Conceptualising Co-creative Planning Pedagogies: The Community Knowledge Triangle

References

• Baldwin, C., & Rosier, J. (2017) Growing future planners: A framework for integrating experiential learning into tertiary planning programs, Journal of Planning Education and Research, 37(1), pp. 43–55. doi:https://doi.org/10.1177/0739456X16634864.
   Web of Science ®Google Scholar
• Blair, A. (2015) Innovative Pedagogies Series: From Learning by Transmission to Learning by Doing (York: Higher Education Academy).
   Google Scholar
• Bovill, C. (2019) A co-creation of learning and teaching typology: What kind of co-creation are you planning or doing? International Journal for Students as Partners, 3(2), pp. 91–98. doi:https://doi.org/10.15173/ijsap.v3i2.3953.
   Google Scholar
• Bovill, C. (2020) Co-creation in learning and teaching: The case for a whole-class approach in higher education, Higher Education 79(6), pp. 1023–1037. doi:https://doi.org/10.1007/s10734-019-00453-w.
   Web of Science ®Google Scholar
• Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016) Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships, Higher Education, 71(2), pp. 195–208. doi:https://doi.org/10.1007/s10734-015-9896-4.
   Web of Science ®Google Scholar
• Bovill, C., & Woolmer, C. (2019) How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum, Higher Education 78(3), pp. 407–422. doi:https://doi.org/10.1007/s10734-018-0349-8.
   Web of Science ®Google Scholar
• Brundiers, K., Wiek, A., & Redman, C. (2010) Real-world learning opportunities in sustainability: From classroom into the real world, International Journal of Sustainability in Higher Education, 11(4), pp. 308–324. doi:https://doi.org/10.1108/14676371011077540.
   Web of Science ®Google Scholar
• Campbell, J. P., & Bozeman, W. C. (2007) The value of student ratings: Perceptions of students, teachers, and administrators, Community College Journal of Research and Practice, 32(1), pp. 13–24. doi:https://doi.org/10.1080/10668920600864137.
   Google Scholar
• Cook-Sather, A. (2006) Sound, presence, and power: “Student voice”, Educational Research and Reform, Curriculum Inquiry, 36(4), pp. 359–390.
   Web of Science ®Google Scholar
• Dewey, J. (1938) Experience & Education (New York: Macmillan Company).
   Google Scholar
• Dollinger, M., Lodge, J., & Coates, H. (2018) Co-creation in higher education: Towards a conceptual model, Journal of Marketing for Higher Education, 28(2), pp. 210–223. doi:https://doi.org/10.1080/08841241.2018.1466756.
   Web of Science ®Google Scholar
• Fazey, I., Evely, A., Reed, M., Stringer, L., Kruijsen, J., White, P., Newsham, A., Jin, L., Cortazzi, M., Phillipson, J., Blackstock, K., Entwistle, N., Sheate, W., Armstrong, F., Blackmore, C., Fazey, J., Ingram, J., Gregson, J., Lowe, P., Morton, S., & Trevitt, C. (2012) Knowledge exchange: A review and research agenda for environmental management, Environmental Conservation, 40(1), pp. 19–36. doi:https://doi.org/10.1017/S037689291200029X.
   Web of Science ®Google Scholar
• Forester, J. (1999) The Deliberative Practitioner: Encouraging Participatory Planning Processes (London: MIT Press).
   Google Scholar
• Frantzeskaki, N., & Kabisch, N. (2016) Designing a knowledge co-production operating space for urban environmental governance – Lessons from Rotterdam, Netherlands and Berlin, Germany, Environmental Science & Policy, 62, pp. 90–98. doi:https://doi.org/10.1016/j.envsci.2016.01.010.
   Web of Science ®Google Scholar
• Freire, P. (1970) Pedagogy of the Oppressed (New York: Herder and Herder).
   Google Scholar
• Gemeente Amsterdam (2017) Prinicipenota Marineterrein. Available at https://www.marineterrein.nl/wp-content/uploads/2017/07/Principenota-Marineterrein-Amsterdam-printbaar-20-juli-2017.pdf (accessed 24 August 2018).
   Google Scholar
• Gutiérrez, V., Amaxilatis, D., Mylonas, G., & Muñoz, L. (2018) Empowering citizens toward the co-creation of sustainable cities, IEEE Internet of Things Journal, 5(2), pp. 668–676. doi:https://doi.org/10.1109/JIOT.2017.2743783.
   Web of Science ®Google Scholar
• Healey, M., Flint, A., & Harrington, K. (2014) Engagement through Partnership: Students as Partners in Learning and Teaching in Higher Education (York: The Higher Education Academy).
   Google Scholar
• Healey, P. (1997) Collaborative Planning (Vancouver: UBC Press).
