Cerrar Mapa

Master in

Integrated planning for rural development and environmental management

Present edition: 1st part: 26 September 2016 – 9 June 2017 / 2nd part: September 2017 – June 2018 ··
Next edition: 1st part: September 2018 – June 2019 / 2nd part: September 2019 – June 2020

Master in

Integrated planning for rural development and environmental management

General information on the Unit

ECTS: 15
Contact hours: 117 (74 tutorial with group tutors, 43 tutorial with lecturers)
Personal work hours: 258
Character: Compulsory
Venue: Mediterranean Agronomic Institute of Zaragoza
Scheduling:
The project is developed throughout the first academic year of the Master. The subject "Inventory" is developed in the first semester and the subjects "Diagnosis of the physical, social and economic environment" and "Generation and evaluation of alternatives and plan of action" are developed in the second semester. The scheduling for the activities is the following:
- Group allocation for the realization of the work on the inventory and diagnosis of the area subjects: beginning of October
- Group allocation for the realization of the work on the generation and evaluation of alternatives subject: beginning of April
- Project supervision with the group tutors:
October-March, meeting with tutors once a week, 2 hours per meeting
April and May, meeting with tutors twice a week, 2 hours per meeting
- Meeting with lecturers to discuss criteria and methodology to be applied in the project related to the subjects they deliver during the course: from October to April, with a total of 43 hours
- Presentations of the documents of the different subjects: inventory – mid-December; diagnosis – mid-March; generation and evaluation of alternatives: end of May
- Assessment of the Unit: 1 week after submitting each document
Requisites and permanence
There are no previous requisites
Learning methods
The learning process is based on a group work in which students are advised by a tutor in the definition of the work plan and in the choice and implementation of methods and techniques, and receive tutor’s support to make contacts with sources of information and experts, as well as in the preparation of the presentations for the different stages of the project. Students also receive guidance from different lecturers throughout the course on sources of data, group dynamics and methodology of diagnosis, and on the direct application to the area of study of the criteria, methods and techniques discussed in class. For the subjects on inventory and diagnosis of the study area students divide into thematic working groups, regularly exchanging information on the progress made with the other groups, until all groups complete the inventory and the integrated and global diagnosis of the various subsystems. For the subject on the generation of alternatives students work in four multidisciplinary groups where each group, based on the inventory and global diagnosis of the area, puts forward their proposal, analysis of alternatives and action plan.
Language
Students write the documents for the three subjects in Spanish. The oral presentations and defence of the three subjects may be delivered in any of the three languages: Spanish, English or French.
 

 

Presentation of the Unit and context within the syllabus

This Unit represents the application of the knowledge, criteria and techniques acquired in the previous Units to the integrated planning of a real area. Students work in groups under the guidance of a tutor and gain practical experience in the design and development of projects.

 

Competences

Specific competences

  • ­ SC2 Identifying the physical, landscape and biological diversity of an area, understanding the production processes, both of the natural systems and the agricultural production, and estimating their sustainability.
  • ­ SC3 Considering the social and economic processes in an area, and assessing the implications of different legislations, policies, actions and activities on its development.
  • ­ SC4 Characterizing and assessing the different sub-systems (physical, economic and social) and elements interacting in rural areas, and diagnosing their potentials and limitations.
  • ­ SC5 Applying principles, methods and techniques for the spatial and socio-economic analysis of a territory, and foreseeing the most probable changes throughout time.
  • ­ SC6 Planning options for the conservation and management of the physical environment, the improvement of agricultural production and the socio-economic dynamization of rural areas, which guarantee their system’s sustainability.
  • ­ SC7 Understanding and valuing the usefulness of applying different methodologies and tools to the design of environmental and development policies, to the improvement of the management and to the integrated planning of a territory.
  • ­ SC8 Acknowledging the importance of society’s participation in planning projects for the development of rural areas, and applying methodologies and techniques to promote this participation.
  • ­ SC9 Allocating land uses and assessing their possible impact on the territory.
  • ­ SC10 Proposing management and development alternatives which may provide solutions to the problems of rural areas, as well as social, environmental and/or economic benefits, considering the viability of their implementation.

General competences

  • GC1 Integrating scientific and technical knowledge and applying them discerningly.
  • GC2 Performing scientific and/or technical information searches and processing them selectively.
  • GC3 Analyzing results or strategies and elaborating conclusions which contribute to clarify the problems and to find possible solutions.
  • GC4 Making decisions and generating new ideas and knowledge in complex systems.
  • GC5 Learning and working autonomously, responding to unforeseen situations and re-aiming a strategy if necessary.
  • GC6 Team-working and promoting exchange and collaboration attitudes with other students, researchers and professionals.
  • GC7 Communicating reasoning and conclusions both to a general audience and to a specialized public.
  • GC8 Writing presentations and synthesis, preparing and presenting oral communications, and defending them in public.

