Guía docente de Understanding Europe Through the Regions. Rural Spaces and Central Urban Nexus (MQ1/56/1/7)

Understanding regional connections is crucial for new experts in European affairs and current management practices. This course emphasizes the importance of comprehending and designing effective regional approaches. The focus is on the major territorial axes centered around urban areas and the relationship between these urban centers and the surrounding rural spaces. The course delves into both established projects for urban expansion and development corridors, and also critically examines the potential for these projects to contribute to the degradation of rural and natural areas at a regional scale. By fostering this understanding, the course equips participants with the knowledge and skills necessary to make informed decisions regarding regional development.

BASIC AND GENERAL COMPETENCES

Capacity for analysis and synthesis.

Ability to communicate orally and in writing in English language.

Ability to manage information.

Ability to solve problems and make decisions.

Motivation for quality and rigor.

Ability to learn and work independently.

Critical thinking ability.

 

SPECIFIC COMPETENCES

Organization and planning capacity.

Knowledge of applied computing and mapping.

Ability to manage information statistically.

Knowledge and sensitivity towards human rights and the reduction of all kinds of inequality.

 

CROSS-CURRICULAR COMPETENCES

Ability to work in an intradisciplinary and interdisciplinary team.

Knowledge and sensitivity towards cultural diversity.

Ability to adapt to changing situations and to work in an international context.

Sensitivity towards the environment.

Creativity, initiative, leadership capacity and ethical commitment.

The main aim is to characterize European regional territorial dynamics from a social and environmental perspective. Attention will be paid to natural resources and environmental issues within European regional land policies, as well as the existing duality between urban spaces and rural areas in a scenario marked by the post-productivism paradigm. We will present how to address current regional paradigms and design sustainable projects for managing the concentration and dispersion of economic activities and populations or considering environmental driving forces such as climate change or land degradation.

THEORY SYLLABUS:

• Unit 1. Concept of the region, rural and urban areas considering diverse scientific disciplines and goals of studies. 
• Unit 2. Data and sources to assess rural and urban areas in Europe.
• Unit 3. Applied rural and urban studies in Europe. The use of statistics and maps. 
• Unit 4. Current challenges, debates, policies, conflicts and news dealing with rural and urban areas.
• Unit 5. Land degradation, climate change and in situ surveys.

• Workshop: Diagnosis and presentation of data sources, maps and how to submit a proposal.
• Literature reviews: reading recent articles, plans and sharing the main ideas.
• Fieldwork. Field trip to observe in situ the scope of work. Objective: (1) Application of the methodology in the collection and verification of territorial data and (2) Simulate the work of manager/manager of the territory of one rural and urban areas. Duration: 1 day (5 teaching hours).

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Ali, K., Partridge, M.D., Olfert, M.R., 2016. Can Geographically Weighted Regressions Improve Regional Analysis and Policy Making?: Int. Reg. Sci. Rev. https://doi.org/10.1177/0160017607301609

Antrop, M., 2004. Landscape change and the urbanization process in Europe. Landsc. Urban Plan., Development of European Landscapes 67, 9–26. https://doi.org/10.1016/S0169-2046(03)00026-4

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Barbero-Sierra, C., Marques, M.J., Ruíz-Pérez, M., 2013. The case of urban sprawl in Spain as an active and irreversible driving force for desertification. J. Arid Environ. 90, 95–102. https://doi.org/10.1016/j.jaridenv.2012.10.014

Bayona‐Carrasco, J., Gil‐Alonso, F., 2012. Suburbanisation and International Immigration: The Case of the Barcelona Metropolitan Region (1998–2009). Tijdschr. Voor Econ. En Soc. Geogr. 103, 312–329. https://doi.org/10.1111/j.1467-9663.2011.00687.x

Bosker, M., 2007. Growth, Agglomeration and Convergence: a Space-time Analysis for European Regions. Spat. Econ. Anal. 2, 91–100. https://doi.org/10.1080/17421770701255237

Brenner, N., 2003. Metropolitan Institutional Reform and the Rescaling of State Space in Contemporary Western Europe. Eur. Urban Reg. Stud. 10, 297–324. https://doi.org/10.1177/09697764030104002

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Davies, S., 2011. Regional resilience in the 2008–2010 downturn: comparative evidence from European countries. Camb. J. Reg. Econ. Soc. 4, 369–382. https://doi.org/10.1093/cjres/rsr019

Dijkstra, L., Garcilazo, E., McCann, P., 2015. The effects of the global financial crisis on European regions and cities. J. Econ. Geogr. 15, 935–949. https://doi.org/10.1093/jeg/lbv032

Enne, G., Zucca, C., 2000. Desertification indicators for the European Mediterranean region: state of the art and possible methodologicalapproaches [= Indicatori di desertificazione per il Mediterraneo europeo: stato dell’arte e proposte di metodo]. Agenzia Nazionale per la Protezione dell’Ambiente, Rome, Italy.

