21/22 Syllabus: A Circular Maritime Region by complexcities

QUARTER GUIDE Q3 2021-2022 MSc2 Urbanism Faculty of Architecture and the Built Environment

Spatial Strategies for the Global Metropolis AR2U086 & AR2U088

MSc2 Urbanism Responsible Chairs: Quarter coordinators: Course instructors:

Student Assistant:

Spatial Planning & Strategy dr. Lei Qu dr. Verena Balz dr. Alexander Wandl dr. Roberto Rocco dr. Marcin Dąbrowski Manon Speulman

Table of contents

Colophon 2

Quarter Guide 2021-2022 Spatial Strategies for the Global Metropolis Version 2.0 Date: 27 January 2022

1. General information 1.1. Introduction 1.2. Theme & Background 1.3. Quarter Program 1.4. Quarter Schedule 1.5. Additional information

04 05 06 08 10 12

2. Courses 2.0. Contact Information 2.1. R&D Studio 2.2. Research & Design Methodology for Urbanism

14 15 16 32

3. Literature 3.1. R&D Studio 3.2. Spatial Development Strategies and Capita Selecta 3.3. Research & Design Methodology for Urbanism

40 42 44 45

SPATIAL STRATEGIES FOR THE GLOBAL METROPOLIS

1.1. INTRODUCTION Urbanism is concerned with understanding the spatial organisation and dynamics of the built environment and with inventing new ways to maintain spatial quality and equality. The MSc Urbanism education develops core knowledge and skills as a basis for innovative practical and theoretical applications. It provides students with typological knowledge and insights into urbanism tools and techniques. Urbanism at the TU Delft is a scientific design education, characterized by interaction between thinking (analysis and reflection) and doing (the speculative/intuitive imagination of spatial interventions).

Rotterdam. Photography: Pedro Maia

Regional design is the core theme of the third quarter of the MSc Urbanism curriculum. This is urbanism at a high level of scale. The way global economic powers influence social, cultural and environmental development is best sensible at this level. Global influence results in the inability to fully control spatial development. Regional design is about steering development in the right direction. Regional design - as the exploration of plausible futures - promotes and debates solutions to problems in a given context. It is a reflection on prevailing spatial conditions, political agendas and planning regimes, meant to improve good (democratic) decision-making and to inform long-term strategic planning approaches to desirable spatial change.

The responsible section of the quarter Spatial Strategies for the Global Metropolis is Spatial Planning & Strategy. The 20212022 edition of the studio is prepared in collaboration with the Province of South Holland (Provincie Zuid-Holland) and the Port of Rotterdam authority. Results will contribute to policy development concerning a circular and socially innovative port economy in the South Holland maritime region in the upcoming decades. The edition builds up upon expertise acquired during the Horizon 2020 research project Resource Management in Peri-urban Areas: Going Beyond Urban Metabolism (REPAiR), funded by the European Union under the Horizon 2020 framework, and investigations by PortCityFutures, an initiative of the Leiden-Delft-Erasmus (LDE) collaboration between universities in Southern Holland. SPATIAL STRATEGIES FOR THE GLOBAL METROPOLIS

Theme Regional design is concerned about agglomerations of dependent places, often stretching across multiple administrative boundaries. It considers costly public works and policies whose effects diffuse across intricate spatial networks in ways that are difficult to foresee. Imagined regional design solutions are likely to cause conflict in societal and political domains. Any design step taken needs to consider an audience of critical observers who are ready to express their stakes and defend their interests forcefully; any step requires proof of substantive societal support and verifiable political consent. Regional design is usually a collaborative effort: practices include intense negotiation among public, private and civil actors. The motivation of the third MSc Urbanism quarter is to teach students how to design in such an ‘arena of struggle’, constituted by multiple perceptions of the built environment as well as rules and procedures to resolve conflicting interests. The third quarter of the MSc Urbanism curriculum emphasizes on (1) a comprehensive, evidence-informed understanding of regional spatial structures and development trends, (2) an understanding of interrelations among design, planning and politics and (3) communication skills that are required in collaborative decisionmaking. During the studio Spatial Strategies for the Global Metropolis students use this knowledge and skills to conduct a regional design. The design process leads to two products, notably (1) a spatial vision and (2) a development strategy. Products are interrelated. The vision represents a desirable spatial future; it serves as a guiding normative principle for the development strategy. The strategy sets out a path towards spatial change, by means of spatial interventions

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that are ordered over time and associated with capacities of actors in development. The course Research & Design Methodology for Urbanism focuses on a theoretical understanding of design, planning and research. Students write a research plan on the grounds of this understanding. Important criteria in the assessment of both, design and research proposals are their critical consideration of spatial and institutional circumstances and the strength of their argument for change. Background The context of the Q3 quarter is a globalized world in which there is competition for investment into economic development. The importance of regions in this competition increased in the 1980s, due to paradigmatic technological change, increasing market liberalization and integration. Initially autonomous regionalization brought high welfare to some metropolitan areas. New planning approaches arose from an observation of these benefits; the early 2000s saw an intense increase of policies and direct investment to enhance the economic performance of regions. In recent years negative outcomes of these measures, such as social segregation and negative environmental externalities gained more attention. New policy concepts to balance economic, social and environmental gains and losses were developed, among them the concept of ‘circular economy’. The concept emerged as a critique on the linear model of economic growtha ‘take-make-dispose’ model that neglects environmental costs specifically. It emphasizes on a conscious use and re-use of natural resources in production and consumption circles. New planning approaches aimed at in particular the mitigation of climate change eﬀects emerged. Approaches such as transition management and adaptive planning emphasize the uncertainty of long-term development while stressing a need for immediate action at the same time.

A towering wind turbine with LEDs, developed by Siemens as a symbol for climate protection and sustainability. Image source: Sijmonds et al., 2017

1.2. THEME & BACKGROUND

SPATIAL SP S PAT AT IA ATIA IAL S ST STRATEGIES TR RA ATE T E GI GIE ES SF FOR OR O RT THE HE G HE GLOBAL LO OB BA A L ME M METROPOLIS ET TR R OPOL OP P OL O L IS IS

1.3. QUARTER PROGRAM WK1

WK2

WK3

WK4

WK5

R&D Studio

Spatial Development Strategies (SDS) Capita Selecta

Research & Design Methodology for Urbanism

Presentation moments Figure 1. Simplified Schedule Q3

Components of the quarter The R&D studio Spatial Strategies for the Global Metropolis is the core activity of the Q3 quarter. Students conduct a regional design in groups of 4-5 students. The thematic exercises of Spatial Development Strategies (SDS) are an integral part of the studio. Knowledge about theories and methods of regional analysis and design will be provided during lectures and applied during workshops. SDS assists and steers studio work. The lecture series Capita Selecta also adds to the studio. It provides students with knowledge about spatial planning, governance and design in the region at their attention. Parallel to the R&D studio runs the course Research & Design Methodology for Urbanism. The course focuses on a theoretical understanding of design, planning and research. Students learn to position their work in a theoretical debate and write a research plan (figure 1).

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WK6

WK7

WK8

WK9

WK10

R&D Studio Week 1: Analysing regional spatial development and planning policies; identification of key issues; group formation; initial framing of the assignment Week 2: Analysing regional flows and spatial structures; developing first ideas for a more circular development in groups Week 3: Analysis, diagnosis, framing and defining the assignment Week 4: Research and design development Week 5: Finalizing the spatial vision; midterm presentation Week 6: Defining key interventions (projects/ policies) Week 7: Development strategies: actors and timeline Week 8: Finalizing the development strategy Week 9: Finalizing and production: submitting the final report; final presentation Week 10: Assessment and feedback Spatial Development Strategies (SDS) Week 1: Pre-recorded tutorials on advanced GIS tools for regional analysis Week 2: Urban Metabolism: Mapping regional flows Week 3: Understanding regional spatial structure and analytical tools for regional design development; Q&A session on advanced GIS tools for regional analysis Week 6: Planning tools and governance in support of sustainable regional development; peerreview on group work Week 7: The Great Planning Game

Capita Selecta Week 1: Lecture series on the development of the South Holland maritime region - including lectures on strategies for a 100% circular economy in the province of South Holland; the Rotterdam port’s circular economy; social innovation in the port of Rotterdam; relations between the port and the city-region; and South Holland makers industries – as well as on more widely applicable approaches – including lectures on landscape-based Dutch regional design and transition management Research & Design Methodology for Urbanism Week 1: The earth is round. Introductions Week 2: The idea of justice. Starting up your research / Introduction to the theory of spatial justice; Week 3: Attention, please! From problem statement to objectives / Introduction to governance / How to make just sustainability transitions happen; Week 4: I have a dream. Basics of academic writing / Visioning and values in planning; Week 5: Seeing like a state. Communication and dissemination of your work / Theory of sociotechnical and policy change / Urban impacts of major structural shocks: discussing COVID-19 implications for planning and designing spatially just cities and communities; Week 6: It’s a deal! Sustainable Development Goals and the European Green Deal: discussing the role of planning and urban design/ From policy transfer to policy translation: pitfalls of learning from best practice from elsewhere/ Presentation skills ; Week 7: Do artefacts have politics? Ethics in urban planning and design / Tutorial on report structure

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1.4. QUARTER SCHEDULE Spring Semester (2021-2022) WK 1 MO 07/02 1 2

TU 08/02

Introduction Lecture AR2U086:

WE 09/02

TH 10/02

FR 11/02

AR2U086:Capita Selecta

AR2U086:

Selft Study

R&D Studio

AR2U086: Capita Selecta

AR2U088

AR2U086:

AR2U086: Hand-in

Methodology Lecture

R&D Studio

3 4

5 6 7 8

AR2U086: Capita Selecta

AR2U086:

AR2U086: Hand-in

R&D Studio

assignment

WK 2 MO 14/02 1 2 3 4

assignment

WE 16/02

TH 17/02

FR 18/02

AR2U086:

Excursion

R&D Studio

SDS Lecture/Workshop

Self Study

R&D Studio

AR2U086:

AR2U088:

AR2U086:

R&D Studio

Group Work Studio

Methodology Lecture

R&D Studio

WK 3 MO 21/02

5 6 7 8

2 3 4

5 6 7 8

2 3 4

6 8

WE 23/02

TH 24/02

FR 25/02

AR2U086:

SDS Lecture/Workshop

R&D Studio

Group Work Studio

Self Study

R&D Studio

AR2U086:

AR2U088:

AR2U086:

Self Study

R&D Studio

Methodology Lecture

R&D Studio

2 4

6 8

TU 01/03

WE 02/03

TH 03/03

FR 04/03

AR2U086:

Self Study

R&D Studio

Group Work Studio

Self Study

R&D Studio

AR2U086:

AR2U088:

AR2U086:

Self Study

R&D Studio

Methodology Lecture

R&D Studio

Group Work Studio

WE 16/03

TH 17/03

FR 18/03

AR2U086:

SDS Lecture/Workshop

R&D Studio

SDS Lecture/Workshop

Self Study

R&D Studio

AR2U086:

AR2U088:

AR2U086:

Group Work Studio

R&D Studio

Group Work Studio

Methodology Lecture

R&D Studio

TU 22/03

WE 23/03

TH 24/03

FR 25/03

AR2U086:

SDS Lecture/Workshop

R&D Studio

Group Work Studio

Self Study

R&D Studio

AR2U086:

AR2U088:

AR2U086:

R&D Studio

Group Work Studio

Methodology Lecture

R&D Studio

Self Study

WK 8 MO 28/03

AR2U086:

WK 5 MO 07/03 1

TU 22/02

SDS Lecture/Workshop

TU 15/03

AR2U086:

WK 7 MO 21/03

AR2U086:

WK 4 MO 28/02 1

AR2U086:

TU 16/02

AR2U086:

WK 6 MO 14/03

TU 29/03

WE 30/03

TH 31/03

FR 01/04

AR2U086:

self study

R&D Studio

Group Work Studio

self study

R&D Studio

AR2U086:

Group Work Studio

self study

R&D Studio

AR2U088: Methodology AR2U086: Hand in Assignment

WK 9 MO 04/04 2 4

6 8

TU 08/03

WE 09/03

TH 10/03

FR 11/03

AR2U086:

AR2U086: R&D Studio

Self Study

R&D Studio

Group Work studio

Self Study

Midterm Presentation

AR2U088:

AR2U086:

Methodology Lecture

R&D Studio

Group Work studio

Self Study

TU 05/04

WE 06/04

TH 07/04

FR 08/04

AR2U086:

AR2U086: R&D Studio

Self Study

Group Work Studio

Self Study

Final Presentations

AR2U086:

AR2U086: R&D Studio

AR2U086:

Self Study

Hand in Final Report

Self Study

TU 12/04

WE 13/04

WK 10 MO 11/04

7 8

Please note: Any changes in schedule and location of rooms will be informed via Brightspace

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FR 15/04

Grading and Feedback

TH 14/04 AR2U086: R&D Studio

Prepare for Q4 5

R&D Studio

Prepare for Q4

Good Friday AR2U086: R&D Studio Grading and Feedback

SPATIAL STRATEGIES FOR THE GLOBAL METROPOLIS

Student assistant When questions concerning the organization of this MSc Urbanism quarter arise, please contact the Student assistant. Name: Manon Speulman E-mail: M.J.A.Speulman@tudelft.nl Secretariat Urbanism If students have questions about how the department of Urbanism works (e.g. who is who, what are responsibilities of staff members, where can they be found), they contact the Urbanism secretariat. Name: Danielle Hellendoorn or Margo van der Helm Room: BG West 520 & 530 Phone: 015- 2784430 E-mail: Urbanism-bk@tudelft.nl D.Hellendoorn@tudelft.nl J.M.vanderHelm@tudelft.nl Open: daily from 8.30 till 17.00 (in regular circumstances) Academic counsellors In case students face problems that cannot be solved with staff members involved in Urbanism education, they address an academic counsellor. Problems may concern personal study and life circumstances (e.g. health conditions) or circumstances that are the result of unethical behaviour of staff. The academic counsellor is independent and works on a basis of confidentiality. In case problems arise, students are advised to consult the advisor in time.

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Contact and other information on the academic counsellor (including information on special arrangements due to COVID-19) can be found online: https://www.tudelft.nl/en/student/faculties/abe-student-portal/organisation/academic-counsellors/ International Office Especially for foreign students there is a service called the International Office. Room: BG Oost 240 E-mail: Internationaloffice-bk@tudelft.nl Open: Monday, Tuesday and Thursday 12.30 13.30 (in regular circumstances) Brightspace Brightspace (https://brightspace.tudelft.nl) is the most important means of communication among students and teachers in Urbanism education. Using the Brightspace enables students to: • Submit assignments; • Get announcements about courses/hear about last minute changes in schedule; • Download documents you need for the course. Updates about Corona related measures Please visit the website https://www.tudelft.nl/ en/2022/tu-delft/coronavirus for more information and the latest updates about Corona related measures.Please note that the website is updated regularly.

Sustainable development in the port of Rotterdam. Source: Provincie Zuid-Holland, 2019a.

1.5. ADDITIONAL INFORMATION

SPATIAL S SP PAT AT IA I A L ST S STRATEGIES TR RA AT TE EG GII E ES SF FOR OR O RT THE HE H EG GLOBAL LO L O BAL BAL M BA ME METROPOLIS E TR T R OP O P OL O L IS OLIS IS

13 1 3

Courses

2.0. CONTACT INFORMATION Coordinators MSc2 Urbanism Q3 Name : dr. Lei Qu E-mail : L.Qu@tudelft.nl Name : dr. Verena Balz E-mail : V.E.Balz@tudelft.nl Course Instructors Name : dr. Alexander Wandl E mail : A.Wandl@tudelft.nl Name : dr. Roberto Rocco E-mail : R.C.Rocco@tudelft.nl

Rotterdam. Photography: Pedro Maia

Name : dr. Marcin Dąbrowski E-mail : M.M.Dabrowski@tudelft.nl

14 14

SPATIAL STRATEGIES FOR THE GLOBAL METROPOLIS

Havenindustrieel complex Glastuinbouwgebied Luchthaventerrein Stedelijk centrumgebied Overige bebouwing

Logistiek overslagpunt Science Park Kenniscentrum Mainport Rotterdam Greenport Westland Oostland Greenport Boskoop Greenport Bollenstreek Greenport Aalsmeer Stedelijke ontwikkelingsruimte van bovenreg. belang Luchthaven

Betuwelijn Goederenvervoer op (inter)nationaal HOV-net (Inter)nationaal wegennet Ontbrekende schakel (inter)nationaal wegennet (Boven)regionaal wegennet Ontbrekende schakel (boven)regionaal wegennet (Inter)nationaal vaarwegennet (Boven)regionaal vaarwegennet

Water Verkeersscheidingstelsel zeevaart

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Logistic-industrial system in South Holland, source: PROVINCIE ZUID-HOLLAND 2020. Introductie Omgevingsbeleid Zuid-Holland. The Hague: Provincie Zuid-Holland.

As Mainport Rotterdam (indicatief )

2.1. R&D STUDIO AR2U086 Coordinators Name: dr. Lei Qu E mail: L.Qu@tudelft.nl Name: dr. Verena Balz E-mail: V.E.Balz@tudelft.nl Spatial Development Strategies (SDS) Name: dr. Lei Qu E-mail: L.Qu@tudelft.nl Capita Selecta Name: dr. Verena Balz E-mail: V.E.Balz@tudelft.nl R&D Studio tutors dr. Alexander Wandl, A.Wandl@tudelft.nl dr. Nikos Katsikis, N.Katsikis@tudelft.nl dr. Caroline Newton, C.E.L.Newton-1@tudelft.nl dr. Diego Andres Sepulveda Carmona, D.A.SepulvedaCarmona@tudelft.nl dr. Lei Qu, L.Qu@tudelft.nl dr. Luisa Calabrese, L.M.Calabrese@tudelft.nl dr. Marcin Dabrowski, M.M.Dabrowski@tudelft.nl dr. Verena Balz, V.E.Balz@tudelft.nl dipl.ing. Birgit Hausleitner, B.Hausleitner@tudelft.nl ir. Robbert Jan Van der Veen, R.J.vanderVeen@tudelft.nl dr. Karel Van den Berghe, K.B.J.VandenBerghe@tudelft.nl Course load: 280 hours Contact hours: 100 hours Independent study: 180 hours

SPATIAL STRATEGIES FOR THE GLOBAL METROPOLIS

2.1.1 LOCATION The region under investigation at the 2021-2022 round of the Spatial Strategies for the Global Metropolis studio is the province of South Holland. The province is part of the Rhine, Meuse and Schelde delta, covers roughly 3,400 km2 (including 600 km2 of water), and has a population of about 3.7 million. It encompasses the large cities of The Hague and Rotterdam, several mediumsized cities, and a great number of small cities and villages, which constitute a complex landscape of spatial environments, in one of the densest, most urbanised and infrastructure-richest regions of the world. Students are asked to consider both the highly urbanised and peri-urban parts of the region. Highly urbanised areas are densely populated, intensely built-up and used.