   Google Scholar
• Healey, P. (2006) Collaborative Planning. Shaping Places in Fragmented Societies (New York: Palgrave Macmillan).
   Google Scholar
• Healey, P. (2008) Knowledge flows, spatial strategy making, and the roles of academics, Environment and Planning C: Government and Policy, 26(5), pp. 861–881. doi:https://doi.org/10.1068/c0668.
   Web of Science ®Google Scholar
• Higgins, M. (2010) Building reflectiveness into education to develop creative practitioners, Planning Theory and Practice, 11(4), pp. 597–619.
   Google Scholar
• Hoes, A., Regeer, B., & Bunders, J. (2008) TransFormers in knowledge production: Building science–practice collaborations, Action Learning: Research and Practice, 5(3), pp. 207–220. doi:https://doi.org/10.1080/14767330802461298.
   Google Scholar
• Innes, J., & Booher, D. (1999) Consensus building as role playing and bricolage, Journal of the American Planning Association, 65(1), pp. 9–26. doi:https://doi.org/10.1080/01944369908976031.
   Web of Science ®Google Scholar
• Kitagawa, F., & Lightowler, C. (2013) Knowledge exchange: A comparison of policies, strategies, and funding incentives in English and Scottish higher education, Research Evaluation 22(1), pp. 1–14. doi:https://doi.org/10.1093/reseval/rvs035.
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1990) Situated Learning: Legitimate Peripheral Participation (Cambridge, UK: Cambridge University Press).
   Google Scholar
• Ministry of Defence, Dutch Real Estate National Company & Municipality of Amsterdam (2013) Strategienota Het Marineterrein (Amsterdam: Gemeente Amsterdam).
   Google Scholar
• Munthe-Kaas, P., & Hoffmann, B. (2017) Democratic design experiments in urban planning – Navigational practices and compositionist design, CoDesign, 13(4), pp. 287–301. doi:https://doi.org/10.1080/15710882.2016.1233284.
   Web of Science ®Google Scholar
• Navy Yard (2020) Testgebied. Available at https://www.marineterrein.nl/testgebied/ (accessed 17 November 2020).
   Google Scholar
• NWO (2018) Goal and focus. Available at http://surf.verdus.nl/goal-and-focus (accessed 24 August 2018).
   Google Scholar
• Oonk, C., Gulikers, J., & Mulder, M. (2016) Educating collaborative planners: Strengthening evidence for the learning potential of multi-stakeholder regional learning environments, Planning Practice & Research, 31(5), pp. 533–551. doi:https://doi.org/10.1080/02697459.2016.1222108.
   Web of Science ®Google Scholar
• Penuel, W., Allen, A., Coburn, C., & Farrell, C. (2015) Conceptualizing research–Practice partnerships as joint work at boundaries, Journal of Education for Students Placed at Risk, 20(1–2), pp. 182–197. doi:https://doi.org/10.1080/10824669.2014.988334.
   Web of Science ®Google Scholar
• Porter, L. (2015) Unsettling comforting deceits: Planning scholarship, planning practice and the politics of research impact, Planning Theory & Practice, 16(3), pp. 293–296. doi:https://doi.org/10.1080/14649357.2015.1060676.
   Web of Science ®Google Scholar
• Powell, E., Winfield, G., Schatteman, A., & Trusty, K. (2018) Collaboration between practitioners and academics: Defining the pracademic experience. The Journal of Nonprofit Education and Leadership, 8(1), pp. 62–79. doi: https://doi.org/10.18666/JNEL-2018-V8-I1-8295
   Google Scholar
• R-LINK (2015) R-LINK: Redressing long-term societal challenges through space for incremental urban development, small-scale and bottom-up initiatives to produce new knowledge for vital and inclusive urban regions, Full proposal for the Dutch Scientific Council. Available at http://rlink.tertium.nl (accessed 24 August 2018).
   Google Scholar
• Rooij, R., & Frank, A. (2016) Educating spatial planners for the age of co-creation: The need to risk community, science and practice involvement in planning programmes and curricula, Planning Practice & Research, 31(5), pp. 473–485. doi:https://doi.org/10.1080/02697459.2016.1222120.
   Web of Science ®Google Scholar
• Rosier, J., Slade, C., Perkins, T., Baldwin, C., Coiacetto, E., Budge, T., & Harwood, A. (2016) The benefits of embedding experiential learning in the education of planners, Planning Practice & Research, 31(5), pp. 486–499. doi:https://doi.org/10.1080/02697459.2016.1229899.
   Web of Science ®Google Scholar
• Roulston, D., & McCrindle, R. (2018) Engaging students in research with ‘real-world’ outputs: Making an impact outside of the lecture theatre, in: V. Tong, A. Standen, & M. Sotiriou (Eds) Shaping Higher Education with Students, pp. 208–221 (London: UCL Press).
