Teaching plan for the course unit

 

 

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General information

 

Course unit name: Creative Cities II

Course unit code: 572145

Academic year: 2021-2022

Coordinator: Montserrat Pareja Eastaway

Department: Department of Economics

Credits: 2,5

Single program: S

 

 

Estimated learning time

Total number of hours 62.5

 

Face-to-face and/or online activities

62.5

 

-  Lecture

Face-to-face

 

30

 

-  Group tutorial

Face-to-face

 

30

 

-  Document study

Face-to-face

 

2.5

 

 

Competences to be gained during study

 

— Knowledge forming the basis of original thinking in the development or application of ideas, typically in a research context.

 

— Capacity to communicate conclusions, judgements and the grounds on which they have been reached to specialist and non-specialist audiences in a clear and unambiguous manner.

 

— Capacity to analyse policies that promote innovation, R&D and entrepreneurship in different regions, to be able to understand their impact in society.

 

— Capacity to plan a project based on an original idea in business or innovation, which can have its viability assessed.

 

— Capacity to apply idea-generation and creativity techniques to generate new business ideas or innovation processes within an organization.

 

 

 

 

Learning objectives

 

Referring to knowledge

These lectures delve into policy interventions and practices in the territory, paying particular attention to new collaborative models developed between creative and knowledge-based sectors of the city. From network to governance issues, the subject Creative Cities II focuses on identifying innovative practices in companies, sectors, institutions and citizenship issues that aim to counteract the traditional norms and behaviours of urban actors.

Particular attention is paid to the smart specialisation approach that combines industrial, educational and innovation policies to suggest that countries or regions identify and select a limited number of priority areas for knowledge-based investments, focusing on their strengths and comparative advantages. In addition, students understand how the triple helix (university, companies and institutions) is articulated in particular evidence-based monitoring and evaluation systems and cases.

The main difference with the subject Creative Cities I is that, once the main theories and models have been explained and discussed, students now explore specific cases and sectors in an evidence-based analysis, looking at examples that have been adopted by cities and sectors all over the world.

 

 

Teaching blocks

 

1. Project ecologies and the city

*  The ability to create atmospheres for networking and collaboration

2. Emergence of innovative ecosystems

*  The case of innovation districts as tools for urban development

3. New cultural centres of production

*  The case of creativity factories

4. Smart cities and technology

*  The case of co-working spaces, living labs, fab labs and innovative incubators

5. Urban tourism and attractiveness

*  The case of gastronomy (from foodies to high cuisine) and fine arts (galleries and festivals)

6. Social innovation and urban development

*  The case of citizen participation and involvement in the re-use of urban space

 

 

Teaching methods and general organization

 

The methodology for the subject Creative Cities II is based on lectures and audiovisual material on particular representations and experiences of urban competitiveness, followed by discussions around selected topics.

 

 

Official assessment of learning outcomes

 

Activity 1. An online essay, completed individually (40%). Three papers on three different topics will be distributed. Some questions will be asked for each paper. Students have to select ONE bunch of questions related to one paper and write an essay.

Activity 2. During the duration of CCII, students are divided into groups of 3. Each group will work on a creative sector and its functioning in a particular city. By the end of the semester, students hand in a poster and report representing the ‘project ecology’ of that particular sector in that particular city (60%).

 

Examination-based assessment

Single final examination.

 

 

Reading and study resources

Consulteu la disponibilitat a CERCABIB

Chapter

Camagni, R., Resurgence, T., & Approaches, S. (2008b). Towards a Concept of Territorial Capital, 29–45, En: Modelling regional scenarios for the Enlarged Europe.

Catāleg UB  Enllaç

Pareja-Eastaway, M. and Piqué, Josep M. (2014) Spain: creating ecologies of innovation in cities - the case of 22@Barcelona. In: Engel, J. & S. Fisher (eds) Clusters of innovation.  Northhampton: Edwar Elgar Publishing. CL. 

Catāleg UB  Enllaç

Article

Rius, J. & Zarlenga,M. (2014)Industries, districts, institutions and scenes. Typology of cultural clusters in Barcelona. RES nº 21 , pp. 47-68.

  Spanish edition

Grabher, G. (2004), ‘Learning in projects, remembering in networks? Communality, sociality, and connectivity in project ecologies’, European Urban and Regional Studies, 11(2): pp. 103-123.  

Grabher, G. (2001), ‘Locating economic action: projects, networks, localities and institutions’, Environment and Planning, A 31, 1, pp. 329-31.

Hackett S. and Dilts D. (2004) A systematic review of business incubators research. Journal of Technology Transfer, 29: 55–82

Moulaert, F., & Sekia, F. (2003a). Territorial Innovation Models: A Critical Survey. Regional Studies, 37(3), 289–302. doi:10.1080/0034340032000065442

Sims, R. (2009) Food, place and authenticity: local food and the sustainable tourism experience, Journal of Sustainable Tourism, 17:3, 321-336, DOI: 10.1080/09669580802359293