Peri-urban areas lie in-between these cores and are characterised by a low population density, an intermingling of built and unbuilt features and not clearly articulated, not intense and/or obsolete uses. At students’ core attention is the port of Rotterdam, whose territory of approximately 100 km2 stretches from the city of Rotterdam to the North Sea. With a freight throughput of about 470 million tonnes, the port is among the world’s largest and the largest port in Europe. Its economy provided approximately 385,000 jobs in 2021 and has with an added value of 45.6 billion Euro contributed around 6% to the Dutch Gross Domestic Product (GDP). The port territory is governed by the Port of Rotterdam authority, a corporation between the municipality of Rotterdam and the Dutch national government.

2.1.2 THEMATIC TOPICS The above described location forms the spatial setting of students’ regional designs. Students are asked to explore two interrelated thematic topics within this setting, notably (1) a transition towards a circular port economy, and (2) a social transition which happens in tandem with the port’s enhanced circularity. The spatial visions and development strategies that students design recognise mutual dependencies between topics and give these a spatial form. Below both topics are described in more detail.

30 km

Thematic topic: A circular port economy The first thematic topic of the studio is informed by an ambition that the Province of South Holland, the Port of Rotterdam authority, and the Dutch national government share: these actors commonly strive for a transition towards a circular economy in the upcoming decades (Provincie Zuid-Holland, 2019b, Provincie Zuid-Holland, 2019a, Ministerie van I&M, 2016, Port of Rotterdam et al., 2019). According to Geldermans et al. (2018), a ‘circular economy’ emphasises environmentally and economically sustainable ways of using natural capital and resources (for a more detailed description of the concept, see Box 1). Seen this definition, the port of Rotterdam is in deep need of reform. The port is currently specialised in the distribution, storage, and processing of fossil raw materials, including crude oil, coal and liquid gas (Port of Rotterdam, 2019a). Its petro-chemical cluster is with an added value of around two billion euros a major economic sector in the industrial complex; one that not only uses large shares of the unsustainable materials but also generates large quantities of typically hazardous waste (Port of Rotterdam et al., 2019). Also the production of plastics and rubbers – to be found in almost every consumer

product, packaging and industrial component – is a core port economic activity that largely depends on fossil raw materials. Other materials that fluctuate in large quantities through the port territory concern minerals - key building blocks of infrastructure and buildings and key components of enormous amounts of in particular construction and demolition waste -, metals - essential materials in many industrial applications and including highly recyclable but also highly demanded ferrous metals, non-ferrous metals, and precious, or so-called ‘rare-earth’ metals – and biomass and organic materials - materials that occur during the large scale extraction, processing, consumption, and disposal of bio-based goods (Port of Rotterdam and Circle Economy, 2019). The Port of Rotterdam authority associates the port’s position at a crossroad of these raw material and residual flows with a future internationally outstanding position as a ‘waste-to-value port’ (Port of Rotterdam, 2019b). Students of the studio critically investigate this proposition by anticipating on its spatial implications. The below listed sub-themes give guidance to the development of focus in this investigation. They present three alternative choices for indepth elaborations. The material dimension of the energy transition: As evidenced by national and international agreements concerning the mitigation of climate change eﬀects (United Nations, 2016, European Commission, 2019, Ministerie van EZK, 2019), a pressing need for sustainability transitions has become obvious over recent years. The Port of Rotterdam authority has developed a series of strategic approaches towards a carbon-neutral port consequently. Opportunities for change are seen to emerge from in particular synergetic eﬀects between the simultaneously ongoing transitions in the realms of energy and circular

Indication of urbanized areas in 2005 in Southern Holland. Source: Atelier Zuidvleugel.

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SPATIAL STRATEGIES FOR THE GLOBAL METROPOLIS

economy (Port of Rotterdam et al., 2019). The intended integration of the two transitions has a variety of aspects. The building of a renewable energy infrastructure, including elements such as solar fields and wind farms, is expected to produce massive material return flows in the future. The endeavour thus relies on a needed reform of the construction and demolition sector that foresees a wider, diversified and more value-sustaining re-use of construction waste, and a circular design of the entire construction chain. The port authority envisions a staged approach towards a renewable energy system, drawing on hydrogen, and biomass sources, amongst others. The sustainability and eﬃciency of this system needs to be symbiotically enhanced by a circular use of these materials. Last but not least will both transitions lead to enormous shifts of land use within and outside the port territory. An intense and circular use and re-use of land is therefore a prerequisite of combined transitions. Towards circular (maritime) manufacturing: Manufacturing involves materials use. Among the internationally re-known top economic sectors that operate within the port industrial complex is the Water & Delta technology sector whose productivity is becoming increasingly dependent on a circular use of in particular metals. Manufacturing, however, is not only conducted by globally operating sectors. National, regional, and local governments, including the Province of South Holland, recognise the importance of a wider and more multi-layered understanding of a future circular manufacturing sector. Building upon observations of how activities in niche markets trigger transitions, they seek to support in particular small and medium-sized businesses (SMEs) that profit from linking and managing material flows in innovative and smart ways (Provincie Zuid-Holland, 2019a, Provincie Zuid-

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Holland, 2020b). These so-called ‘makers industries’ are productive in terms of material output while carefully considering emerging scarcities of material resources. They often rely on and are thus located within port industrial complex. Depending on various criteria – such as the proximity to consumers, material flows, infrastructures, and social activity – they also settle in dense urban areas, underused peri-urban city fringes, or rural environments though (for an analysis of businesses in South Holland, see Hausleitner, 2021). Their common denominator is in their contribution to environmental, economic, and social sustainability during transitions, and in their production of synergies between transitions in diﬀerent realms. Towards a bio-based economy: As noted above, the port of Rotterdam economy is currently dominated by the use of fossil raw materials. The port’s petro-chemical cluster as well as numerous businesses in the production of rubber and plastics depend on these materials. Biomass and organic materials play an increasingly important role in many emerging production and consumption circles simultaneously (Port of Rotterdam et al., 2019). The use of these bio-based materials – including food waste, and paper, pulp and wood wastes - opens new avenues for bioenergy, and biochemistry. New technologies such as mechanical and chemical recycling technologies are expected to support a reduced use of plastics. However, substituting plastics with biobased materials is projected to be a more sustainable option. Because biomass knows many applications its use implies great potential for a more integrated circular economy. An increased reliance on biomass also requires scrutiny though. The South Holland agri-food sector covers half of the province’s surface, produces six million tons of products with a value of € 5.5 billion annu-

Box 1 The concept ‘circular economy’ Economic growth and the depletion of natural resources are interrelated developments, because the dominant process underlying growth is a linear one, that converts resources into waste. During this process, which stretches from mining, to producing and consuming, and then disposing, capital is removed from the natural environment and the value of natural resources is reduced. From the industrial revolution onward, depletion has been neglected. It is only since recently that the negative environmental eﬀects of uninhibited, linear economic growth have caught public attention. Awareness is fostered by emblematic development such as the pollution of oceans by plastic. Awareness is also fostered by the growing recognition that our linear way of producing, consuming and disposing is economically unfeasible. The world’s population will grow to nine billion people by 2050. There is agreement that an exponentially growing demand, combined with the finite supply of resources, will lead to scarcity, strong price fluctuations and, eventually, crisis. According to Geldermans et al. (2018), the concept ‘circular economy’ emphasises on environmentally and economically sustainable ways of using natural capital and resources. A circular economy is an economy that accommodates resources to flow through human-made and natural systems in renewable ways, creating or retaining value through slowed, closed or narrowed loops, rather than rapidly destructing value through the creation of waste (cfr. linear economy). This value can manifest itself in monetary principles as well as social, ecological or economic principles, taking into account potential trade-oﬀs. Important in this notion is the establishment of productionconsumption-use systems built on restorative resources in optimal flows. Optimal flows imply that cycles are closed or connected at spatially

and temporally favourable conditions, i.e. where and when most appropriate (highest possible value, possibly via cascading loops). Moreover, changes in one part of the system should not incite negative externalities. Of particular interest for this studio are the impacts of a circular economy on spatial development and quality. A circular built environment (CBE) is both, the a priori physical setting and the spatial result of such an economy. As humanmade environments that operate according to circularity principles, CBEs are designed systems of closed resource loops; ones that enable societies to thrive within planetary boundaries. An ideal CBE encompasses diﬀerent spatial-temporal scales, ranging from the very micro-scale of the involved materials themselves, to cities, regions and scales beyond these. A transition towards a CBE involves the adoption of the cultural, environmental, economic and social values that are embedded in circular thinking about architecture, city-making and everyday urban life. CBEs are thus achieved through interrelating aspects of architectural and urban design, urban governance, technology, urban economy, resource management, and stakeholder engagement. Because CBEs are the spatial dimension of a circular economy, the intense re-use of wastescapes of open spaces and built forms requires particular consideration in the design of these environments.

