Bridget Durning

Teaching/research relations in departments: the perspectives of built environment academics

This article presents an analysis of the perceptions of built environment academics in four post‐1992 universities in the UK on teaching/research relations. Whilst set in particular departments, institutions and disciplines, it addresses issues that are of central concern worldwide. This study indicates that securing effective teaching/research links is potentially vital for ensuring that students learn of the complexity of knowledge and develop high order academic and ‘professional’ skills. However, it also demonstrates how issues of department organisation and culture—in particular the effective policy separation between teaching and research—result in failures to support staff to achieve potential synergies between these activities. Evidence is also provided that, in built environment disciplines there are distinctive features of teaching/research relations that need to be considered in department policies (and national funding). This study questions the policies of those governments and institutions that in effect seek to separate teaching from research. However, it leaves uncertain the extent to which all staff need to be involved in high‐level research, or whether ‘scholarship’ is adequate to effectively underpin student learning in these disciplines.

Planning Academics and Planning Practitioners: Two Tribes or a Community of Practice?

The aim of this paper is to present the perceptions of participants in four focus groups of the role of ‘consultancy’ in academia, and the influence of the professional body on planning courses. Drawing on the limited literature published about these topics and the results of the focus groups, the paper considers the role for academics as planning practitioners and whether, in the 21st century, planning academics and planning practitioners form two separate tribes or one ‘community of practice’.

AN ALTERNATING-SEQUENCE CONCEPTUAL FRAMEWORK FOR EIA-EMS INTEGRATION

The integration of Environmental Impact Assessment (EIA) and Environmental Management Systems (EMS) has been approached several times in recent years. This article reviews existing conceptual frameworks and specific issues regarding the EIA-EMS integration, and recommends a new conceptual framework which is based on an alternating sequence of EMS and EIA. It also proposes adaptations in key documents of both processes. The recommendations are adaptable to the varied practice of EIA across the globe, and conform to the ISO14001-compliant EMS protocol.

The Spiral of Knowledge Development: Professional Knowledge Development in Planning

Abstract This paper explores knowledge development in professional planners in England, in both the public and private sectors. Through an exploration of how they engage and interact with a rapidly expanding knowledge base, the paper identifies how knowledge and expertise are developed that thereby inform their professional practice. It identifies the role, position in the career and level of expertise of the planner as influential to the drivers for knowledge development and the tools and techniques employed. It proposes that the level of expertise in professional planners should be seen as a spiral rather than a linear transition, and that the planning professional will move in and out of this spiral during their career in response to the changing demands of their professional practice. This paper adds to the body of academic work on the subject of practical knowledge development in planners, which is so far limited in the peer-reviewed literature.

Carbon definitions and typologies in environmental impact assessment: greenhouse gas confusion?

Estimation of emissions of greenhouse gases (GHG) is becoming an established part of assessing sustainability within environmental impact assessment (EIA). However, a comparative study of 25 environmental impact statements (EISs) to analyse the practice of accounting for emissions during the EIA process suggests that consideration of the effects of development on emissions of GHG is poorly understood. The extent to which assessment is actually carried out is also inconsistent and sporadically implemented. A key indicator appears to be the varying and sometimes contradictory use of technical terminology, particularly of the term ‘carbon’ and its similar phraseology. This paper provides a critical evaluation of the differing terminology that is applied to GHG assessments undertaken as part of EIA process and explores the effect that misuse of these terms could have on an impact EIS.

Challenges in the recruitment and retention of professional planners in english planning authorities

Discussions around the recruitment of professional planners in local planning authorities in England have surfaced in the literature a number of times over the past 20 years, but often as a sideline to discussions relating to the demand for planners rather than in direct response to any challenges associated with recruitment of planners (e.g. Arups Economics and Planning & Bailey Consulting, 2002; Shaw et al., 2003). Since 2004, discussions on recruitment have focussed on the need to encourage minority groups into the planning profession (e.g. Higgins et al., 2005). However, English planning authorities face challenges in the recruitment and retention of planners across the board. This article aims to contribute to the body of knowledge on the challenges facing the English planning system by drawing on recent research to consider the cause and extent of the problem and the current measures being taken to address the challenges.

Development of cumulative impact assessment guidelines for offshore wind farms and evaluation of use in project making

ABSTRACT The offshore wind energy sector in the United Kingdom (UK) has grown rapidly since the first turbine generators were installed in 2000: by 2016 there were over 1400 installed turbines with combined capacity of 5.1 GW. The sector is considered by UK Government as essential to the development of a low carbon economy and to meeting binding targets on carbon reduction and renewable energy generation. The Crown Estate, responsible for licensing development on the sea bed around the UK, has held three rounds of licensing since 2000 for wind developments. Some of the projects in the first two rounds suffered long delays due to uncertainty of project level impacts, particularly cumulative impacts. A number of key stakeholders identified a need for cumulative impact assessment (CIA) methodology to be developed that was definitive and endorsed by regulators and industry to aid unblocking barriers to delivery. This paper explores the background to the development of the guidelines and how they were ‘co-created’ with industry and regulators. We evaluate to what extent they have been used to shape and develop practice. Abbreviations: CIA: cumulative impact assessment; EU: European Union; GW: gigawatt; MW megawatt; NERC: Natural Environment Research Council; NGO: Non Governmental Organisation; OWF: offshore wind farm; PINS: Planning Inspectorate; RED: Renewable Energy Directive; RUK: Renewables UK; SPA: Special Protection Area; TCE: The Crown Estate; TWh: terra watt hours; UK: United Kingdom.