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Planning Students’ Conceptions of Research. / Pojani, Dorina; Kimpton, Anthony; Rocco, Roberto .

In: Journal of Planning Education and Research, 13.11.2019, p. 1-14.

Research output: Contribution to journalArticleScientificpeer-review

Harvard

Pojani, D, Kimpton, A & Rocco, R 2019, 'Planning Students’ Conceptions of Research', Journal of Planning Education and Research, pp. 1-14. https://doi.org/10.1177/0739456X19884107

APA

Pojani, D., Kimpton, A., & Rocco, R. (2019). Planning Students’ Conceptions of Research. Journal of Planning Education and Research, 1-14. https://doi.org/10.1177/0739456X19884107

Vancouver

Pojani D, Kimpton A, Rocco R. Planning Students’ Conceptions of Research. Journal of Planning Education and Research. 2019 Nov 13;1-14. https://doi.org/10.1177/0739456X19884107

Author

Pojani, Dorina ; Kimpton, Anthony ; Rocco, Roberto . / Planning Students’ Conceptions of Research. In: Journal of Planning Education and Research. 2019 ; pp. 1-14.

BibTeX

@article{2c6e1d10e0d444e19123c6b70ed82765,
title = "Planning Students{\textquoteright} Conceptions of Research",
abstract = "This study examines the conceptualizations of planning research by more than two hundred Master{\textquoteright}s students enrolled in planning schools located throughout four continents. The study is set in the context of theories on the two main traditions of planning thought: “planning as a social science” and “planning as design.” The findings reveal that planning students typically have one of four conceptions of planning research: (1) research as trading of ideas, (2) research as gathering of evidence, (3) research as precursor to design, and (4) research as rhetoric. While the planning schools included in this study have diverse orientations (along the design–social science continuum), our findings suggest that planning students most often conceptualize this discipline as a social science. The orientation of a planning student{\textquoteright}s current school or department appears to be more important in determining a student{\textquoteright}s conception research than his or her undergraduate study major. While planning curricula are becoming more homogenized around the world, some national traditions persist which then affect how students regard planning research.",
keywords = "planning education, planning paradigms, planning students, research conceptions",
author = "Dorina Pojani and Anthony Kimpton and Roberto Rocco",
year = "2019",
month = nov,
day = "13",
doi = "10.1177/0739456X19884107",
language = "English",
pages = "1--14",
journal = "Journal of Planning Education and Research",
issn = "0739-456X",
publisher = "SAGE Publishing",

}

RIS

TY - JOUR

T1 - Planning Students’ Conceptions of Research

AU - Pojani, Dorina

AU - Kimpton, Anthony

AU - Rocco, Roberto

PY - 2019/11/13

Y1 - 2019/11/13

N2 - This study examines the conceptualizations of planning research by more than two hundred Master’s students enrolled in planning schools located throughout four continents. The study is set in the context of theories on the two main traditions of planning thought: “planning as a social science” and “planning as design.” The findings reveal that planning students typically have one of four conceptions of planning research: (1) research as trading of ideas, (2) research as gathering of evidence, (3) research as precursor to design, and (4) research as rhetoric. While the planning schools included in this study have diverse orientations (along the design–social science continuum), our findings suggest that planning students most often conceptualize this discipline as a social science. The orientation of a planning student’s current school or department appears to be more important in determining a student’s conception research than his or her undergraduate study major. While planning curricula are becoming more homogenized around the world, some national traditions persist which then affect how students regard planning research.

AB - This study examines the conceptualizations of planning research by more than two hundred Master’s students enrolled in planning schools located throughout four continents. The study is set in the context of theories on the two main traditions of planning thought: “planning as a social science” and “planning as design.” The findings reveal that planning students typically have one of four conceptions of planning research: (1) research as trading of ideas, (2) research as gathering of evidence, (3) research as precursor to design, and (4) research as rhetoric. While the planning schools included in this study have diverse orientations (along the design–social science continuum), our findings suggest that planning students most often conceptualize this discipline as a social science. The orientation of a planning student’s current school or department appears to be more important in determining a student’s conception research than his or her undergraduate study major. While planning curricula are becoming more homogenized around the world, some national traditions persist which then affect how students regard planning research.

KW - planning education

KW - planning paradigms

KW - planning students

KW - research conceptions

UR - http://www.scopus.com/inward/record.url?scp=85075445545&partnerID=8YFLogxK

U2 - 10.1177/0739456X19884107

DO - 10.1177/0739456X19884107

M3 - Article

SP - 1

EP - 14

JO - Journal of Planning Education and Research

JF - Journal of Planning Education and Research

SN - 0739-456X

ER -

ID: 66734698