SPATIAL STRATEGIES FOR THE GLOBAL METROPOLIS

ally, and entailed around 16,500 businesses and 103,000 jobs in 2016 (Drift and Metabolic, 2018). The sector is an important driver of prosperity and innovation in the region. In the context of a future more bio-based economy questions about the contribution of the sector to this economy arise. Simultaneous use of bio-based materials for e.g. construction, energy production, and packaging may for instance threat food security and lead to the depletion of natural habitats. Any strategy for a circular bio-based economy therefore needs to incorporate principles that organise the multiple claims on the materials eﬃciently and fairly.

Thematic topic: Social transition of a maritime region The above notions on a transition towards a circular port economy demonstrate the complexities of ongoing and intended transformations. Observations of these intricacies indicate that the port of Rotterdam cannot remain a largely isolated industrial complex but will need to - in the course of sustainability transitions - become more intertwined with its adjacent region. Local governments envision a wider ‘maritime region’ that employs more varied and fine-grained relations between the port and its surroundings accordingly (Provincie Zuid-Holland, 2021, Gemeente Rotterdam, 2018). The Port of Rotterdam authority recognizes that the uptake of sustainability transitions and digitalisation cannot succeed without the involvement of people. It calls for not only improved matches between job and labour markets, but also the (re-)skilling and

(re-)training of people, the attraction of talent, enhanced labour mobility, and a greater diversity and inclusiveness of the labour market. To foster the involvement of people in transitions, it envisions not only enhanced socio-economic relations across areas, but innovation in wider social systems. The second thematic topic of the studio is informed by these visions and calls. Students are asked to explore how a transition towards a circular port economy impacts social systems and vice versa, and how impact can be enhanced through socio-spatial interventions. To focus attention, they select one (or few) of the below listed sub-topics, in conjunction with such subtopics from the theme ‘a circular port economy’. New spatial practices in the context of structurally changing work: Developments in the fields of digitisation, automation, and robotisation are changing the structure of employment, the content of work, and the way of working rapidly. As a result personnel that is equipped to respond to these changes is scarce. Proposed solutions for this problem are a more inclusive labour market, personnel that is trained to react more agile, resilient and active, and a labour force that has both, hard and soft skills (Port of Rotterdam et al., 2021). Solutions can also be found via a greater understanding of the spatial practices that are triggered by the changes of work. As the COVID pandemic has powerfully demonstrated, the functioning of digital working environments is strongly determined by not only the content of work but also a priori spatial conditions for instance. Circular economies as social environments: The port of Rotterdam authority calls for social innovations that respond to not only new digital technology, but also emerging sustainability transitions (Port of Rotterdam et al., 2021) (Dek-

ker et al., 2021). As noted above, Dutch regional and local governments employ a multi-layered understanding of a future circular economy; one that emphasises not only the long-term structural change of internationally established economic sectors, but also small, incremental activities in niche markets (Provincie Zuid-Holland, 2019a, Provincie Zuid-Holland, 2020b). These economies settle in diverse spatial environments. When considering activities as part of a social transition, questions about their contribution to social sustainability and cohesion arise. Do they form part of an emerging social infrastructure? On what kind of communities do they rely? Do they offer innovative (digital) services to communities? Do they contribute to social wellbeing? What kind of working environments do they constitute? What are their complementary living environments? Or can they offer new and more sustainable forms of mixed uses? New environments for education: Structurally changing work creates not only new demands for labour, but new demands for education and training too. Governments, schools, and employers are consequently cooperating in the building of new education and training programmes that match emerging needs for diverse knowledge and skills (including not just technical but also social skills). Policy actors recognise that the creation of suitable physical learning environments plays a crucial part in this effort. However, there is yet little insight into where such environments are ideally located and how they are best embedded in wider socio-spatial systems (Port of Rotterdam et al., 2021). Accessibility of jobs: Jobs in the port are mainly accessible by car currently. This provision of transport is unsustainable and unintentionally excludes groups of potential employees from

Princess Amalia viaduct where material from a waste incinerator was used. Source: Port of Rotterdam, 2019a.

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SPATIAL STRATEGIES FOR THE GLOBAL METROPOLIS

participating in the port’s job market. Because regional public transport serving distant and isolated locations – such as Maasvlakte 2 – is often not feasible, other tailor-made transport services for in particular young people, trainees and operational staff are required. Questions on how high-quality, sustainable and yet efficient transport provides accessibility for all arise (Port of Rotterdam et al., 2021). Affordable housing and the transformation of deprived neighbourhoods: After a period of stagnation, urbanisation dynamics have picked up in the Netherlands recently again. The Province of South Holland estimates that 230,000 of new homes will need to be built within its territory until 2030. To guarantee that related urbanisation evolves in a sustainable way, the province aims at the strengthening of the province’s polycentric structure, an increased use of sustainable transport and energy, and the active preservation of the province’s natural delta landscapes (Provincie Zuid-Holland, 2020a). When seen in the context of the development of the port of Rotterdam, additional criteria for urbanisation come to the foreground: accessible and affordable living environments of high spatial quality are required to complement emerging working environments, the deprived neighbourhoods that lie in the proximity of port areas need to be primary beneficiaries of development, and conflicting land-uses – for instance triggered by negative environmental externalities of port activities – need to be resolved.

sions find spatial expressions. They are reflected in traditionalised spatial practices, building and landscape typologies, and representational spaces. They are also reflected in planning systems and cultures, for instance in the distribution of statutory power, financial flows, participation in governance and decision-making, and dominant political discourses. Scholars argue that strategies aiming at a transitional change of port cities require the consideration and re-design of all these dimensions.

Development on former port territory. Source: Author’s own

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sharing of material and land resources, and an inclusive labour market that pays attention to vulnerable groups. They may also concern procedural matters, for instance the possibility of stakeholders to participate in decision-making. Students should in any case consider concepts at an early stage of the design process. Discussion during the course Research & Design Methodology for Urbanism will support their consideration.

The above sketched spatial and institutional development trends as well as the agendas concerning the reform of particular material flows in South Holland imply an immense amount of competing spatial claims on land whose very existence is – often due to climate change –under threat. Trends also imply increasing competition over scarce resources. Any spatial vision and development strategy has to therefore engage with diﬃcult political choices. While formulating a vision and development strategy students are asked to consider concepts to explain and temper an unequal distribution of spatial resources during transitions. Areas of practical application are manifold. They may concern substantial matters, such as access to aﬀordable homes, the fair distribution of environmental externalities, a fair

New cultural relations between the port and the city: Scholars who study links between ports and cities note that these are not just composed of socio-economic and infrastructural relations, but have historically-grown political and cultural dimensions too (Hein, 2018). These latter dimen-

Area of general concern: Socio-spatial justice and the just transition to sustainability Mitigating social inequality that stems from the uneven spatial distribution of burdens and benefits of development is one of the core propositions of spatial planning. A variety of theoretical concepts to explain and temper an unequal distribution of spatial resources and externalities are in use in academic, policy and planning circuits. The concept of ‘spatial justice’ emphasises the need to understand and act upon the spatial dimension of justice, both in terms of procedures that allow citizens to have a ‘voice’ and in terms of the distribution of access to the public goods that cities and regions can oﬀer (Soja, 2009). The just city, in turn, reflects the idea of a ‘right to the city’, not only in terms of equal distribution of benefits of city life but also in terms of the right to participate in the creation of the built environment (Fainstein, 2014). According to scholars it comprises three complementary components: democracy, diversity and equity.

Development on former port territory. Source: Author’s own

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2.1.4 ASSIGNMENT AND ASSESSMENT

C. van Eesteren. Polen, 1956. Collectie Het Nieuwe Instituut

Assignment and deliverables The core assignment of the Q3 quarter is to conduct a regional design. Design proposals are formulated by groups of 4-5 students. 4 groups of students are assisted by 2-3 tutors, who have a diﬀerent expertise in design, planning and circular economy. The regional design process has two products: 1. A spatial vision for the region and its vicinity, with clear emphasis on the role of the port in the South Holland maritime region. This vision builds up upon insights into current regional development trends and problems. Against this background it promotes a desirable future that serves as a normative frame and guiding principle for a development strategy. 2. An associated development strategy. This strategy consists of a series of spatial interventions in the form of key projects and/or spatial policies, a time line that orders interventions chronologically and a description of actors and organisations that are involved in bringing spatial change about.

