Responding to environmental challenges: an initial assessment of higher education curricula needs by Australian planning professionals

Abstract

Environmental planning education has become crucial given the projected implications of climate change for human settlements and nature. However, despite the identified importance of educating planners with regards to sustainability and environmental issues, there has been limited discussion of the topic within literature. In particular, there has been little consultation with planning professionals about their perception of environmental planning curricula needs. This article addresses this need through the survey of planning professionals in Australia. Perceived gaps in environmental knowledge and skills of planners were identified. The key knowledge gaps highlighted included climate change and water management. The key skill gaps highlighted included critical thinking and independent inquiry. Implications for urban planning curricula including the need to revise planning curricula are discussed. The study has implications for and interest to other professional degrees of which environmental sustainability is a component.

Keywords:

• curriculum
• urban planning
• environment
• sustainability
• professionals
• consultation
• Australia

Acknowledgements

This research was undertaken by the author as part of a Graduate Certificate in University Teaching, with the Centre for Study of Higher Education at the University of Melbourne. The author thanks the Planning Institute of Australia, the survey participants, and the following people for their assistance with this research: Kerri‐Lee Harris, Sarah Oberklaid, Jenny Robins, David Nichols and Joan Greig.

Notes

1. For the purpose of this research the following definitions from Brockmann, Clarke and Winch (2008) are used: ‘knowledge’ is defined as theoretical knowledge – ‘knowing what’; skills are defined as ‘knowing how’ and the development of more personal attributes such as problem solving, independent decision‐making.

2. Sea level rise and climate change were separated in this study, due to the explicit planning implications of sea‐level rise. For a discussion of planning implications of sea level rise see Vasey‐Ellis (2009).