Module Catalogue 2024/25

Pre Requisite Comment

If you are a stage 3 student, you must take the pre-requisite stage 2 module.

Co Requisite Comment

If you are a stage 2 student, you must take the co-requisite stage 2 module.

Aims

- To understand the character of contemporary economic and urban development in Berlin
- To provide students with a critical understanding of theories, case studies and policies involved in the urban and regional development of Berlin
- To recognise the evolutionary dimensions (economic, social and political development) that frame the context of Berlin’s past, present and future development
- To understand the role of key institutions, policy and strategy in shaping the economic trajectories witnessed in Berlin
- To critically assess the notion of Berlin as a ‘creative city’, drawing upon economic geography perspectives and debates around creativity and economic development
- To develop a critical understanding of Berlin’s economic development in the context of wider debates about urban and regional development in a global and European context.
- To develop the ability to work with others to gain information from experts, field visits and other sources
- To develop the ability to discuss field observations with peers, connecting these to academic literatures
- To develop the ability to work on own initiative to follow up themes and issues introduced on the field course
- To develop the ability to reflect on learning in the field and produce a fieldwork essay and policy briefing report
- To develop the ability to reflect on learning in the field and produce a fieldwork essay and policy briefing report

Outline Of Syllabus

1. Introductory Lectures (early semester 2) (in Newcastle)
2. Pre-fieldwork lectures (final weeks leading upto fieldtrip) (in Newcastle)
3. Fieldtrip: Easter Vacation. This will involve c. 4.5 days in Berlin. However, if the conditions prevent travel to Berlin, a virtual alternative will be delivered from Newcastle

Intended Knowledge Outcomes

1.       To understand the character of contemporary economic and urban development in Berlin
2.       To provide students with a critical understanding of theories, case studies and policies involved in the urban and regional development of Berlin
3.       To recognise the evolutionary dimensions (economic, social and political) that frame the context of Berlin’s past, present and future development
4.       To understand the role of key institutions, policy and strategy in shaping the economic trajectories witnessed in Berlin
5.       To critically assess the notion of Berlin as a ‘creative city’, drawing upon economic geography perspectives and debates around creativity and economic development
6.       To develop a critical understanding of Berlin’s economic development in the context of wider debates about urban and regional development in a global and European context.

Intended Skill Outcomes

Intended Skill Outcomes
1. Ability to work with others to gain information from experts, field visits and other sources. Either in-person or virtually.
2. Ability to discuss field observations with peers, connecting these to academic literature. Either in-person or virtually.
3. Ability to work on own initiative to follow up themes and issues introduced on the field course. Either in-person or virtually.
4. Ability to reflect on learning in the field. Either in-person or virtually.
5. Ability to produce fieldwork and policy briefing report

Teaching Rationale And Relationship

The preliminary lectures will serve as an introduction to both the subject of study and the practicalities of studying in the field, either in person or virtually. Fieldwork will be based on either in-person or virtual study visits, guest lectures and seminars and will provide students with opportunities to explore modes of learning beyond the university. Following the field activicity, students should dedicate time to further reading for and production of the fieldwork report.

Assessment Rationale And Relationship

Students are expected to produce a field work essay and group presentation using prior reading and information gathered during the field trip. Students will be expected to use their reading and information in conjunction with secondary sources. The structure of the essay and group presentation will allow students to reflect on the differences between learning in the field and learning in the lecture theatre.

General Notes

N/A