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Spatial vision A first product of the regional design process is a spatial vision. A spatial vision is a normative agenda that is set out in spatial terms. It describes a desirable spatial future. A vision is persuasive; it seeks to convince, enable and engage actors of action that is required to achieve the future. The scale of visions depends on the spatial scope and stretch of underlying development trends. A vision may cover a sub-region of South Holland or include the area as a part of a larger maritime region (covering a wider harbour range, for instance). A vision may be a nuanced planning framework that can be implemented in a relatively short time span (e.g. 20 years). A

vision may also be extreme: a near utopia that positions desirable development in the far future. How, for example, would the South Holland maritime region look and work like: If all fossil raw materials are replaced by bio-based ones? If manufacturing draws on waste only? If all jobs are carried out from remote locations? In any case a vision incorporates notions on empirically observable development trends, a normative (political) agenda and core planning principles to achieve imagined futures. Through these components a vision informs a development strategy: concrete steps to be taken in the desired direction over time. Development strategy A second product of the regional design process is a development strategy. In outline a development strategy identifies concrete actions to be taken in the light of a vision. This strategy is composed of three parts, notably (1) a definition of spatial interventions, (2) an ordering of interventions over a time line and (3) a critical inventory of actors and organisations that are involved in bringing spatial change about. • Spatial interventions are strategic projects (direct investment in spatial change) and/or policies (generally applicable rules for spatial development, concerning e.g. densities, land-uses, sustainability standards). Based on the knowledge that students gain during thematic exercises and lectures they decide upon the most appropriate spatial interventions for achieving a vision. • A time line orders spatial interventions over time. Ordering considers certainties and uncertainties during the implementation of a vision. It results in a resilient approach: one that is robust in respect to contextual changes that cannot be controlled, such as the unexpected pandemic of COVID-19. Scenario techniques are appropriate instru-

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•

ments to develop such an approach. An inventory of actors and organisations aims at a positioning of development strategies in an institutional context. Which actors agree and disagree on intended development? What are their resources and capacities to enhance or obstruct change? How does a design relate to their existing plans and policies?

Objectives This regional design quarter has a variety of educational objectives. Objectives are based on the final attainment levels of the MSc Urbanism programme at the Delft University of Technology. The following exit qualifications have been designated to the quarter: • Ability to convert a programme into a design. • Insight into the origin of location patterns. • Ability to relate the development of a concept to human relationship patterns and standards. • Skills in urban design and planning research in project preparation. • Ability in urban analysis, planning and design. • Ability to evaluate designs against norms and regulations with respect to form, function, implementation, development costs and the environment. • Knowledge of the organization, resources and tools of spatial planning. • Oral, written and graphic presentation skills. • Insight into decision-making procedures and processes. • Ability to define and formulate an assignment, based on a well-funded analysis and ambition.

Assessment Students work in groups of 4-5 on a regional design. Their products (a vision and development strategy) demonstrate that students can: • Understand the complexity, multiscalarity and uncertainty of regional spatial development; can consider the limitations that these conditions set to regional planning and design. • Explain the ethical issues involved in the activity of planning and designing for people. • Formulate and argue for a comprehensive regional vision, drawing on commonly shared values and norms, evident regional spatial development and appropriate planning principles. • Understand the basic roles and instruments of strategic spatial planning in delivering public good, spatial quality and equality and sustainable regional spatial development. • Justify a vision and development strategy conceptually, making use of theoretical notions and an understanding of how theory and practice interact. • Convert a vision into a regional development strategy that is relevant and feasible in a given institutional context and robust in respect to uncertainties of long-term regional development; can estimate a fair distribution of costs and benefits among stakeholders involved. • Use communication media that are eﬀective in collaborative decision-making (visualize design proposals clearly, consistently and persuasively, using images and text); can engage in critical debate. • Understand and critically reflect on roles and impacts of regional design in/on inclusive planning decision-making.

Formats The vision and development strategy are presented in various formats of deliverables: 1. Oral presentations: midterm and final presentation. 2. Final report: this is a shared product between the R&D studio and the course Research & Design Methodology for Urbanism, assessed with diﬀerent criteria. The final report will be presented in an online exhibition after the quarter finishes. It therefore has to include an attractive title page and be uploaded on the TU Delft education repository. 3. An individual reflection (500 words): It is written by individual students. Writing describes and evaluates the regional design process by the group in the studio. The reflection makes use of knowledge gained during the SDS lecture/workshop series and the series Capita Selecta. This individual reflection will be placed in the appendix of the final report. Assessment strategy for studio work* The assignment of the studio is based on group work. However, the assessment will also consider individual performance. The grade for studio work includes these parts: • Vision: group grade, counts for 40%, • Strategy: group grade, counts for 30%, • Group performance: debating and presentation skills, spatial visualisation, counts for 10%, • Individual performance: reflection on the regional design process and individual performance in team work (peer review will be used as a tool for assessing the performance of students in team work): 20%. * See the rubric on brightspace for assessment criteria

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2.1.5 SPATIAL DEVELOPMENT STRATEGIES (SDS) This course element provides theories and methods of regional analysis, planning and design, focusing on strategic spatial development strategies steering city regions towards sustainable future scenarios. It provides knowledge and skills for students to conduct regional design, and students are required to actively apply what they have learned from the SDS sessions to their studio work. Cities and regions are in complex processes of transformation, facing opportunities and challenges brought by on-going trends of economic globalization, migration, climate change, energy transition, and so on. In the light of sustainable development, visions and strategies are needed for regional planning and design, to promote positive changes to city regions involving the public sectors, the private sectors and the civil society, linking social, economic and environmental factors through scales. Coping with such complexity of a region in the R&D studio in one quarter’s time is a challenging task. The SDS sessions, in combination with studio tutorials, will help students overcome this challenge and understand strategic planning approaches. Besides, these sessions will guide the work flow in the R&D studio: What are the ongoing trends and issues at hand? How to analyse/interpret the regional spatial structure and the flows of people and materials? What are the more desirable future scenarios and how do they look like? What are the regional strategies that could direct transformation processes towards these scenarios, seeing the unintended outcome of deliberate actions by individuals and agencies? How to formulate spatial policies and strategic projects in line with such regional strategies?

SPATIAL STRATEGIES FOR THE GLOBAL METROPOLIS

The course element includes activities/sessions allocated to the following 5 weeks. A more detailed program will be available on Brightspace prior to the sessions. Week 1: Pre-recorded tutorials on advanced GIS tools for regional analysis (no scheduled lectures/workshops) Week 2: Urban Metabolism: Mapping regional flows Week 3: Understanding regional spatial structure and analytical tools for regional design development; Q&A session on advanced GIS tools for regional analysis Week 6: Planning tools and governance in support of sustainable regional development; Peerreview on group work Week 7: The Great Planning Game

2.1.6 CAPITA SELECTA The lecture series Capita Selecta introduces a variety of perspectives on spatial development and planning in the region that is at attention of students. Experts reflect on the preconditions of and barriers to spatial planning and sustainable development more widely. Experiences from Dutch spatial planning and territorial governance are introduced to demonstrate how spatial planning can succeed and what the roles of visions, strategies and designs are in the endeavour. The main aim of the series Capita Selecta is to assist students in the formulation of critical regional design proposals. To use design-led approaches in the realm of planning is a well-established practice in the Netherlands. Design, as an exploration of desirable spatial futures, is expected to enhance the technical quality and comprehensiveness of plans, to clarify and mediate political agendas, to increase organisational capacities for desirable spatial change and to improve the eﬃciency and legitimacy of planning. However, interrelations between design and planning are diverse, and change over time and place. To let designs perform in politics and planning requires a sophisticated understanding of existing planning regimes and a detailed anticipation of the relevance of designs in their specific context. By introducing diﬀerent perspectives on spatial development and planning, the series enables students to foresee the kinds of agreements and controversies that their designs may cause as well as to invent design-led approaches to the resolution of conflict. The series includes seven lectures and one Q&A session. Lectures will be given during the Monday and Wednesday morning of week 1 of the quarter, in order to prepare students for their assignment. The Q&A session concludes the series and

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is an opportunity to question and debate input gained during lectures. A more detailed program will become available on Brightspace prior to the sessions. Week 1: Lectures A 100% circular economy in the South Holland maritime region: Planning and design challenges Social innovation in the port of Rotterdam A circular port of Rotterdam economy: History and current challenges South Holland’s makers industries in regional perspective Transition management towards a more circular economy in Southern Holland The port and the city-region Landscape-based Dutch regional design

2.1.7 DIDACTICS The pedagogic model of this quarter is based on observations of how regional design is used in practice. Regional design is an explorative search for solutions to complex problems in the built environment. It is shaped by iterations of research/analysis, design and reflection. Regions are ‘fuzzy’ spatial constructs; they usually lack clear spatial boundaries and are composed of multiple dependencies that stretch over a variety of scales. Students are encouraged to deal with this nature of regions through a continuous engagement with multiple scales. Regional design proposals derive meaning from a spatial and institutional context. A recognition of spatial, social and societal development trends, prevailing planning and political systems and existing institutions is essential in the making and positioning of designs. Recognition is enhanced by frequent critical discussion. Regional design is a collaborative eﬀort. Students distribute roles and tasks throughout the design process. They share and discuss knowledge and ideas voluntarily. The regional design process is started by an analysis of regional spatial structure and planning policy in the South Holland maritime region in week 1. Analysis is carried out by individual students who contribute to larger and shared knowledge base. In week 2 initial design ideas and concepts are developed on the ground of this knowledge base and by groups of students. In the weeks thereafter ideas and concepts are further developed into a vision, based on analysis and diagnosis of issues. After the mid-term presentation, from week 6 onward the making of a development strategy stands central. To achieve good end results a distribution of roles and tasks is specifically essential in this phase. Tutors encourage distribution actively.