 

Learning outcomes

The student, at the end of the learning of this Unit:

  • Is trained in the design and development of planning projects in real areas.
  • Performs searches of technical and scientific information and a selective treatment of this information.
  • Can define and integrate the main components interacting in a system.
  • Can apply the planning methodology adhered to in the course in the different steps of the project.
  • Has gained experience in the analysis of planning situations and in decision making.
  • Is able to work in a multidisciplinary and multicultural team.
  • Has gained experience in the delivery and defence of oral communications.

 

Contents

The aim of this Unit is to provide the students with practical experience on how to approach and implement an integrated planning project in a specific area, applying the knowledge acquired throughout the course. The project is carried out in working groups and comprises 3 subjects:

Inventory (4 ECTS) (first semester)
It consists in: (i) gathering the information necessary to identify and describe the system and corresponding physical, socioeconomic, legal and institutional subsystems of the area; (ii) spatial referencing of this information; and (iii) treating information for its usage in the planning project.

Diagnosis of the physical, social and economic environment (4 ECTS) (second semester)
It consists in the interpretation of the situation of the area, and its potential for future change, considering the interactions between the different subsystems in order to acquire a dynamic, comprehensive approach which allows establishing which the specific objectives of the planning are.

Generation and evaluation of alternatives and plan of action (7 ECTS) (second semester)
This subject consists in: (i) considering the analysis carried out on the situation of the area, the proposals which allow meeting the specific objectives set are put forward; each alternative proposed must provide the arguments necessary to justify the problem solution and the social, environmental and economic benefits attainable, classifying the study area in capacity classes which reflect the various degrees of acceptance to host or develop a specific alternative; to carry out this classification, the aptitude of the territory must be determined, impact studies on it must be carried out, and a synthesis map for the different alternatives must be drawn, where each area of the territory must be allocated the land use for which it shows higher capacity; (ii) determining the viability and convenience of implementing the alternatives in the study area; and (iii) realizing the action plan providing guidelines on the priority ranking and the timeline for implementing the alternatives, justifying necessarily the attainment of the objectives set.

Learning activities

Learning activity 1: Work in groups, delivered in written documents developing the following contents: (i) inventory of the physical, social and economic environment; (ii) diagnosis of the study area; (iii) generation and justification of alternatives; (iv) evaluation of the territory's capacity for the alternatives proposed; (v) evaluation of alternatives; and (vi) plan of action proposed. Work corresponding to item (i) is carried out in four groups, each of them compiling and analyzing the information corresponding to each of the subsystems in the study area and elaborating a document. Work corresponding to item (ii) is carried out in five groups, four working on the corresponding subsystems and the fifth one, composed by representatives from the other four, working on the integration of the different subsystems to produce a global diagnosis; the resulting document contains both the subsystem diagnoses and the global diagnosis. Work corresponding to items (iii) to (vi) is carried out in four groups; in this case, each group is composed by members of all the thematic groups formed for work in items (i) and (ii). During the whole learning activity, students receive advice from the tutors and the lecturers delivering the topics in the course.
ECTS: 12
Hours: 300
Percentage of contact: 35% contact with tutors and lecturers advising the different aspects of the project

Learning activity 2: Presentation and oral defence of each of the three stages of the project (including preparation of the presentation)
ECTS: 3
Hours: 75
Percentage of contact: 15% contact with the tutors
 

 

Assessment methods

Assessment system 1: Assessment done by the project tutors and the technical coordinator of the Master on the participation of each student in the collective work of the groups joined. This assessment is based on the following aspects: (i) student's contribution to the conception, planning and development of the total work of the groups joined; (ii) student's dedication to the collective technical work and to the individual work assigned; and (iii) student's attitude towards the technical work and the group work dynamics.
Weighting: 40% of the final score of the Unit

