Madeddu, Manuela; Martins, Juliana; (2025) Where is design in planning education? An international comparison of planning programmes in England, Italy and Portugal. In: Babalık, Ela and Frank I, Andrea and Sykes, Oliver, (eds.) The Routledge Companion to Comparative International Planning. (pp. 204-216). Routledge: Taylor & Francis Group: London, UK. (In press).

Text MadedduMartins - accepted MS.pdf - Accepted Version Access restricted to UCL open access staff until 15 June 2026. Download (620kB)

Abstract

The weight attached to design in planning education has oscillated over time. Whilst comparative research has sometimes drawn attention to the varying focus, style, and culture of planning education across Europe, few studies have examined how design is integrated into programmes, or what constitutes core design knowledge and skills in different settings. By comparing programme content in England, Italy, and Portugal, this chapter seeks to fill this gap. It shows that design is often important, and sometimes even prominent in planning education, but that the focus on design (and its constituent components) is highly variable. We contend that design provides an integrative focus for planning programmes, equipping students with the skills needed to address complex spatial challenges in the built environment. Without sufficient design content, there is a risk that planning practitioners will be ill-equipped to meet future urban challenges

Download activity - last month

Export as CSVJSONXML

Download activity - last 12 months

Export as XMLJSONCSV

Downloads by country - last 12 months

Export as JSONXMLCSV

Archive Staff Only

View Item