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2.2. RESEARCH & DESIGN METHODOLOGY FOR URBANISM AR2U088 Instructors Name: dr. Roberto Rocco E-mail: R.C.Rocco@tudelft.nl Name: dr. Marcin Dabrowski Email: M.M.Dabrowski@tudelft.nl

Student drawing from the course of Research & Design Methodology for Urbanism

Course Load: 140 hours Contact Hours: 32 hours Independent Study: 108 hours

32 3 2

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Objectives and guiding principles The course Methodology for Urbanism runs parallel to the Q3 studio. It is one of the central elements of the quarter. It prepares you to do academic research that will support and provide a solid theoretical foundation for your work in the studio. The course has two components: 1. It will give you an introduction on fundamental research skills, help you to build a conceptual framework, and teach you how to organise and write an academic report (this is fundamental knowledge also for your graduation project!). 2. Moreover, the course will introduce you to some of the key theoretical issues underpinning much of the current debates in urbanism, including those on the topics of socio-spatial justice and social sustainability as a crucial dimension of sustainability. This course is diﬀerent to the studio because here you will focus on traditional academic research skills and methods, which complement the less traditional and more designerly forms of research you will use in the studio. This connection between traditional and non-tra¬ditional (design-based) forms of research is one of the characteristics of education and research in the Department of Urbanism of the TU Delft. In connection with the first component (organisation of the report and conceptual framework), the methodology course will help you: • EXPLAIN what a conceptual framework is; • BUILD a conceptual framework that will sus¬tain your research and design in Q3; • IDENTIFY a community of authors and practitioners who write about the core ideas of your theoretical framework; • DESIGN, ORGANIZE and WRITE an academic report, in which you will describe what are the main questions you will seek to answer in Q3 and the best meth¬ods to answer them;

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•

EXPLAIN the values connected to and the ethical issues involved in the activity of plan¬ning and designing for people and explain what public goods are created with your design and strategy.

In connection with the second component (sociospatial justice and sustainability), the methodology course will help you: • EXPLAIN main issues of socio-spatial justice and sustainability in relation to issues of socio-technical transitions in urban and regional design and development; • BUILD upon those concepts to formulate your research questions, your conceptual framework, and your objectives; • CRITICALLY ASSESS issues of urban and regional planning and design using ideas connected to those concepts and to ethical concerns in planning and design. In other words, formulating a regional design that includes those concepts is a task you will carry out in the studio. The methodology course can help you clarify those concepts and make them operational. Being able to formulate your own problem statement, research questions and methodology is one of the goals of the Urbanism Master. You should be able to design your research in a sound way. The conceptual framework is the foundation on which the whole research and design are based. Following Kurt Lewin’s maxim “There is nothing as practical as a good theory”, you will be able to build up your conceptual framework in order to be able to address practical spatial problems. This is because a theory is a “knowledge framework”, around which you can build your own ideas, be inventive and innovative, and add to existing knowledge (instead of reinventing the wheel).

Another issue we put a lot of emphasis on is COMMUNICATION. Today’s planning and design are about your ability to do research on the pressing societal issues of our time, and to co-create with stakeholders. Communication skills are central to planners and designers today. The guiding concepts underlying this course are: • Urbanism is a trans-disciplinary field of study and practice and there are different logics of enquiry involved belonging to the human sciences, to the physical sciences and to design. These logics of inquiry conceive questions and methods differently. It is necessary to clarify these different logics of inquiry, their different questions and methods, and how they can work together, in order to be able to do research in Urbanism. • The model of knowledge-building used in this course is communicative/inter-subjective. We assume that all knowledge is constructed inter-subjectively. Knowledge needs to be communicated, discussed, challenged in order to be validated, tested, and integrated in existing knowledge. Hence the emphasis on communication. • There are different ways to achieve knowledge and students and teachers need to discuss and clarify which ones are valid, relevant, ethical and effective for Urbanism. For instance, there are different ways to do research in design-based practice: how to connect design research with other (more academic) ways of doing research? Ultimately, the course operates as an introduction to several issues you will have to deal with in your academic and professional life, such as: • Issues of validity and relevance of knowledge; • Underpinning of claims in spatial planning and design;

• • •

Integration of research and practice; Integration of text and image (communication); Formulation and communication of original knowledge.

The normative theoretical dimension Apart from research skills, the methodology course introduces a set of theories that underpin the planning and design activity: sustainability and socio-spatial justice. These two areas of study are at the core of planning and designing for people today, and are connected to the current trends in planning theory and practice, especially the ‘communicative turn in planning’ described by scholars such as Patsy Healey and John Forester: a way of doing planning that relies heavily of ‘communicative rationality’. While theory is covered in other courses, in the methodology course we introduce the basic paradigms, so that you have a theoretical foundation to apply the academic research skills we wish to introduce to you in relation to the practical design assignment of the studio. In discussing theories of sustainability and spatial justice, we will also develop ideas about ethics and your role as a planner and designer in society. Mission Our mission is to help students develop a critical mind to be able to assess and act on spatial development and design issues in an increasingly complex world. We do this by: • Discussing the role of theories for design and planning practice; • Clarifying the ways in which theories are translated into practice in diﬀerent domains (notably in the social sciences, in the physical sciences and in the design and planning practices);

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Clarifying the role and the importance of design for planning practices and vice-versa and; Promoting active engagement of students in discussions, simulations and role-playing games.

Evidence-based Urbanism One of our claims is that planners and urban designers sometimes have an irrational belief in the eﬀectiveness of their own ideas, often without evidence or research that supports them. This often leads to false claims about the eﬀectiveness of plans and designs. By enabling you to reflect on the relationships between research, design and planning, we expect you will be more rigorous and responsible in your practice. We also expect you will reflect on your role in the society and the ethical dimensions of the profession. We want you to do “evidence-based” urbanism that is also creative and innovative.

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Course structure The course is organised in seven interactive sessions, each of them blending methodological and theoretical content, covered in lectures, debates, and groups exercises. The structure is as follows: Week 1: THE EARTH IS ROUND. Introductions / Introduction to philosophy of science / Introduction to sustainability (environmental, economic and social) / sustainability transitions; Week 2: THE IDEA OF JUSTICE. Starting up your research / Building up your methodology and choosing research methods / Conceptual framework/ Introduction to the theory of spatial justice; Week 3: ATTENTION, PLEASE! From problem statement to research and design objectives / Introduction to governance / How to make just sustainability transitions happen; Week 4: I HAVE A DREAM. Basics of academic writing / Visioning and values in planning; Week 5: SEEING LIKE A STATE. Communication and dissemination of your work / Theory of socio-technical and policy change / Urban impacts of major structural shocks: discussing COVID-19 implications for planning and designing spatially just cities and communities; Week 6: IT’S A DEAL! Sustainable Development Goals and the European Green Deal: discussing the role of planning and urban design/ From policy transfer to policy translation: pitfalls of learning from best practice from elsewhere/ Presentation skills ; Week 7: DO ARTEFACTS HAVE POLITICS? Ethics in urban planning and design / Tutorial on report structure.

Assessment You will need to write a research and design report for the studio, comprising diﬀerent elements that will be carefully explained to you. You will also be given a template to follow. This report is your final report for the whole Quarter 3, where you are going to explain the context in which your project happens, reveal what problems, issues or opportunities you have identified, the theories and concepts you are using, the methods you are employing and the relevance of your work, among other items. All the work will be done in the same group as the studio and you will be graded as a group. For this reason, it is important that you solve problems concerning potential “free riders” as soon as possible: the workload must be fairly shared among members of the group. Within the report, there are 3 diﬀerent elements that will be assessed separately: (i) The academic structure and quality of the report as a whole, including academic writing skills, citations, references, sourcing, etc; (ii) The group reflection on ethics, values and public goods (part of the report above); (iii) The conceptual framework (also part of the report above).

terms of general principles. What is important for you to know is that a ‘theory’ doesn’t come from thin air. It is based on a hypothesis about a certain observable phenomenon, the testing of that hypothesis and the formulation of generic principles that may or may not apply to other similar cases. In your work, you will probably work with several theories at the same time, and you will probably wish to integrate them and apply them to your work. The explanation of this process is called “conceptual framework”. Apart from the main product (the final Q3 report), you will also need to deliver one exercise per session of the Methodology course. The exercises are collective exercises, based on booklets written specifically for this course and have a double function: they serve as an incentive for you to be present in all seven methodology sessions and they prepare you to deliver elements of the final report. Each week, you will receive a booklet containing a few basic texts and a set of questions. You will then get to a MIRO board that will be organised for you, with the other members of the group. You will then answer the questions contained in the booklet together with your group members and will upload the answers to the specific folder on Brightspace.

The conceptual framework is a chapter of the report you will write following academic conventions. These conventions will be explained to you. A conceptual framework refers to how you understand and apply several complementary / integrated theories in your work. In order to do any research and design on complex urban issues, you will need to read a bunch of diﬀerent authors. These authors work with diﬀerent theories. As we have already explained, theories are “systems of ideas” that explain something in SPATIAL STRATEGIES FOR THE GLOBAL METROPOLIS

Methodology of Urbanism: Triangulation of input, output and assessment Deliverables • Report [this is exactly the same report you deliver for the studio] = 50% of the grade; • Reflection on ethical issues, values and public goods addressed (part of the report): 10% of the grade; • Conceptual framework (part of the report): 20% of the grade; • Eight in-class exercises: 20% of the grade (the minimum number of exercises submitted to pass the course is 6). You need the grade of the Methodology Course to be able to go the graduation year. The research plan detailed The research plan leads to a final report for Q3 [group work]. The research plan and final report must contain the following elements: • a. Title and explanatory subtitle; • b. 300-word abstract; • c. 5 relevant keywords; • d. An in-depth introduction to the problem (issue/ challenge/ opportunity) you are tackling and to the context where this problem occurs; • e. A problem statement summarising the issue tackled (this is a summartu of the issues at hand); • f. Objectives of the research (what does you want to know?) and objectives of the design task (how do you think you can respond to the issue at hand?); • g. A main research question and sub research questions derived from the problem statement and objectives. The research questions must be concise, well formulated and answerable; • h. A conceptual framework (or an explanation of the field of ideas and theories pertain-

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•

• • • •

ing to the issue at hand, how you integrate them and how you USE them) [30% of the final grade]; i. A set of scientific and design methods connected to the questions raised and that help you answer those questions; j. The values, ethical issues, the societal contribution of the work at hand and a reflection on democracy and the implementation of your project [10% of the final grade]; k. The scientific contribution of the work; l. Recommendations for further research/ reflection on gaps in your own research; m. A time frame for the work at hand (planning); n. A bibliography (references used and references needed to complete the work);

Eight in-class exercises that must be completed during the sessions in Q3 [individual] [10% of the final grade].

