Knowledge and Learning in Complex Urban Renewal Projects; Towards a Process Design

2006 Second World Planning Schools Congress

Track 12: Planning Education and Planning Practice

CONCLUSIONS

In this paper, it has been argued that there are two reasons for stimulating learning in urban renewal
networks. First, parties cooperating in networks to realise the renewal of urban neighbourhoods have
to handle the uncertainty and ambiguity that is inherent to urban renewal. In a collective learning
process, the uncertainty and ambiguity can be made more manageable. Second, many of the tasks
that need to be carried out during the planning phase of urban renewal processes can be labelled
‘knowledge work’. With learning, the quality of knowledge work can increase. Therefore, the research
project of which this paper is part aims at developing recommendations for increased learning that
urban renewal professionals can use in their work.

Many research projects aim at developing recommendations for practice. However, the use of
scientific knowledge in business or government organisations is often disappointingly low (Van Aken,
2005). For this research a conscious choice has been made for a research method that aims
specifically at creating knowledge that is of practical value for professionals. The method of
developing a process design has been introduced for this reason, and the first step towards a process
design for learning in urban renewal has been taken by combining a cyclical learning model with
factors that may enhance and limit learning.

Analytically, several learning phases can be distinguished in learning processes in urban
renewal networks; the collective creation of knowledge, the sharing of knowledge within the network,
the use of the knowledge in decision-making and, finally, the evaluation of the knowledge developed.
These phases constitute a cyclical learning process. For each of these learning phases, stimulating and
hindering factors have been listed, based on existing research. Among these factors are aspects that
require specific attention in the context of urban renewal, such as the collective formulation of the
vision, goals and strategy, knowledge acquisition through joint fact finding and continuous frame
reflection.

Through case study research, the process design for learning in urban renewal will be tested
and adjusted. The learning process in three urban renewal processes will be analysed through
interviews, observation of process meetings and policy document analysis. It is assumed that the
incentives and barriers that have been discovered by other researchers are valuable for influencing
learning processes in general. In the urban renewal context, it will be assessed which of these
enhancing and limiting factors can be recognized. As a final phase of the research project, the
developed process design will undergo expert panel testing to detect potential errors and aspects that
need modification.

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