1. STAFF/EMPLOYER CONSULTATION DOCUMENT - MARCH 2014
MA ENVIROMENTAL PLANNING (Shaping Built and Natural Environments)
QUESTION1: How happy are you with the proposed course title of ‘Environmental Planning
(Shaping Built and Natural Environments)’?
1. Rationale
Environmental planning champions a more holistic framework within which to address key planning
challenges that cut across traditional economic, social and environmental silos (Selman, 2000).So
issues such as climate change, globalisation, population growth, economic growth/degrowth and
community resilience all feature as pieces in what is increasingly being recognised as an
interconnected and interdisciplinary jigsaw. Increasing frequencies and impacts offlood events,
storms and droughts, set within the wider context of climate change, show graphically the need for
planners and the built environment professionals to design and implement policy and management
interventions that show improved understandings of the built and natural environment system and
its dependencies and interrelationships. At present too much planning is disintegrated and focussed
on specialised sectoral silos (Scott et al., 2013). This course is specifically designed to address this
shortfall and uses leading experts in research and practice in delivery. In so doing we go back to the
interdisciplinary roots of planning.
This more holistic, systems based approach changes fundamentally the kinds of questions that
planners ask; moving from “where should 50,000 houses go?” to “what kinds of places do we want
to build for the future?”. Thus cross-sectoral thinking and interdisciplinary approaches become core
components of effective planning in theory and practice. Here, the theoretical roots of
environmental planning are grounded in both spatial planning and the ecosystem approach
paradigms (Scott et al. 2013). This productive theoretical nterface offers important new lenses
within which the planner can orchestrate plans, policies, projects and programmes so that they
deliver multiple benefits across the built and natural environments.
Putting the environment back into planning builds on the emerging research and teaching strengths
of the planning-related staff in BSBE and rightly elevates the importance of working with the natural
environment to tackle built environment challenges and opportunities across the triple bottom line
of economy, society and environment that underpin sustainable development. It also differentiates
us significantly from the University of Birmingham planning focus which is in both our respective
interests.
The BCU approach therefore uses existing expertise across core subjects in historic, built and natural
environments combined with current research and practice at the interface of spatial planning and
the ecosystem approach to revise our programme with a clear USP. Existing challenges relating to
rapid climate and environmental change, resource pressures and rapidly evolving social and political
contexts require new skills and more integrated training in topics across the built and natural
environment to help shape resilient and prosperous places for the future.
Collectively this course helps deliver the interdisciplinary planner for the future.
QUESTION2: How suitable is this rationale for a Masters planning course in your view?

2. STAFF/EMPLOYER CONSULTATION DOCUMENT - MARCH 2014
QUESTION3: How important is it that we have a distinctive identity and course offering separate
from the University of Birmingham and other RTPI UK accredited courses ?
QUESTION4:Is what we propose going to help equip the planner with the skills sought in the job
market?
Job market:
We see limited job opportunities in the public sector at present given ongoing and planned job cuts.
It is clear that private sector consultants, agencies and voluntary sector agenciesoffer the most
significant opportunities. In particular the environment element within the course will have new
opportunities as we move towards a more low carbon future and resilience-focused planning. Hence
our goal is to ensure that students have the generic personal and technical skills set within a more
critical environmental perspective.
QUESTION5: Where do you see the future job market given cuts in public funding?
2. Key Attributesand Context of the Programme
A mix of theory, practice and real life type assignments across built and natural environment
settings.
Our USP in the environment differentiates us from the University of Birmingham but also
against other planning schools. Cardiff and Heriot Watt are our closest competitors with an
environmental component in the planning courses they offer.
There is also a strong tradition of environmental planning in overseas universities (Australia,
New Zealand and Canada). It also has traction with the EU.
The topic of environment is also present in many UG degrees now and there is a chance to
capture these students as they struggle to find jobs and a higher-level professional
qualification.
This model also allows our own UG students to progressas this new masters product has a
different, complementary modular structure and content
The course will run a combination of 30 and 15 credit modules with a clear mix of principles,
theory and practice.
Teaching and learning strategies are varied to include traditional lectures, blended learning
format and work based modules.
We have two provisional modules that are led by outside organisations (although managed
by BCU staff) thus making the practical component explicit and allowing students to choose
ONE module to experience a work based module. Again this adds to the USP of this course
and distinguishes us from the local competitor.
A dedicated research techniques module at zero credits is included to help improve the
quality of the dissertations. Currently the quality of some dissertations is poor and we feel
the need to have a full module timetabled to support understanding and application
(including hands-on practice) of methods and tools.
Some globalisation of content required so as to attract good international students.

