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Educating collaborative planners: strengthening evidence for the learning potential of multi-stakeholder regional learning environments

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  • Carla Oonk
  • Judith Gulikers
  • Martin Mulder

Abstract

Planning education needs effective learning environments that support students’ boundary crossing competence development. The multi-stakeholder regional learning environment (RLE) is, by its typical design, hypothesized to foster boundary crossing. This quasi-experimental mixed method pre- and post-test study affirms the effectiveness of the RLE for stimulating competence development, and specifically shows the added value of three typical ‘boundary crossing’ RLE design characteristics, i.e. working in multidisciplinary student groups, working intensively with multiple stakeholders, and a high coaching intensity. Results strengthen previous findings, and contribute to the debate in planning education on an evidence-based pedagogical fundament for commonly used authentic learning environments.

Suggested Citation

  • Carla Oonk & Judith Gulikers & Martin Mulder, 2016. "Educating collaborative planners: strengthening evidence for the learning potential of multi-stakeholder regional learning environments," Planning Practice & Research, Taylor & Francis Journals, vol. 31(5), pages 533-551, October.
    • Handle: RePEc:taf:cpprxx:v:31:y:2016:i:5:p:533-551
    DOI: 10.1080/02697459.2016.1222108
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    References listed on IDEAS

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    1. John F. Forester, 1999. "The Deliberative Practitioner: Encouraging Participatory Planning Processes," MIT Press Books, The MIT Press, edition 1, volume 1, number 0262561220, April.
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    Cited by:

    1. Susan Mukami Mutonya & Dr. Nyakwara Begi, 2022. "Relationship Between the Availability of Instructional Resources and Teachers’ Attitude Towards Adoption of a Competency-Based System of Education in Lower Primary Schools in Nairobi City County," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(6), pages 286-292, June.
    2. Judith Gulikers & Carla Oonk, 2019. "Towards a Rubric for Stimulating and Evaluating Sustainable Learning," Sustainability, MDPI, vol. 11(4), pages 1-20, February.

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