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Haase, A., Bernt, M., Großmann, K., Mykhnenko, V., Rink, D., 2016. Varieties of shrinkage in European cities. Eur. Urban Reg. Stud. 23, 86–102. https://doi.org/10.1177/0969776413481985

Hank, K., 2002. Regional Social Contexts and Individual Fertility Decisions: A Multilevel Analysis of First and Second Births in Western Germany. Eur. J. Popul. Rev. Eur. Démographie 18, 281–299. https://doi.org/10.1023/A:1019765026537

Johnson, J.H., 2013. Urban Geography: An Introductory Analysis. Elsevier.

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Martí-Henneberg, J. (Ed.), 2021. European Regions, 1870 – 2020: A Geographic and Historical Insight into the Process of European Integration. Springer International Publishing, Cham. https://doi.org/10.1007/978-3-030-61537-6

McCarthy, J., 2005. Rural geography: multifunctional rural geographies - reactionary or radical? Prog. Hum. Geogr. 29, 773–782. https://doi.org/10.1191/0309132505ph584pr

McDonagh, J., 2013. Rural geography I: Changing expectations and contradictions in the rural. Prog. Hum. Geogr. 37, 712–720. https://doi.org/10.1177/0309132512474404

Phillips, M., 1998. The restructuring of social imaginations in rural geography. J. Rural Stud. 14, 121–153. https://doi.org/10.1016/S0743-0167(97)00056-9

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Salvati, L., 2016. The Dark Side of the Crisis: Disparities in per Capita income (2000–12) and the Urban-Rural Gradient in Greece. Tijdschr. Voor Econ. En Soc. Geogr. 107, 628–641. https://doi.org/10.1111/tesg.12203

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Salvati, L., 2012. The spatial nexus between population growth and land degradation in a dry Mediterranean region: a rapidly changing pattern? Int. J. Sustain. Dev. World Ecol. 19, 81–88. https://doi.org/10.1080/13504509.2011.593007

Salvati, L., Tombolini, I., Ippolito, A., Carlucci, M., 2018. Land quality and the city: Monitoring urban growth and land take in 76 Southern European metropolitan areas. Environ. Plan. B Urban Anal. City Sci. 45, 691–712. https://doi.org/10.1177/0265813516684827

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https://european-union.europa.eu/index_en

https://ec.europa.eu/eurostat/web/nuts/background

https://commission.europa.eu/about-european-commission/departments-and-executive-agencies/joint-research-centre_en

https://ec.europa.eu/eurostat

https://www.ecb.europa.eu/home/html/index.en.html

https://ec.europa.eu/maritimeaffairs/atlas/maritime_atlas/#lang=EN;p=w;bkgd=1;theme=2:0.75;c=1224514.3987259883,6446275.8410170125;z=4

https://sdgs.un.org/goals

https://hdr.undp.org/data-center/human-development-index#/indicies/HDI

Evaluation:

70% Final Work (50% Presentation + 50% Document):

• A draft proposal surveying a detected issue in European rural and/or urban regions.
• The work must be submitted in PRADO in PDF format.
• The students must present their proposal in a maximum of 15-minute in-class presentation the date fixed in class by the lecturer (it will not be considered video presentations or online ones).
• The instructor will evaluate the presentation (50%) following a rubric published in PRADO. This rubric will assess aspects like fluency, organization, and content.
• The final document with the complete proposal will be evaluated for its novelty, structure, and relevance (50%).
• The work can be done individually or in pairs. In the case of pairs, both people will receive the same grade, unless one of them does not show up for the oral presentation or they reach a mutual agreement and submit it in writing to a professor via email.

30% Active Participation and Mandatory Attendance (>80%)

• This includes submitting homework assignments and attending class.

