University of Technology Sydney

15145 Development Negotiation and Community Engagement

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Design, Architecture and Building: School of the Built Environment
Credit points: 6 cp

Subject level:


Result type: Grade and marks

There are course requisites for this subject. See access conditions.


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.
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 task 1: Online quiz


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


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%

15 questions

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Anwering questions related to concepts 50 1 P.2
Anwering questions related to roles 50 2 A.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Practice Negotiation - group presentation and critical evaluation


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.


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%

Part 1: group presentation - 15 minutes per group

Part 2: individual written reflection - 500 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Quality of the groupís presentation, particularly in regard to structure, clarity and fluency (TEAM - PART 1) 15 6 C.1
Demonstrated capacity to effectively negotiate in a group and achieve fair and equitable outcomes (TEAM - PART 1) 20 3 A.2
Demonstrated ability to analyse the negotiation process and outcomes achieved in a balanced and objective manner (INDIVIDUAL - PART 2) 25 4 R.5
Evidence of in-depth understanding of negotiation techniques applied (INDIVIDUAL - PART 2) 25 1 C.3
Ability to effectively engage with a negotiation process and to understand and articulate your role (INDIVIDUAL - PART 2) 15 3 A.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Developing a negotiation strategy


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.


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%

2,000 words (excluding references, appendices and tables)

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Demonstrates in-depth understanding of issues affecting the development negotiation 20 2 P.2
Uses relevant evidence to support arguments and conclusions 20 1 P.6
Constructs a strategy that shows understanding of range of negotiation techniques and approaches and the context in which they might be used. 25 3 R.5
Quality of writing is clear and professional with correct referencing and presentation of information including grammar, spelling, formatting 15 6 C.2
Shows an appropriate use of and understanding of the provided case study 20 5 R.5
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)

Recommended texts

Recommended texts will be indicated via announcements or in class.