Managing the transition to work: the role of the planning network in British town planning education

The development of town planning education in the United Kingdom can be traced back over at least sixty years and has always enjoyed a close relationship with practitioners, employers and the professional body, the Royal Town Planning Institute (RTPI). In order to ensure an intake of sufficient quality to a growing profession, the Institute offered its own exams until the 1980s and then initiated the current system of accrediting both undergraduate and postgraduate programmes of study. This system of accreditation emphasises the importance of relevant knowledge, skills and values as well as core and specialised studies. The vocational nature of town planning requires that graduates have the breadth of understanding as well as the practical skills in order to practice effectively. Thus accredited courses have over time developed strong links with employers and practitioners. Rapid developments in the scope and range of planning, and the skills needed to work in it, have reflected changes in public policy and growing number of agencies concerned with the built environment. The system of regular quinquennial visits to accredit courses has helped ensure that this acceptance of change has become part of the culture of planning schools.

Professionalism and skills enhancement in the built environment: the role of higher education in a changing policy context in England

Since the election of the Labour Government in 1997 there have been a series of policy initiatives emphasising the importance of co-ordinated and integrated approaches to the delivery of urban regeneration and in particular Sustainable Communities. This changing policy context has given rise to a shortage of practitioners with both the technical skills to deliver specific programmes, and more especially the generic skills to work in multi-disciplinary teams in conjunction with partnership-based management boards. This paper discusses the origins of the debate about skills shortages and deficiencies and reviews the main government reports which have advocated a new approach to the provision of skills for community regeneration. It focuses particularly on the work of the Planning Network which was funded by the Centre for Education in the Built Environment (CEBE) to examine the contribution of higher education to the wider skills debate. It concludes by arguing that higher education has an important part to play in the provision of a more appropriate skills set for professional practice within a broader and more inclusive strategy involving all key stakeholders. However, employers also have a major responsibility in ensuring that key skills are maintained and enhanced within their own organisations.

Making way for change at the Bar: The practical implications of the new Bar Standards Board Handbook

The Legal Services Act 2007 caused a need to change professional conduct rules for lawyers in England and Wales. The Bar Standards Board Handbook brings substantial changes to the way barristers are regulated. Changes include litigation rights, reporting of professional misconduct, an increased focus on chambers, and expansion to include employees of chambers and barristers without practicing certificates (unregistered or non-practicing barristers). The approach to enforcement and supervision moves to include elements of outcome focused, principle based and risk based approaches. These changes have the potential to change the practice of different groups of barristers and the dynamics between them.

The Role of Emotion in Global Warming Policy Support and Opposition

Prior research has found that affect and affective imagery strongly influence public support for global warming. This article extends this literature by exploring the separate influence of discrete emotions. Utilizing a nationally representative survey in the United States, this study found that discrete emotions were stronger predictors of global warming policy support than cultural worldviews, negative affect, image associations, or sociodemographic variables. In particular, worry, interest, and hope were strongly associated with increased policy support. The results contribute to experiential theories of risk information processing and suggest that discrete emotions play a significant role in public support for climate change policy. Implications for climate change communication are also discussed.

Macroeconomic information, structural change, and the prediction of fiscal aggregates

Previous research on the prediction of fiscal aggregates has shown evidence that simple autoregressive models often provide better forecasts of fiscal variables than multivariate specifications. We argue that the multivariate models considered by previous studies are small-scale, probably burdened by overparameterization, and not robust to structural changes. Bayesian Vector Autoregressions (BVARs), on the other hand, allow the information contained in a large data set to be summarized efficiently, and can also allow for time variation in both the coefficients and the volatilities. In this paper we explore the performance of BVARs with constant and drifting coefficients for forecasting key fiscal variables such as government revenues, expenditures, and interest payments on the outstanding debt. We focus on both point and density forecasting, as assessments of a country’s fiscal stability and overall credit risk should typically be based on the specification of a whole probability distribution for the future state of the economy. Using data from the US and the largest European countries, we show that both the adoption of a large system and the introduction of time variation help in forecasting, with the former playing a relatively more important role in point forecasting, and the latter being more important for density forecasting.

Is the incipient Chinese civil society playing a role in regenerating historic urban areas? Evidence from Nanjing, Suzhou and Shanghai

Urban regeneration in Western countries can count on a long-lasting tradition of experiences in which civil society has played a fundamental role in counterbalancing the system of power, resulting in profound urban governance readjustments. This has been the result of the increasing centrality of horizontal alliances between citizens and associations involved in urban affairs since the late 1960s in the West. Similar theoretical frameworks have been applied in China. However, these have frequently resulted in conceptual shortcuts that depict civil society as immature or lacking and the state as authoritarian. This paper will explore whether these categories are still entirely valid to urban regeneration in China. While the regime has traditionally prevented horizontal linkages of associations in urban governance (supporting their vertical integration to ensure a certain degree of soft control), there are signs of change. In particular, three cases of urban regeneration in historic areas will be used to discuss the changing role played by civil society in China. The ultimate goal is to examine whether horizontal linkages across groups of heterogeneous citizens are arising at the micro-level of urban governance.

Teacher educators: proposing new professional development models within an English further education context

At a time of increasing public and government focus on the quality of teacher education, little is known about the professional development needs of those who teach teachers in further education (FE). Yet they are crucial players. Efforts are intensifying across a significant number of countries to promote the professional development of teacher educators, but there is little support for new or experienced practitioners and no substantive professional standards regarding this role in English FE. This has an impact on the professional practice and career trajectories of teacher educators themselves. Based on a series of semi-structured interviews, an online survey and focus groups, this mixed-methods study uses a sequential exploratory design. The study captures the voices of English FE teacher educators who identified mentoring, induction and a choice of continuous professional development sessions as important strategies to improve the effectiveness of their role over time. This article will propose flexible models of professional development, following an analysis of new and experienced teacher educators’ needs in FE in England. The article recommends that new professional standards for teacher educators could be written collaboratively by practitioners, within a policy and institutional framework which supports the scholarship and research requirements of teacher educators.