TY  - JOUR
AU  - Čolić, Ratka
AU  - Milovanović Rodić, Danijela
AU  - Fokdal, Josefine
PY  - 2023
UR  - https://raf.arh.bg.ac.rs/handle/123456789/1821
AB  - Purpose_This paper aims to explore the effects of collaborative innovation (CI) in urban planning practice by investigating the influence of a platform for collaboration between academia and external partners (practitioners and community groups). Unlike previous research on learning outcomes from the perspective of students (Fokdal et al., 2020), the aim of this article is to investigate the transformative learning (TL) experience from the perspective of the external partners.

Design/methodology/approach_The outcomes of the TL experience were assessed through four elements: disorienting dilemma; critical reflection; engagement in discourse; and reflective and critical taking action.

Findings_The claim that collaboration with multiple actors through TL processes can help promote innovative ways to view and practice planning outside of academia has to a certain extent been confirmed. This paper provides evidence that such transformative processes can have an impact on the individuals involved and shows the importance of individuals acting as change agents – or drivers of innovation. In addition, the importance of a collaborative platform – acting as an intermediary – in facilitating TL processes in planning practices is highlighted in the context of Serbia.

Originality/value_This paper is a continuation of existing research on educational initiatives that attempt to integrate sustainability into the curricula and bring innovation to urban planning practice; showcase outcomes of the TL experience for sustainable development, especially when addressing the innovative ways that planning is practiced outside of academia; and push for change toward a more sustainable future not only within and but also outside of academia.
PB  - Emerald Publishing Limited
T2  - International Journal of Sustainability in Higher Education
T1  - To what extent can collaborative platforms in urban planning education enhance transformative learning outside of academia?
VL  - 24
IS  - 7
DO  - 10.1108/IJSHE-06-2022-0184
ER  - 

@article{
author = "Čolić, Ratka and Milovanović Rodić, Danijela and Fokdal, Josefine",
year = "2023",
abstract = "Purpose_This paper aims to explore the effects of collaborative innovation (CI) in urban planning practice by investigating the influence of a platform for collaboration between academia and external partners (practitioners and community groups). Unlike previous research on learning outcomes from the perspective of students (Fokdal et al., 2020), the aim of this article is to investigate the transformative learning (TL) experience from the perspective of the external partners.

Design/methodology/approach_The outcomes of the TL experience were assessed through four elements: disorienting dilemma; critical reflection; engagement in discourse; and reflective and critical taking action.

Findings_The claim that collaboration with multiple actors through TL processes can help promote innovative ways to view and practice planning outside of academia has to a certain extent been confirmed. This paper provides evidence that such transformative processes can have an impact on the individuals involved and shows the importance of individuals acting as change agents – or drivers of innovation. In addition, the importance of a collaborative platform – acting as an intermediary – in facilitating TL processes in planning practices is highlighted in the context of Serbia.

Originality/value_This paper is a continuation of existing research on educational initiatives that attempt to integrate sustainability into the curricula and bring innovation to urban planning practice; showcase outcomes of the TL experience for sustainable development, especially when addressing the innovative ways that planning is practiced outside of academia; and push for change toward a more sustainable future not only within and but also outside of academia.",
publisher = "Emerald Publishing Limited",
journal = "International Journal of Sustainability in Higher Education",
title = "To what extent can collaborative platforms in urban planning education enhance transformative learning outside of academia?",
volume = "24",
number = "7",
doi = "10.1108/IJSHE-06-2022-0184"
}

Čolić, R., Milovanović Rodić, D.,& Fokdal, J.. (2023). To what extent can collaborative platforms in urban planning education enhance transformative learning outside of academia?. in International Journal of Sustainability in Higher Education
Emerald Publishing Limited., 24(7).
https://doi.org/10.1108/IJSHE-06-2022-0184

Čolić R, Milovanović Rodić D, Fokdal J. To what extent can collaborative platforms in urban planning education enhance transformative learning outside of academia?. in International Journal of Sustainability in Higher Education. 2023;24(7).
doi:10.1108/IJSHE-06-2022-0184 .

Čolić, Ratka, Milovanović Rodić, Danijela, Fokdal, Josefine, "To what extent can collaborative platforms in urban planning education enhance transformative learning outside of academia?" in International Journal of Sustainability in Higher Education, 24, no. 7 (2023),
https://doi.org/10.1108/IJSHE-06-2022-0184 . .