Learning outcomes

Session

Output

Assessment

Learning outcomes EXPLAIN what a conceptual framework is;

Session SESSIONS 1, 2

Output Chapter in final report

BUILD a conceptual framework that will sustain your research and design in Q3; IDENTIFY a community of authors and practitioners who write about the core ideas of your theoretical framework; DESIGN, ORGANIZE and WRITE an academic report, in which you will describe what are the main questions you will seek to answer in Q3 and the best methods to answer them; EXPLAIN the values connected to and the ethical issues involved in the activity of planning and designing for people and explain what public goods are created with your design and strategy. EXPLAIN main issues of socio-spatial justice and sustainability in relation to issues of socio-technical transitions in urban and regional design and development; BUILD upon those concepts to formulate your research questions, your conceptual framework, and your objectives; CRITICALLY ASSESS issues of urban and regional planning and design using ideas connected to those concepts and to ethical concerns in planning and design.

SESSIONS 1, 2, 7

Chapter in final report

Assessment 30% of the grade evaluated in report. Rubric is available. same as above

ALL SESSIONS

Whole Report

50% of the grade

ALL SESSIONS

Whole Report

Same as above

SESSIONS 1, 2, 5, 6

Section in report with 10 % of the grade ethical and values reflection

SESSIONS 1, 2, 4, 6

Same as above

SESSION 2, 3, 7

Whole Report

50% of the report

ALL SESSIONS

Whole Report

same as above

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Rotterdam. Photography: Pedro Maia

Literature 40 40

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3.1 R&D STUDIO Students are required to position their design in the policy context of the South Holland maritime region. The below listed selection of policy documents includes the most important visions and studies of governments and authorities in the region. Obligatory literature DEKKER, F., ZANDVLIET, K. & DE VLEESCHOUWER, E. 2021. Arbeidsmarktonderzoek HIC 2021 Ontwikkelingen en Uitdagingen [Reseach into the Labour Market of the Port and Industrial Complex 2021]. Rotterdam: Erasmus School of Economics (SEOR). DRIFT & METABOLIC 2018. Zuid-Holland Circulair: Verkenning van Grondstofstromen en Handelingsopties voor de Provincie. The Hague: Provincie Zuid-Holland. PORT OF ROTTERDAM, RIJKSOVERHEID, PROVINCIE ZUID-HOLLAND, GEMEENTE ROTTERDAM & DELTALINGS 2019. Havenvisie Rotterdam [Port Vision Rotterdam]. Rotterdam: Port of Rotterdam. PORT OF ROTTERDAM, RIJKSOVERHEID, PROVINCIE ZUID-HOLLAND, GEMEENTE ROTTERDAM & DELTALINGS 2021. Voortgangsrapportage Herijkte Havenvisie Rotterdam [Report on the Updated Port Vision Rotterdam]. Rotterdam: Port of Rotterdam. PORT OF ROTTERDAM & CIRCLE ECONOMY 2019. Rotterdam Towards a Circular Port - A Deep Dive into Waste-to-value Opportunities. Rotterdam: Port of Rotterdam. PROVINCIE ZUID-HOLLAND 2020. Introductie Omgevingsbeleid Zuid-Holland [Introduction

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to Environmental Policy of South Holland]. The Hague: Provincie Zuid-Holland. PROVINCIE ZUID-HOLLAND 2019. Strategie Om Te Komen Tot Een Circulair Zuid-Holland [Strategy towards a Circular South Holland]. The Hague: Provincie Zuid-Holland. PROVINCIE ZUID-HOLLAND 2019. Circulair ZuidHolland - Samen Versnellen [Circular South Holland - Collaboratively Accellerating]. The Hague: Provincie Zuid-Holland. Recommended reading ECORYS 2019. Zuid-Holland Circulair in 2050: Een verkennende Studie naar de sociale Gevolgen. Rotterdam: ECORYS. ERASMUS CENTRE FOR URBAN PORT AND TRANSPORT ECONOMICS 2018. Circulaire Macro Economische Scenario’s voor de provincie ZuidHolland. Rotterdam: Erasmus Centre for Urban, Port and Transport Economics (UPT). GEMEENTE ROTTERDAM 2021. De Veranderstad. Werken aan een wereldstad voor iedereen. Omgevingsvisie Rotterdam. Rotterdam: Gemeente Rotterdam. METABOLIC 2018. Circulaire Indicatoren: Een Verkenning voor de Provincie Zuid-Holland. The Hague: Provincie Zuid-Holland. MINISTERIE VAN BZK 2020. National Strategy on Spatial Planning and the Environment. A sustainable perspective for our living environment The Hague: Ministry of the Interior and Kingdom Relations (BZK).

staat (I&W). PORT OF ROTTERDAM 2021. Feiten & Cijfers. Een Schat aan Informatie. Make it Happen. Rotterdam: Havenbedrijf Rotterdam N.V. PROVINCIE ZUID-HOLLAND 2021. Ontwerp Omgevingsvisie Zuid-Holland Deel 1. Gewijzigd ontwerp GS 23 maart 2021. The Hague: Provincie Zuid-Holland. TNO 2019. De Gevolgen van de Transitie naar een circulaire Economie op de Werkgelegenheid in de Provincie Zuid-Holland. The Hague: Provincie Zuid-Holland (PZH). TRANSITIETEAM MAAKINDUSTRIE 2018. De Transitie naar een Circulaire Economie voor de Maakindustrie. The Hague: Ministerie van Infrastructuur & Waterstaat (I&W).

Websites The below listed websites give access to important general information concerning the Southern Holland region and applications the concept of ‘circular economy’. Additional maps and links to online mapping resources are available via Brightspace. TU Delft Maps: https://www.tudelft.nl/en/library/collections/ map-room/ National Geo-register (Nationaal Georegister, PDOK): https://geodata.nationaalgeoregister.nl/ Spatial plans in NL: http://www.ruimtelijkeplannen.nl/web-roo/roo/ index Facts and figures on the port of Rotterdam: https://rijnmondinzicht.nl/rotterdamsehaven/ HICRotterdam-dashboard Historical information NL: http://www.topotijdreis.nl/ Statisic data NL: https://www.cbs.nl/ Employment and economy facts & figures NL: https://www.lisa.nl/home Dutch environmental assessment agency (Planbureau voor de Leefomgeving) https://www.pbl.nl/ PortCityFutures: https://www.portcityfutures.nl/home History of ports: https://www.portcityfutures.nl/news/port-cityhistory-lectures EU regulation concerning waste: http://ec.europa.eu/environment/waste/framework/

MINISTERIE VAN I&W 2019. Uitvoeringsprogramma Circulaire Economie 2019-2023. The Hague: Ministerie van Infrastructuur en WaterSPATIAL STRATEGIES FOR THE GLOBAL METROPOLIS

3.2 SPATIAL DEVELOPMENT STRATEGIES (SDS) AND CAPITA SELECTA The below listed literature supports an understanding of content discussed during the SDS workshops and the Capita Selecta lecture series. All students are required to read the literature as it informs their ‘individual reflection’. Obligatory literature BOSMAN, R., LOORBACH, D., ROTMANS, J. & VAN RAAK, R. 2018. Carbon lock-out: Leading the fossil port of Rotterdam into transition. Sustainability, 10, 2558. HAEZENDONCK, E. & VAN DEN BERGHE, K. 2020. Patterns of Circular Transition: What Is the Circular Economy Maturity of Belgian Ports? Sustainability, 12, 9269. HEIN, C. 2018. Oil spaces: The global petroleumscape in the Rotterdam/The Hague Area. Journal of Urban History, 44, 887-929.

BALZ, V. E. & ZONNEVELD, W. A. M. 2015. Regional design in the context of fragmented territorial governance: South Wing Studio. European Planning Studies, 23, 871-891. HILL, A. V. (ed.) 2020. Foundries of the Future: a Guide to 21st Century Cities of Making. With contributions by: Ben Croxford, Teresa Domenech, Birgit Hausleitner, Adrian Vickery Hill, Han Meyer, Alexandre Orban, Víctor Muñoz Sanz, Fabio Vanin and Josie Warden, Delft: TU Delft Open. MANG, P. & REED, B. 2012. Regenerative Development and Design. In: MEYERS, R. A. (ed.) Encyclopedia of Sustainability Science and Technology. New York, NY: Springer New York.

