This paper is a result of research conducted as part of the Sustainable Development Innovation Laboratory (Faculty of Architecture-University of Belgrade) and a scientific project “EPICA – Empowering Participation in Culture and Architecture: Activating Public Resources for and with Community”. Cooperation was supported by ERASMUS program funding by the European Union.

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This paper is a result of research conducted as part of the Sustainable Development Innovation Laboratory (Faculty of Architecture-University of Belgrade) and a scientific project “EPICA – Empowering Participation in Culture and Architecture: Activating Public Resources for and with Community”. Cooperation was supported by ERASMUS program funding by the European Union.

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To what extent can collaborative platforms in urban planning education enhance transformative learning outside of academia?

Čolić, Ratka; Milovanović Rodić, Danijela; Fokdal, Josefine

(Emerald Publishing Limited, 2023) 

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 . .