Positioning Planning: Faculty Placement and Curricular Divergence in South African Planning Schools

Letsoko, Vuyiswa and Pretorius, Ockert (2025) Positioning Planning: Faculty Placement and Curricular Divergence in South African Planning Schools. 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. 747-754. ISSN 2521-3938

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Abstract

The effectiveness of urban and regional planning education hinges on a comprehensive understanding of the complex and interconnected challenges facing contemporary cities. The institutional context within which planning programmes are situated significantly influences the perspectives and knowledge emphasized in the curriculum. This study investigates the diverse institutional placements of urban and regional planning programmes within South African universities, examining how their location within different faculties (e.g., Engineering, Humanities, Natural Sciences) shapes their curricular focus and ultimately impacts the skills and knowledge acquired by graduating planners. By analysing the relationship between institutional positioning and curriculum design, this research aims to contribute to a deeper understanding of the factors that influence the quality and relevance of planning education in South Africa. A qualitative research methodology is applied to determine possible differences between the programmes of schools in different faculties. Secondary data sources include institutional online resources and available programme overviews of respective programmes. This enables the grouping of planning schools per faculty and a curricula analysis in relation to themes inherent to SACPLAN competencies. After the application of specified criteria, four planning schools form part of the sample, two situated in the Engineering and Built Environment faculties of their institutions, and two in the faculties associated with Natural Sciences and Agriculture. The findings of the comparative analysis indicate intra- and inter-group differences and similarities in programme focus, technical emphasis, consideration of urban and rural contexts, and integration of themes like sustainability. However, factors other that faculty position may also influence said differences between planning schools, including the institutional history and spatial context. Recommendations include the implementation of a more flexible approach to programme formulation and accreditation, considering the unique institutional, historical, and spatial contexts of planning schools in South Africa. This may enable the development of competitive advantages in respective planning schools to catalyze ongoing growth and improvement in the sector.

Item Type:	Article
Uncontrolled Keywords:	Urban and Regional Planning Education, South Africa , Faculty Placement, Curriculum Design, Future of planning
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 08:00
Last Modified:	16 May 2025 08:14
URI:	http://repository.corp.at/id/eprint/1151

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