HAUSLEITNER, B. (ed.) 2021. Emerging Urban Spaces for Manufacturing. Case Metropolitan Region Rotterdam – The Hague.

TILLIE, N., KLIJN, O., FRIJTERS, E., BORSBOOM, J. & LOOIJE, M. (eds.) 2014. Urban Metabolism. Sustainable Development of Rotterdam, Rotterdam: International Architecture Biennale Rotterdam.

NIJHUIS, S. 2017. Cultivating urban regions through design. In: CATTANEO, E. & ROCCA, A. (eds.) Future landscapes. European experiences in landscape design and urbanism. Milano: Politechnico Milano, Dipartimento di Architettura e Studi Urbani / Regione Lombardia.

VAN DER BRUGGE, R. & VAN RAAK, R. 2007. Facing the adaptive management challenge: insights from transition management. Ecology and Society, 12, 1-15.

VAN DER LEER, J., VAN TIMMEREN, A. & WANDL, A. 2018. Social-ecological-technical systems in urban planning for a circular economy: An opportunity for horizontal integration. Architectural Science Review, 61, 298-304.

Recommended reading AMENTA, L. & VAN TIMMEREN, A. 2018. Beyond Wastescapes: Towards Circular Landscapes. Addressing the Spatial Dimension of Circularity through the Regeneration of Wastescapes. Sustainability, 10, 4740.

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WILLIAMS, J. 2019. Circular cities. Urban Studies, 0042098018806133.

3.3 RESEARCH & DESIGN METHODOLOGY FOR URBANISM

PLØGER, J. 2001. Public participation and the art of governance, Environment and Planning B; Planning and Design, 28(1996), 219–241.

Websites We strongly encourage students to join the website “Methodology for Urbanism” and explore its contents. https://methodologyforurbanism.wordpress. com/methods/ Obligatory literature These texts that are essential reading for the Methodology component. Planning theory CAMPBELL, S. D. (2013). Sustainable development and social justice: Conflicting urgencies and the search for common ground in urban and regional planning. Michigan Journal of Sustainability, 1, 75–91. FORESTER, J. 1987. Planning in the face of conflict: Negotiation and mediation strategies in local land use regulation. Journal of the American Planning Association, 53(3), 303–314. HARDIN, G. 1968. The tragedy of the commons. Science, 162(3859), 1243–1248. HEALEY, P. 2003. The communicative turn in planning theory and its implications for spatial strategy formation. In: CAMPBELL, S. & FAINSTEIN, S. (eds.) Readings in Planning Theory. Oxford: Blackwell.

SEHESTED, K. 2009. Urban planners as network managers and meta-governors. Planning Theory and Practice, 10(2): 245-263. Philosophy of science & methods (indicative/ optional) BIGGS, M., BUCHLER, D, 2008. Eight criteria for practice-based research in the creative and cultural industries. Art, Design and Communication in Higher Education 7(1): 5-18. BIGGS, M., BUCHLER, D. & ROCCO, R. 2009. Design Practice and Research: Interconnections and the criterion-based approach. In: MALINS, J., ed. European Academy of Design: Design Connexity, Aberdeen. EAD & Robert Gordon University, 375-380. COTTRELL, S. 2005. Critical Thinking Skills: Developing Eﬀective Analysis and Argument, New York, Palgrave Macmillan [selected chapters]. DE JONG, T. & FERGUSON-HESSLER, M. G. M. 1996. Types and qualities of knowledge. Educational Psychologist 31(2): 105-113. OKASHA, S. 2002. Philosophy of Science: A Very Short Introduction, Oxford; New York, Oxford Univ. Press. [selected chapters]

LANE, M. B. 2005. Public participation in planning: An intellectual history. Australian Geographer, 36(3), 283–299. OSTROM, E. (2015). Governing the commons: The evolution of institutions for collective action. SPATIAL STRATEGIES FOR THE GLOBAL METROPOLIS

References DEKKER, F., ZANDVLIET, K. & DE VLEESCHOUWER, E. 2021. Arbeidsmarktonderzoek HIC 2021 Ontwikkelingen en Uitdagingen [Reseach into the Labour Market of the Port and Industrial Complex 2021]. Rotterdam: Erasmus School of Economics (SEOR). DRIFT & METABOLIC 2018. Zuid-Holland Circulair: Verkenning van Grondstofstromen en Handelingsopties voor de Provincie [Circular South Holland: Analysis of Resource Flows and Optional Action for the Province]. The Hague: Provincie Zuid-Holland. EUROPEAN COMMISSION 2019. The European Green Deal. Brussels: European Commission. FAINSTEIN, S. 2014. The just city. International Journal of Urban Sciences, 18, 1-18. GELDERMANS, R. J., WANDL, A., STEENMEIJER, M. A., FURLAN, C., STREEFLAND, T., FORMATO, E., ..... & IODICE, S. 2018. REPAiR: REsource Management in Peri-urban AReas: Going Beyond Urban Metabolism: D3.3 Process model for the two pilot cases: Amsterdam, the Netherlands & Naples, Italy. xxxx: xxxx. GEMEENTE ROTTERDAM 2018. Verkenning Omgevingsvisie Rotterdam. Rotterdam: Gemeente Rotterdam. HAUSLEITNER, B. (ed.) 2021. Emerging Urban Spaces for Manufacturing. Case Metropolitan Region Rotterdam – The Hague. HEIN, C. 2018. Oil spaces: The global petroleumscape in the Rotterdam/The Hague Area. Journal of Urban History, 44, 887-929. MINISTERIE VAN EZK 2019. Klimaatakkoord [Climate Agreement]. The Hague: Ministerie van Economische Zaken en Klimaat (EZK). MINISTERIE VAN I&M 2016. Nederland Circulair in 2050. Rijksbreed programma Circulaire Economie. Den Haag: Ministerie van I&M. PORT OF ROTTERDAM 2019a. Feiten & Cijfers. Een Schat aan Informatie [Facts & Figures. A

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Treasure of Information]. Rotterdam: Havenbedrijf Rotterdam N.V. PORT OF ROTTERDAM 2019b. International position as waste-to-value port: Rotterdam circular hub for raw materials transition - position paper. Rotterdam: Havenbedrijf Rotterdam N.V. PORT OF ROTTERDAM & CIRCLE ECONOMY 2019. Rotterdam Towards a Circular Port - A Deep Dive into Waste-to-value Opportunities. Rotterdam: Port of Rotterdam. PORT OF ROTTERDAM, RIJKSOVERHEID, PROVINCIE ZUID-HOLLAND, GEMEENTE ROTTERDAM & DELTALINGS 2019. Havenvisie Rotterdam [Port Vision Rotterdam]. Rotterdam: Port of Rotterdam. PORT OF ROTTERDAM, RIJKSOVERHEID, PROVINCIE ZUID-HOLLAND, GEMEENTE ROTTERDAM & DELTALINGS 2021. Voortgangsrapportage Herijkte Havenvisie Rotterdam [Report on the Updated Port Vision Rotterdam]. Rotterdam: Port of Rotterdam. PROVINCIE ZUID-HOLLAND 2019a. Circulair Zuid-Holland - Samen Versnellen [Circular South Holland - Collaboratively Accellerating]. The Hague: Provincie Zuid-Holland. PROVINCIE ZUID-HOLLAND 2019b. Strategie Om Te Komen Tot Een Circulair Zuid-Holland [Strategy towards a Circular South Holland]. The Hague: Provincie Zuid-Holland. PROVINCIE ZUID-HOLLAND 2020a. Contouren Verstedelijkingsstrategie Zuid-Holland. Conceptversie 0.6 – 12 november 2020. The Hague: Provincie Zuid-Holland. PROVINCIE ZUID-HOLLAND 2020b. Groeiagenda - Samen investeren in duurzaam verdienvermogen en werkgelegenheid. The Hague: Provincie Zuid-Holland. PROVINCIE ZUID-HOLLAND 2021. Ontwerp Omgevingsvisie Zuid-Holland Deel 1. Gewijzigd ontwerp GS 11 januari 2021. The Hague: Provincie Zuid-Holland.

SIJMONDS, D., FABRICATIONS, H+N+S LANDSCHAPSARCHITECTEN, POSAD SPATIAL STRATEGIES, STUDIO MARCO VERMEULEN, NRGLAB/ WAGENINGEN UNIVERSITEIT & VERENIGING DELTAMETROPOOL 2017. Energie & Ruimte. Een Nationaal Perspectief, Rotterdam, Vereniging Deltametropool. SOJA, E. W. 2009. The city and spatial justice. Los Angeles: University of California. UNITED NATIONS 2016. Paris Agreement. Paris: United Nations.

Acknowledgements The 2021-2022 edition of the studio is prepared in collaboration with Bob van der Nol, Helmut Thoele, and Jeroen van Schaik, Province of South Holland, and Renee Rotmans, Port of Rotterdam. The edition builds up upon expertise acquired during the Horizon 2020 research project Resource Management in Peri-urban Areas: Going Beyond Urban Metabolism (REPAiR), funded by the European Union under the Horizon 2020 framework, and investigations by PortCityFutures, an initiative of the Leiden-Delft-Erasmus (LDE) collaboration between universities in Southern Holland.

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48 Source image cover page: Vision ‘FLUX - Rethinking flows and networks to spark the transition towards a circular construction sector’ (© Cortés Macías, Van Daalhuizen, Nooteboom, Swinkels, & De Wolf, 2021)

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