   Google Scholar
• Rydin, Y. (2007) Re-examining the role of knowledge within planning theory, Planning Theory, 6(1), pp. 52–68. doi:https://doi.org/10.1177/1473095207075161.
   Google Scholar
• Rynes, S., Bartunek, J., & Daft, R. (2001) Across the great divide: Knowledge creation and transfer between practitioners and academics, Academy of Management Journal, 44(2), pp. 340–355. doi:https://doi.org/10.5465/3069460.
   Web of Science ®Google Scholar
• Scott, C. (2015) The futures of learning 3: What kind of pedagogies for the 21st century? UNESCO education research and foresight. Paper presented at ERF Working Paper Series No. 15, Paris, France.
   Google Scholar
• Senbel, M. (2012) Experiential learning and the co-creation of design artifacts: A hybrid urban design studio for planners, Journal of Planning Education and Research, 32(4), pp. 449–464. doi:https://doi.org/10.1177/0739456X12455065.
   Web of Science ®Google Scholar
• Staatscourant (2013) Bestuursovereenkomst Ontwikkeling Marineterrein Amsterdam, Ministerie van Financiën. Available at http://www.marineterrein.nl/wp-content/uploads/2014/12/bestuursovereenkomst-def-2.pdf (accessed 20 August 2018).
   Google Scholar
• Tong, V., Standen, A., & Sotiriou, M. (2018) Shaping Higher Education with Students: Ways to Connect Research and Teaching (London: UCL Press).
   Google Scholar
• Trencher, G., Terada, T., & Yarime, M. (2015) Student participation in the co-creation of knowledge and social experiments for advancing sustainability: Experiences from the University of Tokyo, Current Opinion in Environmental Sustainability, 16, pp. 56–63. doi:https://doi.org/10.1016/j.cosust.2015.08.001.
   Web of Science ®Google Scholar
• Trencher, G., Yarime, M., McCormick, K., Doll, C., & Kraines, S. (2014) Beyond the third mission: Exploring the emerging university function of co-creation for sustainability, Science and Public Policy 41(2), pp. 151–179. doi:https://doi.org/10.1093/scipol/sct044.
   Web of Science ®Google Scholar
• Van Karnenbeek, L. (2020) Creating the City Step-by-step: When Incremental Development Strategies Meet Institutions (Wageningen: Wageningen University).
   Google Scholar
• Van Karnenbeek, L., & Janssen-Jansen, L. (2018) Playing by the rules? Analysing incremental urban developments, Land Use Policy, 72(1), pp. 402–409. doi:https://doi.org/10.1016/j.landusepol.2017.12.021.
   Web of Science ®Google Scholar
• Van Karnenbeek, L., Salet, W., & Majoor, S. (2020) Wastewater management by citizens: Mismatch between legal rules and self-organisation in Oosterwold, Journal of Environmental Planning and Management, pp. 1–17. doi:https://doi.org/10.1080/09640568.2020.1829572.
   Web of Science ®Google Scholar
• Van Stigt, R., Driessen, P., & Spit, T. (2015) A user perspective on the gap between science and decision-making. Local administrators’ views on expert knowledge in urban planning, Environmental Science & Policy, 47, pp. 167–176. doi:https://doi.org/10.1016/j.envsci.2014.12.002.
   Web of Science ®Google Scholar
• Von Schönfeld, K., Tan, W., Wiekens, C., Salet, W., & Janssen-Jansen, L. (2019) Social learning as an analytical lens for co-creative planning, European Planning Studies, 27(7), pp. 1291–1313. doi:https://doi.org/10.1080/09654313.2019.1579303.
   Web of Science ®Google Scholar
• Voorberg, W., Bekkers, V., Timeus, K., Piret, T., & Tummers, L. (2017) Changing public service delivery: Learning in co-creation, Policy and Society, 36(2), pp. 178–194. doi:https://doi.org/10.1080/14494035.2017.1323711.
   Web of Science ®Google Scholar
• Voorberg, W., Bekkers, V., & Tummers, L. (2015) A systematic review of co-creation and co-production: Embarking on the social innovation journey, Public Management Review, 17(9), pp. 1333–1357. doi:https://doi.org/10.1080/14719037.2014.930505.
   Web of Science ®Google Scholar
• Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity (Cambridge: Cambridge University Press).
   Google Scholar
• Wiek, A. (2007) Challenges of transdisciplinary research as interactive knowledge generation, GAIA, 16(1), pp. 52–57. doi:https://doi.org/10.14512/gaia.16.1.14.
   Google Scholar
• Yin, R. (2003) Case Study Research: Design and Methods (Thousand Oaks, CA: Sage Publications).
   Google Scholar