1. EAM master programmes in Great Britain TwoEA-M seminar, Graz Dr Paola Gazzola GURU – APL Newcastle University Paola.Gazzola@ncl.ac.uk

2. outline EA, between management and planning –Theory and practice EA-M in Great Britain universities –Overview –Trends –Interdisciplinarity EA-M in Newcastle University master programmes

3. EA, planning and management Unfolding the disciplinary roots of EA (theory) –discipline, branch of knowledge, system of rules of conduct or methods of practice, order Natural sciences, defined area of study, theories, phenomenon Social sciences, …not so easy! Applied sciences Kuhn (1970) learning by doing science, rather than by acquiring the rules for doing it Flyvberg (2006) a scientific discipline without a large number of thoroughly executed case-studies is a discipline without systematic production of exemplars, and that a discipline without exemplars is an ineffective one

4. EA, planning and management Unfolding the disciplinary roots of EA (practice) –Point of convergence between the natural, social sciences and… Creates a better fit between the works of humans and nature …(Dorney, 1989) –… applied sciences environmental management (post-development) Its better to prevent a problem rather than cure it… o Precautionary and prudent environmental planning (forward development) Need to proactively inform environmentally sustainable policy and dm o Environmental stewardship

5. EA, planning and management Formalising the discipline of EA? –Domains between planning and management becoming blurry –Calls for greater integration, interdisciplinary views and approaches Interdisciplinarity –Can be challenged by imperialistic disciplines, colonising attempts through exercises of power and control over knowledge and professional domains (Moran, 2006) –Gatekeepers… E.g. RTPI, IEMA, RICS E.g. ICES, CIWEM, IOSH

6. EA-M PGT in Great Britain Overview –EA vs EA-M EA (planning) embedded into planning degrees –Diverse range of EA-M PGT degrees –Links to disciplinary roots more explicit –Links to gatekeepers more explicit Influential in shaping EA-M curricula Trends & interdisciplinarity –Merging of schools –Cross-faculty degrees –Growing importance of EA

7. EA-M PGT in Great Britain UniversityDegreeSchoolAccreditationDominating discipline Oxford Brookes MSc in EAMBuilt Environment RICS, IEMAscience/ planning SalfordMSc in EAMEnvironment and life sciences Links and placements with industry and utility company science/ management East AngliaMSc in EAMEnvironmental sciences science/ management ManchesterMA in EIA&MEnvironment and development RTPIBroad/planning SunderlandMSc in EM&AHealth and management IOSHscience/ management

8. EA-M PGT in Newcastle Uni Facilitated by University & faculty societal challenges EA-M across campus –Faculty of Humanities & Social Sciences (HaSS) –Faculty of Medical Sciences –Faculty of Science, Agriculture & Engineering (SAgE) Focus on different aspects of EA-M –Biophysical environment –Health –Climate –Socio-economic –Legal aspects EA input into PGT degrees, rather than EA PGT degrees

9. EA-M PGT in Newcastle Uni FacultiesSchools HaSSArchitecture planning & landscapeGeography, politics & sociology Arts & cultureHistorical studies BusinessModern languages Education, communication & language sciences Law English literature, language & linguistics Medical Sciences Biomedical & biomolecular scienceMedicine DentistryPsychology SAgEBiologyElectrical, electronic & computer engineering Agriculture, food & rural developmentComputing science Chemical engineering & advanced materialsMarine science & technology ChemistryMathematics & statistics Civil engineering & GeosciencesMechanical & systems engineering

10. EA-M PGT in APL Current PGT –MSc in Town Planning Environmental Planning Diploma –MSc in Planning for Sustainability and Climate Change –MSc in Planning in Developing Countries –MA Planning and Environment Research In discussion … –with law school –with MaST Content –Enshrined into planning legislation & shaped by RTPI –Principles, practices & interface with planning process –Assessment, reflective, explorative & practice oriented

11. Conclusions EA-M education is growing in Great Britain PGT –Response to advancements in policy –Response to labour market –Response to competitive UK academic market Reform of academic structures facilitating multidisciplinary EA-M related degrees beyond planning Transition to interdisciplinary approaches affected by –Institutional boundaries (perspectives, FEC, fees, human resources) – Gate-keepers (RTPI) –Dominant views (natural science, social science, applied science – management vs planning perspectives)