3. STAFF/EMPLOYER CONSULTATION DOCUMENT - MARCH 2014
QUESTION6: Are you happy with the key features above? Are there any gaps in your view?
3. Provisional Structure
Below is a preliminary identification of modules within the programme. A number of bullet points
are provided to illustrate indicative content. This is at an early stage of development and is
therefore an Aunt Sally allowing your input to shape further iterations.
EP1 PLANNINGPRINCIPLES, EVOLUTION AND THEORY (30 CREDITS)
Evolution of planning in built and natural environment
Theoretical development of planning
Economic principles and planning
Community principles and planning
Environmental principles and planning
ASSIGNMENT: STUDENT LED SEMINARS AND EXAM
EP2 PLANNING SKILLS AND PRACTICE FOR BUILT AND NATURAL ENVIRONMENTS (30 CREDITS)
Planning system for built environment (town and country planning)
Planning system for natural environment (resource planning: agriculture, forestry and rural
development)
Development planning and development management
Techniques for decision and plan making
ASSIGNMENT: PLANNING APPLICATION EXERCISE (CHOICE OF 2) REPORT and PRESENT TO
COMMITTEE (individual)
EP3 LAW AND ENVIRONMENTAL GOVERNANCE (15 CREDITS)
Introduction to legal and governance frameworks
Roles of players in built and natural environment
Selected themes in law and governance (countryside, climate change, historic environment,
water )
Conflict management and mediation in planning
public inquiries and select committees
ASSIGNMENT: SELECT COMMITTEE REPORT AND EVIDENCE (group based)
EP4 ENVIRONMENT PLANNING IN PRACTICE (AGENCY LED MODULE) students choose one
oftwooptions (15 CREDITS)
Two large organisations in built and natural environment (students choose one)
Introducing work of agencies across role and remit
Assignment based group task
Taught outside BCU

4. STAFF/EMPLOYER CONSULTATION DOCUMENT - MARCH 2014
Planning related issues as they happen
ASSIGMENT:PRACTICE BASED ACTIVITY AND INIDIVUDAL WRITTEN CRITICAL EVALUATION OF THE
ACTIVITY
EP5 PLACEMAKING IN A BUSINESS ENVIRONMENT (30 CREDITS)
Project Management
Business and financial management skills including viability assessment
One-week field trip to an EU country to fulfil consultancy task. Students required to arrange
visits beforehand and work as a consultancy team.
ASSIGNMENT GROUP CONSULTANCY REPORT AND PRESENTATION
EP6 DISSERTATION / RESEARCH PROJECT
QUESTION 7:Is this an appealing set of modules?
QUESTION 8:Are there any key gaps in what is currently proposed/covered?
QUESTION 9:Are the assignments suitable and relevant for employment needs?
4. Core Themes
All modules will have to address explicitly the following core themes:
1.
2.
3.
4.
5.
Managing trade-offs and competing interests / discourses
Global and European perspectives
Effective resource management
Sustainability
Adaptive management
In addition we are also embedding the RTPI learning outcomes into the course structure as required.
See Appendix 1 for a brief mapping exercise.
QUESTION 10: Should there be any other additional /different core themes?
6. Professional Accreditation
We are seeking both RICS and RTPI approval for the programme to maximise its appeal to students
both domestically and internationally.
QUESTION 11: Is this an appropriate course of action?Do you foresee any problems?