Considerations for Ordinary Evaluation:

1. Practical Work, homework and Attendance:

• To be eligible for the presentation (ordinary evaluation), students must have at least 80% attendance.
• Late or improperly submitted homeworks through PRADO will be graded as 0 (not "Not Submitted"), penalizing the average grade.
• Not all practical assignments have the same weight in the final average grade (e.g., field trip dossier).

2. Attendance:

• Students must register in PRADO and attend at least 80% of the face-to-face classroom sessions (the field trip counts as 2).
• If this attendance percentage is not met, the student will not be able to participate in the presentation and must conduct the "Evaluación extraordinaria".
• Absences can only be justified with an official document confirming a medical appointment or other duly justified problem presented to the lecturer in the classroom.

3. Plagiarism:

• Plagiarism understood as presenting someone else's work as your own or copying text without citing the source, will result in a grade of zero for the course (following relevant university regulations).

Additional Notes:

• Refer to the course syllabus or contact the instructor for further details on evaluation criteria and procedures.
• Maintain academic integrity by avoiding plagiarism in all submitted work.
• Regular attendance and active participation are crucial for success in the course.

 

Article 19 of the UGR Assessment Policy and Regulations establishes that students who have not passed a course in the ordinary assessment session (convocatoria ordinaria) will have access to an extraordinary assessment session (convocatoria extraordinaria). All students may take part in this extraordinary assessment session, regardless of whether or not they have followed continuous assessment activities. In this way, students who have not carried out continuous assessment activities will have the opportunity to obtain 100% of their mark by means of an exam and/or assignment.
 

• Practical exercise (analysis of one data source and map) -30%- and writing a draft of proposal to survey a European rural and/or urban regions -70%-.

Article 8 of the UGR Assessment Policy and Regulations establishes that students who are unable to follow continuous assessment methods due to justifiable reasons shall have recourse to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

In order to opt for a single final assessment (evaluación única final), students must send a request, using the corresponding online procedure, to the coordinator of the master’s programme, in the first two weeks of the course or in the two weeks following their enrolment (if the enrolment has taken place after the classes have already begun). The coordinator will communicate this information to the relevant teaching staff members, citing and verifying the reasons why the student is unable to follow the continuous assessment system.

In this case, the assessment will comprise:

• Practical exercise (analysis of one data source and map) -20%- and writing a draft of proposal to survey a European rural and/or urban regions -80%-.

1. Monetization and Unauthorized Distribution of Course Materials

All teaching materials associated with this course and made available through the University of Granada's PRADO platform are provided exclusively for the academic use of students enrolled in the course Methodology of Spatial Planning and Territorial Management (Bachelor's Degree in Geography and Territorial Management).

The reproduction, distribution, public communication, modification, or dissemination of these materials, in whole or in part, by any means or medium—including note-sharing platforms, document repositories, websites, or social media (such as Wuolah, Docsity, or similar services)—is strictly prohibited without the express authorization of the course instructors.

All teaching materials are protected under applicable intellectual property legislation. This protection includes, but is not limited to, presentations, texts, maps, graphs, diagrams, figures, exercises, practical assignments, databases, images, videos, and any other resources created or adapted by the teaching staff for the purposes of this course.

Any unauthorized distribution or use of these materials may constitute an infringement of intellectual property rights and may result in academic, administrative, or legal consequences in accordance with University regulations and applicable legislation.

2. Misuse of Artificial Intelligence

Students are advised that any attempt to use Artificial Intelligence (AI) improperly to pass the course, including plagiarism or identity impersonation during assessments, will have consequences for their final grade. Disciplinary measures may include failing the course.

The University is committed to promoting academic integrity and responsible learning. All students are expected to behave ethically and responsibly at all times.

Any assignment, practical exercise, report, or assessable activity submitted for evaluation must be original. The detection of plagiarism, copying, data falsification, unauthorized use of external resources, or any other form of academic misconduct will be handled in accordance with the University of Granada Regulations on Student Assessment and Grading, and may result in a failing grade for the assignment or the entire course, as well as any applicable disciplinary measures.

For further information, students should consult the University's policies regarding the use of AI in teaching and assessment.

3. Use of Social Media, Recording, and Photography

The recording of audio or video, or the taking of photographs during classes, is strictly prohibited without the prior permission of the instructor, whether for personal use or for sharing on social media.

