Reconnecting Academia and Practise: Curriculum Improvement in Urban and Regional Planning Education

Letsoko, Vuyiswa and Pretorius, Ockert and Mphambukeli, Thulisile and Moyo, Thembani (2025) Reconnecting Academia and Practise: Curriculum Improvement in Urban and Regional Planning Education. URBAN INNOVATION: TO BOLDLY GO WHERE NO CITIES HAVE GONE BEFORE. Medium sized cities and towns as a major arena of global urbanisation. Proceedings of REAL CORP 2025, 30th Intl. Conference on Urban Development, Regional Planning and Information Society. pp. 755-762. ISSN 2521-3938

Text (Reconnecting Academia and Practise: Curriculum Improvement in Urban and Regional Planning Education) CORP2025_158.pdf - Published Version Download (572kB)

Abstract

In contemporary academia, institutions of higher learning are experiencing an ideological shift as they strive to align with the Sustainable Development Goals (SDGs) while maintaining relevance within professional planning practices. Research and innovation in community-based projects have emerged as pivotal strategies to enhance planners’ engagement with real-world challenges. However, curriculum improvement remains a significant undertaking, particularly as institutions aim to secure accreditation for their academic programs from professional bodies. At the University of Johannesburg, a critical gap has been identified in exposing students to real-world projects, which was previously addressed in the National Diploma program through in-service training and mentorship by professional planners – a feature not retained in the transition to the Degree program. This study examines curriculum improvement as a strategy for program accreditation, using the Department of Urban and Regional Planning at the University of Johannesburg as a case study. A qualitative research approach was employed, drawing on university documents, a literature review, and semi-structured interviews. Content and thematic analyses were applied to interpret the data. The findings highlight the potential for partnerships, such as memorandums with municipalities, to reintroduce professional mentorship for students. This mentorship program, leveraging innovative and transformative approaches, promises to achieve outstanding outcomes in teaching, learning, and research, thereby bridging the gap between academic training and professional practice. This study underscores the necessity of continuous curriculum evaluation and the adoption of innovative, inclusive, and sustainable practices. It concludes with recommendations for implementing a dynamic, future-oriented curriculum that prepares graduates to excel within the planning professional while addressing societal and global challenges.

Item Type:	Article
Uncontrolled Keywords:	curriculum improvement, planning, sustainable, transformation, innovation
Subjects:	H Social Sciences > HD Industries. Land use. Labor H Social Sciences > HM Sociology L Education > LB Theory and practice of education > LB2300 Higher Education
Depositing User:	REAL CORP Administrator
Date Deposited:	16 May 2025 08:51
Last Modified:	16 May 2025 08:51
URI:	http://repository.corp.at/id/eprint/1160

Actions (login required)

View Item