TY  - JOUR
AU  - Fokdal, Josefine
AU  - Čolić, Ratka
AU  - Milovanović Rodić, Danijela
PY  - 2020
UR  - https://raf.arh.bg.ac.rs/handle/123456789/792
AB  - Purpose–This paper aims to supplement existing research on a joint approach to integrate sustainability
into higher planning education (HPE) by facilitating an international transformative learning process. It looks
at three different urban master’s programs in Serbia (Belgrade) and Germany (Berlin and Stuttgart).
Design/methodology/approach–In this paper, students’ assessments of the pedagogical model,
individual learning outcomes and the long-term value of the pedagogical model in respect of key competences
for sustainability are presented and discussed. Basic assumptions of the study include that assessment from
the students’perspective can provide feedback on the transformational learning experience with the aim of
improving the experience and thus learning outcomes; help identify limitations and target specific areas for
improvement in the pedagogical model; and improve the evaluation of effectiveness in developing knowledge
and skills for sustainability in HPE.
Findings–The paper provides evidence that a learner-centered and action-oriented approach, as well as a
global dialogue among peers from different backgrounds and nationalities, is an effective way to educate
future generations of urban planners to become“change agents”for societal transformation toward a more
sustainable future within their respective contexts.
Originality/value–The paper is a supplement to the existing research on educational initiatives that
attempts to integrate sustainability into the curricula, especially of urban-related programs; showcases outcomes of the pedagogical model(s) for sustainable development applied, especially when addressing the competences of students working in developing, transitional and developed countries or different geographic
contexts; and shows long-term learning outcomes after the students move into work practice.
PB  - Emerald Publishing Limited
T2  - International Journal of Sustainability in Higher Education
T1  - Integrating Sustainability in Higher Planning Education through International Cooperation: Assessment of a Pedagogical Model and Learning Outcomes from the Students’ Perspective
VL  - 21
IS  - 1
SP  - 1
EP  - 17
DO  - 10.1108/IJSHE-01-2019-0045
ER  - 

@article{
author = "Fokdal, Josefine and Čolić, Ratka and Milovanović Rodić, Danijela",
year = "2020",
abstract = "Purpose–This paper aims to supplement existing research on a joint approach to integrate sustainability
into higher planning education (HPE) by facilitating an international transformative learning process. It looks
at three different urban master’s programs in Serbia (Belgrade) and Germany (Berlin and Stuttgart).
Design/methodology/approach–In this paper, students’ assessments of the pedagogical model,
individual learning outcomes and the long-term value of the pedagogical model in respect of key competences
for sustainability are presented and discussed. Basic assumptions of the study include that assessment from
the students’perspective can provide feedback on the transformational learning experience with the aim of
improving the experience and thus learning outcomes; help identify limitations and target specific areas for
improvement in the pedagogical model; and improve the evaluation of effectiveness in developing knowledge
and skills for sustainability in HPE.
Findings–The paper provides evidence that a learner-centered and action-oriented approach, as well as a
global dialogue among peers from different backgrounds and nationalities, is an effective way to educate
future generations of urban planners to become“change agents”for societal transformation toward a more
sustainable future within their respective contexts.
Originality/value–The paper is a supplement to the existing research on educational initiatives that
attempts to integrate sustainability into the curricula, especially of urban-related programs; showcases outcomes of the pedagogical model(s) for sustainable development applied, especially when addressing the competences of students working in developing, transitional and developed countries or different geographic
contexts; and shows long-term learning outcomes after the students move into work practice.",
publisher = "Emerald Publishing Limited",
journal = "International Journal of Sustainability in Higher Education",
title = "Integrating Sustainability in Higher Planning Education through International Cooperation: Assessment of a Pedagogical Model and Learning Outcomes from the Students’ Perspective",
volume = "21",
number = "1",
pages = "1-17",
doi = "10.1108/IJSHE-01-2019-0045"
}

Fokdal, J., Čolić, R.,& Milovanović Rodić, D.. (2020). Integrating Sustainability in Higher Planning Education through International Cooperation: Assessment of a Pedagogical Model and Learning Outcomes from the Students’ Perspective. in International Journal of Sustainability in Higher Education
Emerald Publishing Limited., 21(1), 1-17.
https://doi.org/10.1108/IJSHE-01-2019-0045

Fokdal J, Čolić R, Milovanović Rodić D. Integrating Sustainability in Higher Planning Education through International Cooperation: Assessment of a Pedagogical Model and Learning Outcomes from the Students’ Perspective. in International Journal of Sustainability in Higher Education. 2020;21(1):1-17.
doi:10.1108/IJSHE-01-2019-0045 .

Fokdal, Josefine, Čolić, Ratka, Milovanović Rodić, Danijela, "Integrating Sustainability in Higher Planning Education through International Cooperation: Assessment of a Pedagogical Model and Learning Outcomes from the Students’ Perspective" in International Journal of Sustainability in Higher Education, 21, no. 1 (2020):1-17,
https://doi.org/10.1108/IJSHE-01-2019-0045 . .

TY  - CONF
AU  - Maruna, Marija
AU  - Čolić, Ratka
AU  - Fokdal, Josefine
AU  - Zehner, Carsten
AU  - Milovanović Rodić, Danijela
AU  - Lalović, Ksenija
PY  - 2015
UR  - https://raf.arh.bg.ac.rs/handle/123456789/525
AB  - The paper presents a case of knowledge production as a result of international cooperation between two academic master programs, Integrated Urbanism from the Faculty of Architecture, University of Belgrade, Serbia and Urban Management from the University of Technology Berlin, Germany, under the support of GIZ/AMBERO-ICON project "Strengthening of local land management in Serbia".