5. STAFF/EMPLOYER CONSULTATION DOCUMENT - MARCH 2014

6. STAFF/EMPLOYER CONSULTATION DOCUMENT - MARCH 2014
APPENDIX 1: RTPI LEARNING OUTCOMES mapping exercise
The course needs to match the following RTPI learning outcomes.
1. Explain and demonstrate how spatial planning operates within the context of institutional
and legalframeworks.
2. Generate integrated and well substantiated responses to spatial planning challenges.
3. Reflect on the arguments for and against spatial planning and particular theoretical
approaches, and assesswhat can be learnt from experience of spatial planning in different
contexts and spatial scales.
4. Demonstrate how efficient resource management helps to deliver effective spatial planning.
5. Explain the political and ethical nature of spatial planning and reflect on how planners work
effectively withindemocratic decision-making structures.
6. Explain the contribution that planning can make to the built and natural environment and in
particularrecognise the implications of climate change.
7. Debate the concept of rights and the legal and practical implications of representing these
rights in planningdecision making process.
8. Evaluate different development strategies and the practical application of development
finance; assess theimplications for generating added value for the community.
9. Explain the principles of equality and equality of opportunity in relation to spatial planning in
order topositively promote the involvement of different communities, and evaluate the
importance and effectivenessof community engagement in the planning process.
10. Evaluate the principles and processes of design for creating high quality places and
enhancing the publicrealm for the benefit of all in society.
11. Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to
reachappropriate, evidence based decisions.
12. Recognise the role of communication skills in the planning process and the importance of
working in an interdisciplinarycontext, and be able to demonstrate negotiation, mediation,
advocacy and leadership skills.
13. Distinguish the characteristics of a professional, including the importance of upholding the
highest standardsof ethical behaviour and a commitment to lifelong learning and critical
reflection so as to maintain anddevelop professional competence.
Here is a preliminary crude assessment
*Means the outcome is taught (T)
**Means the outcomes is taught and assessed (A)
1
EP1
*
EP2
**
EP3
**
EP4
*
EP5
**
EP6
**
Total A4
T6
2
**
**
*
**
*
**
A4
T6
3
**
*
**
**
A3
T4
4
*
**
*
**
*
5
*
**
**
*
*
A2
T5
A2
T5
6
**
**
**
**
*
**
A5
T6
7
*
**
*
A1
T3
8
*
*
9
*
**
**
**
**
*
10
*
**
*
**
**
A2
T4
A2
T4
A3
T5
11
*
**
**
**
**
**
A5
T6
12
*
**
**
**
**
A4
T5
13
*
*
**
**
**
**
A4
T6

7. STAFF/EMPLOYER CONSULTATION DOCUMENT - MARCH 2014
The table reveals adequate to good coverage of all outcomes with all being assessed on at least one
occasion. Outcome 7 is perhaps the least well covered.
Specialist Masters outcomes 1 Environment is the specialist lens we are using here in the present
guide. This opens the door to further specialisms as the course team evolves and or changes.
1. Engage in theoretical, practical and ethical debate at the forefront of the area of the
specialism in the context of spatial planning.
2. Evaluate the social, economic, environmental and political context for the area of specialism.
3. Evaluate the distinctive contribution of the specialism to the making of place and the
mediation of space.
4. Demonstrate the relationship within a spatial planning context of the particular area of
specialism to other specialist areas of expertise.
5. Demonstrate the type and quality of skills that would be expected of a graduate from this
specialism undertaking the practice experience period of the APC.
6. Assess the contribution of the specialism to the mitigation of, and adaptation to, climate
change.
1
**
2
**
3
**
4
**
5
*
6
**
*
**
**
**
**
**
**
*
**
**
EP4
**
**
**
**
**
EP5
**
**
**
*
*
**
**
*
A6
T6
A6
T6
A2
T6
EP1
Ep2
EP3
EP6
**
A2
T3
A4
T4
A4
T5