim to educate practitioners to strategically lead urban development projects. The current 20th course has seen a substantial curriculum change as part of an externally financed renewal project. The renewed course structure is based on ten consecutive modules, focusing on economy, transitions, governance, investment and finance, strategy and design, transformation, law, international development, research methods, and thesis. A major content shift involves the introduction of the urban transitions module, focusing on understanding spatial-economic implications of the mobility and energy transition within various scenarios. Moreover two new modules are added. The urban transformation module support students to understand, create and apply integrative strategies to complex inner-city transformation projects. The urban law module deepens the student’s knowledge on contemporary spatial legislation and contractual law methods that assist them to effectively collaborate on planning and realizing urban projects.
Besides the substantive change, various didactic principles and learning methods are introduced resonating with the latest academic insights on lifelong professional education: blended-learning, case-based learning, student-centred learning. Blended-learning involves purposely linking the weekly interactive face-to-face meetings with student flexible self-study preparations via diverse online learning materials including theme-based videos, self-assessment, and peer-to-peer assignments. Case-based learning evolves around studying one critical urban development case per module from specific theoretical perspectives, aimed at enhancing the student’s ability to critically compare practices in order to construct and apply management concepts and strategies for their own job. Student-centred earning factors in the growing need among professionals for relevant personal leadership skills, which is given shape by a personal development trajectory aimed at individual and collective reflective learning at the intersection of study and practice.
Crossovers between Sustainability Transitions Research and Social Practice Theory
A Systematic Literature Review
Private investment in public urban space
Dutch real estate developer and investor motivations and conditions
In terms of motivations, our study reveals that the location and immediate surrounding is decisive for real estate companies’ willingness to extra invest in public space, as these investments do not pay off as much everywhere and are conditioned by the financial viability of urban regeneration project itself. Additionally, real estate companies indicate that ESG business objectives are increasingly important in investment decisions, with public space functioning as potential tangible means and proof. In terms of conditions, real estate developers and investors indicate that control over assigning rights, distributing responsibilities and shaping characteristics of the investment in public space is decisive. They want to be able control how extra investments are spent to ensure that their own company vision and the development concept for the project is realised to a sufficient degree. The biggest challenge in making public-private agreements about the extra investments are local authority public space standardisation regulations that hinder customization. Additionally, the lack of proven private management instruments for the use phase currently directs Dutch developers and investors to full legal ownership of public space as the only (limited) solution.
Based on the above empirical findings, this research illustrates that it is not possible to determine an ‘ideal framework’ for the distribution of roles and responsibilities for private public space investment and subsequently the management thereof, as public space is non-generic in nature. Nevertheless this research indicates possible conditions under which real estate companies are willing and able to extra invest in public space, thereby seeking collaborations with the public sector and establishing attractive public spaces to the potential benefit of both organisations and users alike. Scientifically, our study adds new insights about the importance of private sector investment considerations into public-private agreements besides those that safeguard the publicness of urban spaces. Research limitations include the external validity (generalisability) of the findings beyond the Dutch institutional real estate practice, and the internal validity due to the limited triangulation and qualitative nature of methods used. ...
In terms of motivations, our study reveals that the location and immediate surrounding is decisive for real estate companies’ willingness to extra invest in public space, as these investments do not pay off as much everywhere and are conditioned by the financial viability of urban regeneration project itself. Additionally, real estate companies indicate that ESG business objectives are increasingly important in investment decisions, with public space functioning as potential tangible means and proof. In terms of conditions, real estate developers and investors indicate that control over assigning rights, distributing responsibilities and shaping characteristics of the investment in public space is decisive. They want to be able control how extra investments are spent to ensure that their own company vision and the development concept for the project is realised to a sufficient degree. The biggest challenge in making public-private agreements about the extra investments are local authority public space standardisation regulations that hinder customization. Additionally, the lack of proven private management instruments for the use phase currently directs Dutch developers and investors to full legal ownership of public space as the only (limited) solution.
Based on the above empirical findings, this research illustrates that it is not possible to determine an ‘ideal framework’ for the distribution of roles and responsibilities for private public space investment and subsequently the management thereof, as public space is non-generic in nature. Nevertheless this research indicates possible conditions under which real estate companies are willing and able to extra invest in public space, thereby seeking collaborations with the public sector and establishing attractive public spaces to the potential benefit of both organisations and users alike. Scientifically, our study adds new insights about the importance of private sector investment considerations into public-private agreements besides those that safeguard the publicness of urban spaces. Research limitations include the external validity (generalisability) of the findings beyond the Dutch institutional real estate practice, and the internal validity due to the limited triangulation and qualitative nature of methods used.
Cities of the Future
Towards Sustainable City Economies
Functional diversity in circular building projects
A novel perspective to study actors, roles and circular results