RE3URE: Urban Regeneration

Module code: RE3URE

Module provider: Real Estate and Planning; Henley Business School

Credits: 20

Level: 6

When you'll be taught: Semester 2

Module convenor: Dr Emma Street, email: e.j.street@henley.reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded: IN TAKING THIS MODULE YOU CANNOT ( TAKE REMP34 (Compulsory)

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 19 November 2024

Overview

Module aims and purpose

This module introduces students to urban regeneration policy and practice, with a focus on the UK context. It will develop students’ critical thinking about the models and theories that underpin regeneration processes, and their ability to critically assess the outcomes of regeneration activities. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Evidence awareness of the social, environmental and economic issues that regeneration strategies seek to address 
2. Show understanding of the different stakeholders involved in regeneration, and where and how conflict can arise in regeneration practice 
3. Critically evaluate the prompts for, processes and outcomes of, regeneration activities 
4. Be able to connect regeneration activities to broader theoretical, political and historical contexts

Module content

The module provides students with an overview of regeneration policy and practice using real world examples. Practical examples are linked to theories and concepts from the urban studies and policy literatures through lectures and seminars to help students connect regeneration activities to broader theoretical, political and historical contexts. Critical thinking skills are developed further using a number of case-study sessions where we use real world examples to look in-depth at issues or features of regeneration (e.g., stakeholder conflict). The onus is on encouraging students to develop a critical stance towards regeneration practices, policies and processes by engaging with exploring ‘real world’ examples and associated research and policy literatures. 

Structure

Teaching and learning methods

This module comprises a mix of lectures, seminars and workshops with supporting tutorial to develop skills. Lectures give students an overview of key approaches in regeneration theory and practice and the tools to understand how these have changed over time in response to wider socio-economic, political, cultural, and environmental factors. The module uses flipped learning to explore issues in regeneration (e.g., stakeholder conflict, partnership-working, balancing multiple priorities) via real world, in-depth case studies. Students may use self-directed learning to access pre-set materials before class. Practice-orientated content ensures students appreciate the practical implications of delivering regeneration. Cass debate and discussion ensures students are aware of the multi-dimensional nature of regeneration and can develop and articulate a critical stance. Tutorials are used to help support skills needed for module assessments. A module ‘wrap-up’ helps consolidate students’ learning.  

Study hours

At least 30 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Reassessment

Additional costs