Assessment system 2: Assessment of the written documents, by a jury composed by the scientific directors of the Master, course lecturers and external experts.
In the assessment of the inventory subject, the jury will value the following aspects from the written document produced by each group: (i) significance of the information collected; (ii) processing of the information; (iii) suitability of the methodology applied; (iv) writing and presentation of the text; (v) relevance of the references used. Each group obtains a score.
In the assessment of the diagnosis subject, the jury will value the following aspects from the written document produced by each group and also from the global document: (i) suitability of the methodology applied; (ii) relevance of the global analysis and that of the different subsystems; (iii) consistency of the conclusions; (iv) writing and presentation of the text; (v) relevance of the references used. The score obtained is the same for all groups.
In the assessment of the generation and evaluation of alternatives subject, the jury will value the following aspects from the document written by each group: (i) suitability of the methodology applied; (ii) relevance of the alternatives proposed; (iii) quality of the alternative evaluation; (iv) relevance of the plan of action; (v) consistency of the project; (vi) originality of the project; (vii) writing and presentation of the text; (viii) relevance of the references used. Each group obtains a score.
Weighting: 36% of the final score of the Unit (inventory: 9%; diagnosis: 9%; generation and evaluation of alternatives: 18%)

Assessment system 3: Overall assessment of the oral and public presentation and defence of each of the project subjects in front of the same jury that assesses the written documents. Assessment is based on the following aspects: (i) overall clarity of the exposition; (ii) relevance of the answers to the questions posed by each of the members of the jury; (iii) cohesion of the presentations of all members of the group; and (iv) adjustment to the time assigned.
Weighting: 12% of the final score of the Unit (inventory: 4%; diagnosis: 4%; generation and evaluation of alternatives: 4%)

Assessment system 4: Assessment of the presentation and individual defence of each member of the group by the same jury that assesses the written documents and the overall presentations and defences. The jury will ask each student the questions it deems appropriate. This individual assessment is based on the following aspects: (i) clarity of the student's particular exposition; (ii) relevance of the student's answers to the questions posed by the jury; (iii) adjustment to the time assigned.
Weighting: 12% of the final score of the Unit (inventory: 4%; diagnosis: 4%; generation and evaluation of alternatives: 4%)

 

Lecturers

Tutors of the working groups

Jorge ÁLVARO, EEAD-CSIC, Zaragoza (Spain)
Antonio Jesús GORRIA, ECAS, Zaragoza (Spain)
África HEREDIA, SARGA, Zaragoza (Spain)
Alfredo PERIS, Instituto Aragonés de Estadística, Zaragoza (Spain)

Lecturers – Project support subjects

Antonio ALEDO, Univ. Alicante (Spain)
Jorge ÁLVARO, EEAD-CSIC, Zaragoza (Spain)
Eduardo BANDRÉS, Univ. Zaragoza (Spain)
Juan BELLOT, Univ. Alicante (Spain)
Teresa COMA, Prímula Asesores, Zaragoza (Spain)
Guy ENGELEN, VITO NV – Flemish Institute for Technological Research, Mol (Belgium)
Rosario FANLO, Univ. Lleida (Spain)
Jaume FONS, Univ. Autònoma Barcelona (Spain)
Olga MORENO, Univ. Politécnica Valencia (Spain)
Alfredo PERIS, Instituto Aragonés de Estadística, Zaragoza (Spain)

Lecturers – Tutorials

Ece AKSOY, European Topic Centre, Málaga (Spain)
Antonio ALEDO, Univ. Alicante (Spain)
Fernando O. BAPTISTA, Univ. Técnica Lisboa (Portugal)
Eduardo BANDRÉS, Univ. Zaragoza (Spain)
Juan BELLOT, Univ. Alicante (Spain)
Carlos CANTERO, Univ. Lleida (Spain)
María Ángeles CEÑAL, DENDROS S.L., Madrid (Spain)
Guy ENGELEN, VITO NV – Flemish Institute for Technological Research, Mol (Belgium)
Rosario FANLO, Univ. Lleida (Spain)
Germán GLARÍA, Univ. Politécnica Madrid (Spain)
João P. GUERREIRO, Univ. Algarve, Faro (Portugal)
Asunción JULIÁN, Univ. Zaragoza (Spain)
Raquel MONTORIO, Univ. Zaragoza (Spain)
Joaquín OLONA, QUASAR CONSULTORES, Zaragoza (Spain)
Dionisio ORTIZ, Univ. Politécnica Valencia (Spain)
Ángel PUEYO, Univ. Zaragoza (Spain)
Ferràn RODÀ, Univ. Autónoma Barcelona (Spain)
Enrique RUIZ BUDRÍA, Univ. Zaragoza (Spain)
Santiago SABATÈ, Univ. Barcelona (Spain)
Ramón VALLEJO, CEAM, Valencia (Spain)
Michael Christian VAN LIESHOUT, PANTOPICON, Antwerp (Belgium)