University of Technology Sydney

17912 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
Result type: Grade and marks

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

Description

This subject develops the communicative skills and understanding needed by planners and urban designers 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 and designers 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. Use 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 urban designers and develop critical ethical thinking capability (A.2)
  • Communicate with people with a wide variety of cultural, social, economic, and political perspectives and interests 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 roles of planning and urban design have 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

To pass the subject, students must score at least 50% of the total marks and attend all Zoom sessions, which are mandatory. The course material is presented on Canvas. Additionally, the Zoom sessions, which are crucial for understanding negotiation strategies and community engagement, include both activities and tutorials. Missing these sessions can result in failing the course, given their importance in the subject's learning process.

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.
Objective(s):

This task addresses the following subject learning objectives:

1, 2 and 3

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.2 and P.2

Type: Quiz/test
Groupwork: Individual
Weight: 15%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Number of responses 100 1, 2, 3 A.1, A.2, C.2, P.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: The Negotiation Process

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 your experience and knowledge acquired in this course in a real-world negotiation.
Objective(s):

This task addresses the following subject learning objectives:

1, 2, 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.2, C.3 and R.5

Type: Presentation
Groupwork: Group, group and individually assessed
Weight: 40%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Quality of the group’s presentation, particularly in regard to structure, clarity and fluency (Group Part 1) 15 1 A.1
Demonstrated capacity to effectively negotiate in a group and achieve fair and equitable outcomes (Group- Part 1) 20 2 A.2
Demonstrated ability to analyse the negotiation process and outcomes achieved in a balanced and objective manner Individual- Part 2 25 3 C.2
Evidence of in-depth understanding of negotiation techniques applied Individual- Part 2 25 4 C.3
Critical evaluation shows an ability to engage with a negotiation process, to understand and articulate your role. Individual- Part 2 15 4, 6 R.5
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 preparation of a negotiation strategy for a major, controversial and long-term development project. You will be supplied with a case study which will be used for the development of this assessment.
Objective(s):

This task addresses the following subject learning objectives:

1, 2, 3, 4, 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%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Constructs a strategy that shows understanding of range of negotiation techniques and approaches and the context/ stakeholders with which they might be used. 30 1 C.2
Demonstrates in depth understanding of issues affecting development negotiation. 25 2 P.2
Uses relevant evidence to support arguments and conclusions. 20 3 P.6
Shows an appropriate use of and understanding of relevant course and other materials 15 4 R.5
Quality of writing is clear and professional with correct referencing and presentation of information including grammar, spelling, formatting. 10 5, 6
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must achieve at least 50% of the subject’s total mark.

Required texts

All required texts are indicated on Canvas.

References

Ury, W. (1991), Getting Past No, New York: Bantam Books, p.176-181.

Getting Past Yes, negotiating as if Implementation Mattered, Danny Ertel, Harvard Business Review, November 2004 https://www.youtube.com/watch?v=S8mN70MATIA

IAP2- International association for Public Participation materials and the Spectrum model

Community Engagement Toolkit. Queensland Department of State Development

Other resources

Assignment 3 – Background readings/ resources;

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