Except with the express authorization of the instructor, the recording of sound and/or images, either in whole or in part, during lectures, seminars, or practical sessions is not permitted, in accordance with the provisions of the Spanish Intellectual Property Act, the Organic Law on Personal Data Protection, and the Organic Law on the Protection of the Right to Honor, Personal and Family Privacy, and One's Own Image.

Depending on its subsequent use, unauthorized recording may give rise to civil, disciplinary, administrative, and, where applicable, criminal liability.

At the beginning of any fieldwork activity or seminar, the teaching staff will request students' explicit consent for the capture and use of photographs and images taken during academic activities related to the course, including practical classes, seminars, field trips, and other teaching activities.

Such consent shall be voluntary and may be withdrawn at any time.

Authorized images may be used exclusively for academic, educational, scientific, or institutional dissemination purposes related to the course, the Bachelor's Degree in Geography and Territorial Management, or the University of Granada, including teaching materials, institutional websites, and academic social media accounts.

Under no circumstances will these images be used for commercial or profit-making purposes or for purposes unrelated to University activities. Compliance with the applicable legislation on personal data protection and image rights, including the European Union General Data Protection Regulation (GDPR) and relevant Spanish legislation, will be ensured at all times.

4. Code of Conduct

The Code of Conduct is mandatory for all students, both inside and outside the classroom.

The instructor is responsible for maintaining an appropriate learning environment that enables students to carry out their academic work effectively.

Students are expected to regard mutual respect as a fundamental value and to maintain courteous and respectful behavior throughout all teaching activities, both inside and outside the classroom, so as not to disrupt the normal development of classes.

Eating, chewing gum, using mobile phones during class, or consuming alcohol or other intoxicating substances is not permitted.

Students are also expected to demonstrate attentive listening and respect during presentations and discussions. Such behavior is essential to creating a productive learning environment based on constructive and orderly dialogue.

Any behavior that disrupts the normal functioning of classes may result in a negative assessment of class participation and, where appropriate, disciplinary action.

5. Email Communication with Teaching Staff

Emails addressed to the teaching staff must include the sender's full name and a clear subject line indicating that the message relates to this course.

Failure to do so may lead the instructor to consider the message potentially unsafe or inappropriate, and they reserve the right not to respond.

6. Use of Laptops and Electronic Devices

The use of laptops, tablets, and other electronic devices during face-to-face sessions must be directly related to the academic activities of the course.

The teaching staff may restrict their use whenever they consider that such devices interfere with the normal development of the class or negatively affect students' learning.

The use of these devices for activities unrelated to the course is strictly prohibited.

7. Attendance and Active Participation

Although class attendance may not be compulsory under current University regulations, it is strongly recommended to ensure successful completion of the course.

Active, critical, and respectful participation in classroom activities contributes significantly to the acquisition of course competencies and will be assessed according to the evaluation criteria established in this course guide.

8. Transparency in the Use of Generative Artificial Intelligence

Whenever the use of generative Artificial Intelligence tools is permitted for academic assignments, students must explicitly disclose their use, indicating the tools employed and the nature of the assistance received.

Failure to disclose such use, or presenting AI-generated content as entirely one's own work, may be considered academic misconduct.

In accordance with the University of Granada Regulations on Student Assessment and Grading (https://www.ugr.es/universidad/normativa/texto-consolidado-normativa-evaluacion-calificacion-estudiantes-universidad-granada), the University promotes respect for intellectual property and emphasizes that plagiarism is incompatible with the principles of higher education.

Accordingly, authorship of academic work shall be recognized and protected in accordance with current intellectual property legislation.

Plagiarism, understood as submitting another person's work as one's own or copying text without proper citation while presenting it as original work, will automatically result in a numerical grade of zero (0) for the course in which it is detected, regardless of any other grades obtained by the student.

This sanction is without prejudice to any additional disciplinary measures that may apply.

9. Inclusion and Respect for Diversity

This course will be conducted within a framework of respect for diversity, equal opportunities, and non-discrimination.

Behaviors, expressions, or actions that violate the principles of respectful academic coexistence or the fundamental rights of individuals will not be tolerated.

Information for students with disabilities and/or Specific Educational Support Needs (SEN):

Support services and accommodations are available through the University of Granada's Student Disability Support Office:

https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).