15145 Development Negotiation and Community Engagement
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject develops the communicative skills and understanding needed by planners in managing urban development. It provides an introduction to community participation techniques, negotiation skills and conflict resolution techniques. It develops understanding of the perspectives of developers and other stakeholders in urban development. It introduces the role of ethics in the way planners address development proposals and developer demands.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
1. | Explain the differences between development negotiation and community engagement and the various social, political, economic, and cultural contexts in which they might occur. |
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2. | Identify the roles of various levels of government in developing urban plans and policies and the planners’ ethical responsibilities in negotiating effective planning outcomes that meet the needs of current and future residents/stakeholders |
3. | Apply negotiation strategies to resolve conflicts in urban development |
4. | Demonstrate an ability to critically reflect on and analyse your own perspectives in in the urban planning space including in conflict situations, |
5. | Evaluate development negotiation problems and outcomes in real-world planning situations |
6. | Develop effective written and verbal communication skills for a variety of planning contexts |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Enable reflective practice on one's personal views and values and interpret how they might affect one's professional judgement (A.1)
- Demonstrate ethical responsibilities of professional planners and critically evaluate the ethical implications of complex problems (A.2)
- Work effectively in teams of people with diverse professional and personal backgrounds (C.1)
- Communicate with people with a wide variety of cultural, social, economic, and political perspectives using verbal, written, and visual media (C.2)
- Determine sources of conflict and apply conflict negotiation strategies appropriately (C.3)
- Articulate how and why the role of planning has evolved in response to new social, cultural, economic, and political forces (P.2)
- Determine the legal and policy context within which planning and environmental protection occurs, the nature of land rights and claims of Indigenous Peoples in Australian cities, and the role of various levels and agencies of government (P.6)
- Develop coherent and logically structured arguments that use evidence appropriately (R.5)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity.
Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).
Teaching and learning strategies
This subject is timetabled over two 2-day block sessions. Classes will incorporate a range of teaching and learning strategies including pre-recorded and standard lectures delivered by specialist guest speakers, discussion boards, in-class discussions and exercises guided by the main lecturer and assignments. These will be complemented by self-directed student learning via subject readers guided by discussion points / questions.
Before the teaching blocks, students will be advised of the required texts and videos they have to read and watch before the blocks, to incorporate their lessons in collaborative small group in-class discussions and in the development of the assignments. These different activities also involve the provision of formative feedback from the lecturers and students.
Content (topics)
- This subject covers the context of, and techniques for, negotiation between developers, planners and the community and other stakeholders to achieve development approval.
- An introductory overview of urban politics and the role of different stakeholders and institutions is set out. This leads to consideration of stakeholder mapping and analysis.
- Community participation techniques are considered, viewing such participation as a basic condition for acceptable development.
- Specific planning and developer skills needed in negotiation, including communication skills, and understanding of objectives of the other party, and micro-physical influences on negotiation outcomes, are set out.
- Development conflict resolution techniques are explained. Case studies illustrating important aspects of development negotiation are given. The nature and application of ethics in planning and development is outlined and illustrated by case studies.
Assessment
Assessment task 1: Online quiz
Intent: | This assessment tests your grasp of the subject’s core theory/concepts to date and your understanding of how they might be applied in real-world situations. It focuses on the themes of ‘development negotiation’ and ‘community engagement’ in the context of urban development | ||||||||||||
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Objective(s): | This task addresses the following subject learning objectives: 1 and 2 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.1 and P.2 | ||||||||||||
Type: | Quiz/test | ||||||||||||
Groupwork: | Individual | ||||||||||||
Weight: | 15% | ||||||||||||
Length: | 15 questions | ||||||||||||
Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Practice Negotiation - group presentation and critical evaluation
Intent: | This assignment provides you with the opportunity to ‘get to grips’ with a practical example of development negotiation and critically reflect on the pros and cons of the experience. This is an opportunity to apply the course readings and theoretical approaches you have been taught in this subject in a real-world negotiation. | ||||||||||||||||||||||||
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Objective(s): | This task addresses the following subject learning objectives: 1, 3, 4 and 6 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.1, A.2, C.1, C.3 and R.5 | ||||||||||||||||||||||||
Type: | Presentation | ||||||||||||||||||||||||
Groupwork: | Group, group and individually assessed | ||||||||||||||||||||||||
Weight: | 40% | ||||||||||||||||||||||||
Length: | Part 1: group presentation - 15 minutes per group Part 2: individual written reflection - 500 words | ||||||||||||||||||||||||
Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Developing a negotiation strategy
Intent: | This is an opportunity to demonstrate your in-depth understanding of the issues (social, cultural, political etc.) which influence development negotiation through the preparation of a negotiation strategy for a major, controversial and long-term project. During the teaching blocks, you will be supplied with a case study, which will be used for the development of this assignment. | ||||||||||||||||||||||||
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Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3, 5 and 6 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.2, P.2, P.6 and R.5 | ||||||||||||||||||||||||
Type: | Report | ||||||||||||||||||||||||
Groupwork: | Individual | ||||||||||||||||||||||||
Weight: | 45% | ||||||||||||||||||||||||
Length: | 2,000 words (excluding references, appendices and tables) | ||||||||||||||||||||||||
Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students must obtain a total mark of at least 50 per cent to pass the subject. A minimum of 80 per cent attendance at timetabled classes is compulsory for this subject.
The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.
Required texts
- Griffith, G. (2015). The Greater Sydney Commission. eBrief 20/2015. New Parliamentary Research Service. (located in the Subject Documents section on UTS Online)
- Development Assessment Systems: http://www.planning.nsw.gov.au/Assess-and-Regulate/Development-Assessment/Systems
Recommended texts
Recommended texts will be indicated via announcements or in class.