The focus is on a ten-days workshop, which addressed the issue of disaster risk management in the circumstances of post-socialist transition. The aim of this paper is to describe the complex process of collaborative and practice oriented learning during the workshop which took place at the Faculty of Architecture, University of Belgrade, Serbia and Serbian municipality Obrenovac.

The specificity of this learning process is in its orientation towards practice, understood as a network of multiple actors from different disciplines and sectors who participate in knowledge production. Besides the students, mentors from both faculties and junior tutors, local policy makers, experts from local institutions and public companies, representatives from civil sector and local community also participated in the workshop. As a final result of the workshop, the students have developed a comprehensive report as recommendations for local disaster risk management.
This paper presents the key student activities where collaboration and interaction were employed. It points out the analysis of the students’ common work and discussion on their evaluation of the workshop and effects of collaboration with other participants in the process.

The innovative way of knowledge production through collaborative and practice oriented learning processes presented can serve as a model of education for specific and complex issues which can be applied in the future in other courses and faculties. In addition, the experience indicates the need for further application and research on the collaborative model that enhances effective interaction, as well as practical and problem-oriented way of teaching and learning.
PB  - N-AERUS
C3  - XVI N-AERUS Conference: Who wins and who loses? Exploring and Learning from Transformations and Actors in the Cities of the South
T1  - Collaborative and practice oriented learning of disaster risk management in post socialist transitition countries
SP  - 408
EP  - 421
UR  - https://hdl.handle.net/21.15107/rcub_raf_525
ER  - 

@conference{
author = "Maruna, Marija and Čolić, Ratka and Fokdal, Josefine and Zehner, Carsten and Milovanović Rodić, Danijela and Lalović, Ksenija",
year = "2015",
abstract = "The paper presents a case of knowledge production as a result of international cooperation between two academic master programs, Integrated Urbanism from the Faculty of Architecture, University of Belgrade, Serbia and Urban Management from the University of Technology Berlin, Germany, under the support of GIZ/AMBERO-ICON project "Strengthening of local land management in Serbia".

The focus is on a ten-days workshop, which addressed the issue of disaster risk management in the circumstances of post-socialist transition. The aim of this paper is to describe the complex process of collaborative and practice oriented learning during the workshop which took place at the Faculty of Architecture, University of Belgrade, Serbia and Serbian municipality Obrenovac.

The specificity of this learning process is in its orientation towards practice, understood as a network of multiple actors from different disciplines and sectors who participate in knowledge production. Besides the students, mentors from both faculties and junior tutors, local policy makers, experts from local institutions and public companies, representatives from civil sector and local community also participated in the workshop. As a final result of the workshop, the students have developed a comprehensive report as recommendations for local disaster risk management.
This paper presents the key student activities where collaboration and interaction were employed. It points out the analysis of the students’ common work and discussion on their evaluation of the workshop and effects of collaboration with other participants in the process.

The innovative way of knowledge production through collaborative and practice oriented learning processes presented can serve as a model of education for specific and complex issues which can be applied in the future in other courses and faculties. In addition, the experience indicates the need for further application and research on the collaborative model that enhances effective interaction, as well as practical and problem-oriented way of teaching and learning.",
publisher = "N-AERUS",
journal = "XVI N-AERUS Conference: Who wins and who loses? Exploring and Learning from Transformations and Actors in the Cities of the South",
title = "Collaborative and practice oriented learning of disaster risk management in post socialist transitition countries",
pages = "408-421",
url = "https://hdl.handle.net/21.15107/rcub_raf_525"
}

Maruna, M., Čolić, R., Fokdal, J., Zehner, C., Milovanović Rodić, D.,& Lalović, K.. (2015). Collaborative and practice oriented learning of disaster risk management in post socialist transitition countries. in XVI N-AERUS Conference: Who wins and who loses? Exploring and Learning from Transformations and Actors in the Cities of the South
N-AERUS., 408-421.
https://hdl.handle.net/21.15107/rcub_raf_525

Maruna M, Čolić R, Fokdal J, Zehner C, Milovanović Rodić D, Lalović K. Collaborative and practice oriented learning of disaster risk management in post socialist transitition countries. in XVI N-AERUS Conference: Who wins and who loses? Exploring and Learning from Transformations and Actors in the Cities of the South. 2015;:408-421.
https://hdl.handle.net/21.15107/rcub_raf_525 .

Maruna, Marija, Čolić, Ratka, Fokdal, Josefine, Zehner, Carsten, Milovanović Rodić, Danijela, Lalović, Ksenija, "Collaborative and practice oriented learning of disaster risk management in post socialist transitition countries" in XVI N-AERUS Conference: Who wins and who loses? Exploring and Learning from Transformations and Actors in the Cities of the South (2015):408-421,
https://hdl.handle.net/21.15107/rcub_raf_525 .