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Stakeholder Interactions in Learning City Projects. An investigation into good-case project practice and stakeholder interaction of institutional learning space development and urban planning for educationcentered urban development

  • Innovative architecture and networks for learner-centred, local education and life-long-learning are receiving growing attention. Yet, practitioners still require practical guidance, given the challenge of involving and interacting with new and diverse stake-holder groups, such as architects and politicians, or the community at large. With the goal of advancing scientific and practical frameworks, this thesis approaches how stakeholders in ‘education-centred urban development’ (ECUD) can be helped to accomplish mutual understanding and more effective communication and interaction during planning. Assuming the organizational theory of ‘networked governance’ (NG), a literature re-view is conducted across ‘institutional learning space development’ (ILSD) and the ‘learning city / region’ discourse (LCR), in order to discuss stakeholder involvement in planning. Six key themes are summarized and tested against a case study of ‘Hume Global Learning Village’ (HGLV), Australia, using a document analysis and expert online interviews. The review finds the following themes: First, the concepts of ILSD and ECUD can be very abstract to comprehend, and stakeholders’ varied understandings of ‘learning’ demands an open, continuous dialogue. Next, individual leadership needs to initiate a vision, and multiply buy-in and followers. Securing sustainable funding sources is a precondition to foster participation and commitment. Long-standing organizational ‘silo-thinking’ has to be opened up towards cultures of sharing, collaboration, and innovation. Facilitation capacities are crucial to provide an inclusive planning process where con-sent and commitment is fostered. Lastly, change and positive learning effects may take a long time to show – this expectation has to be internalized by all stakeholders. Despite few optimal interview sources, the case study confirms the themes, and illustrates that excess leadership can ensure the other conditions. This suggests that the six themes can serve as a framework for practitioners to conduct successful stake-holder involvement in planning. However, they are not unique among good-case literature. Moreover, the review shows a literature gap in how a suitable degree of stakeholder involvement can be selected. It is recommended to consolidate the various, alterna-tive planning processes and models, and further triangulate local experiences, in order to close this gap and derive more comprehensive and universal tools for practitioners.

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Metadaten
Author:Stefan Volkmann
URN:urn:nbn:de:bsz:900-opus4-48164
Advisor:Richard Stang, Dorte Skot-Hansen
Document Type:Bachelor Thesis
Language:English
Year of Completion:2016
Granting Institution:Hochschule der Medien, FB 3: Information und Kommunikation
Date of final exam:2016/01/02
Release Date:2016/03/16
Tag:education network; learning cities and regions; networked governance; planning processes; stakeholder management
GND Keyword:Lernort , Kooperatives Verhalten , Stakeholder , Planungsprozess , Lebenslanges Lernen , Führung , Bürgerbeteiligung , Stadtplanung , Stadtentwicklung , Kapazitätsmanagement , Partizipation , Kooperation
Pagenumber:64
Institutes:FB 3: Information und Kommunikation
DDC classes:300 Sozialwissenschaften / 350 Öffentliche Verwaltung
300 Sozialwissenschaften / 370 Erziehung, Schul- und Bildungswesen
Licence (German):License LogoCreative Commons - Namensnennung, Nicht kommerziell, Keine Bearbeitung 3.0