European ‘ added value ’ in planning education – student perceptions

1. European ‘added value’ in planning education – student perceptions Eric Markus Lecturer, Programme Manager Blekinge Institute of Technology (BTH) Karlskrona, Sweden www.bth.se/schoolofplanning

2. European planning education • MSc programme in European Spatial Planning and Regional Development (”ESP”) at BTH since 2004 • Until introduction of fees for non-EU students (2011): • 25% non-EU students, 75% EU students • Now: substantially fewer non-EU students • Total alumni: ~160-170 • Alumni survey (’straw poll’) undertaken on European ’added value’ from education programme • What is the value of it? How is it perceived?

3. Survey • Online survey • Combined quantitative and qualitative questions/responses • Possibility to answer free-text questions in English, Swedish or Chinese • Sent to 161 alumni from all cohorts • Bounced emails 5 (=3%) • Responses: 47. Response rate: 30% • Respondents’origin (before studies at BTH): • Americas 4% • Asia 12% • EU 51% • Europe, non-EU 19% • Survey and Respondents

4. Survey Questions • Q: • Was there an 'added' value of studying in Europe? • If “yes” or “unsure”: • What European 'added' value (if any) can you think of? • A: • Responses emphasise diversity and personal experience • A few highlight studies in the English language • Several point to learning from others’ experiences • Qualitative free-text question and responses

5. European added value • The main added value is having worked together with people from very different backgrounds. • The most important value was the encounter [with] so many nationalities and the experience that this gives you! • Broaden experience, raising awareness about similarities and differences (both private life as well as professional context) • In China there are not too many opportunities to study and communicate with students who come from different countries. But studying in EU you can make friends with classmates from all world, and can learn something from them. • …far away from home, [the studies] built my self-confidence and [I] became more independent • Responses: Diversity and Personal Experience

6. Survey Questions • Q: • Was there an 'added value' of studying in SPATIAL PLANNING in Europe? • If ‘yes’ or ‘unsure’: • What 'added value' (if any) can you think of - why was it beneficial or useful to have studied SPATIAL PLANNING in Europe? • A: • Responses emphasise gaining new perspectives, understanding one’s own (planning) system better, learning from others • Some highlight learning about complexity in planning, a few mention employment opportunities • Qualitative free-text question and responses

7. European added value in planning • The added value of having studied spatial planning in another country in Europe than my home country is having seen how spatial planning is dealt with in other countries and from this being able to get some sort of outsider perspective on the practices in my own country. This can help you find more creative solutions for the problems that have to be dealt with. • European perspective as supplement to national perspective taught at my home university, awareness about different schools/traditions in planning, awareness for careful use of terminology • Thinking out of the box (other way of thinking than in my country) and especially thinking beyond borders • Responses: New Perspectives and Complexity

8. Survey Questions • Q: • In what way (if any) does the fact that you have studied spatial planning in Europe give you an advantage, for example when applying for jobs? • A: • Responses focus on benefit of general international experience and cross-cultural competence • A few highlight subject-specific knowledge, some point out language skills gained or perceived quality of European education • Qualitative free-text question and responses

9. Employment advantage of studies • [Advantage is] having international experiences, to have been for a longer time abroad • Unfortunately [my] job is not in [the] spatial planning field, but international experience and high level of English were definitely helpful. • I cannot say how much [advantage] exactly, but both jobs that I have had since being in Sweden, both employers were intrigued by the fact that I had studied in Sweden and studied planning in Europe. • I think it gives you an advantage because [when] applying for a job, you can work with much more than just your country. • Responses: International Experience and Competence

10. Summary • Diversity of student cohorts, learning experience and subject studied • Learning from others and learning about oneself by learning about others (e.g. planning systems, experiences) • International experience • New perspectives on the subject and one’s own personal life • How much of this is specific for the subject itself (European planning)? What is dependent on MSc programme set-up, independent of subject? • ‘Added European value’ – can it be found in general experiences and skills rather than the programme curriculum (contents)? • General skills and experiences at the forefront?