Umd Handbook 2014-2015

IHS Master Programme Handbook
2014-2015
MSc in Urban
Management
& Development
(UMD 11)
IHS - Master Programme Handbook 2014/2015
2014-2015
Programme Handbook*
MSc Programme in Urban Management and Development
2014-2015
Compiled by: Alonso Ayala and Cocky Adams
Rotterdam, September 2014

In collaboration with:
*Adjustments to the courses described in this handbook may be done for operational and pedagogical reasons.
Participants of the Programme will be informed about changes in due time.
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This Handbook contains important information for you, the participant of

the IHS MSc Programme. Together with the wealth of information you will
receive upon arrival, it supplies you with details on almost everything you
will need to know when embarking on this Masters Programme. What it
cannot provide is your enthusiasm, energy and dedication, which will have to
come from you. Completing an academic degree programme is a major
milestone in life, not so much because of the accompanying title and
diploma, but because you have demonstrated to yourself and others that
you can utilize your intellectual capabilities. The rapid urbanization of our
world brings with it immense and highly complex challenges, which can only
be addressed through the continuous education of those called upon to play
a role in managing cities and communities. The MSc Programme you are
about to attend will provide you not only with the necessary skills needed to
fulfil your role in meeting these challenges, but also give you the integral
framework needed to intellectually meet such challenges head-on.
On behalf of the Institute we wish you a highly productive, creative, and
pleasant time during your stay and studies at IHS.
Rotterdam, 29 September 2014
Kees van Rooijen

Director IHS
Jan Fransen
Deputy Director and Head of Education and Training IHS
Alonso Ayala, Maria Zwanenburg & Cocky Adams

Programme Management UMD
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Table of Contents
List of Tables
List of Abbreviations
Glossary
1. The Institute and Its Main Partners
1.1. The Institute for Housing and Urban Development Studies
1.2. The Partner Organizations
1.3. List of Lecturers
1.4. Professional Exposure
2. Important Dates
2.1. Programme Schedule UMD 11 (2014-2015)
2.2. Public Holidays
2.3. Special Dutch Events
3. Content of the MSc Programme
3.1. Objectives
3.2. A Step in Your Career
3.3. Linking Theory to Practice
3.4. Didactical Concept of the Programme
3.5. The Organization of the MSc Programme
3.6. The Programmes Academic Structure
3.7. The Introduction Programme
3.8. Description of Core Period Courses
- Urban Theory (UT) /Gaining from Land Use Transactions Workshop (GLUT)
- Urban Governance, Policy and Planning (UGPP) / Action Planning Workshop (AP)
- Economic and Financial Analisis (EFA)
3.9. Description of Specialization Period Courses
- Urban Land Development (ULD)
- Urban Environmental Management and Climate Change (UECC)
- Urban Competitiveness and Resilience (UCR)
- Managing and Financing Urban Infrastructure (MFUI)
- Integrated Planning and Urban Strategies (IPUS)
- Urban Housing and Livelihoods (UHL)
3.10. Description of Thesis Period Research Workshops
- Research Methods and Techniques (RMT)
- Land Value Capture (LVC)
- Environment and Climate Change: Governance, Prioritization, Assessment (ECC)
- Urban Competiveness and Resilience (UCR)
- Sustainable Urban Infrastructure (SUI)
- Self-Organizing Cities (SOC)
- Dynamic Urban Neighbourhoods (DUN)
4. Organization of the MSc Programme
4.1. Institutional framework
4.2. Admission and Examination Regulations
5. Studying at IHS
5.1 Facilities at IHS
5.2 Arriving and Living in the Netherlands
5.3 Contact Details
5.4. Finding IHS and the Erasmus University
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List of Tables
Page
Table 1: Programme Schedule UMD 11 (2014-2015)
Table 2: Public Holidays 2014-2015
Table 3: Special Dutch Events
Table 4: Standard Structure and Workload of Courses According to the Number of ECTS
Table 5: Structure of the MSc Programme (Academic Year 2014-2015)
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19
List of Abbreviations
Dr
DRIFT
Drs
ECTS
EU
EUR
FSW
HDM
IHS
Ir
LILP
MA
MArch
MBA
MSc
NGO
Prof
RHV
RISBO
UMD
Doctor (PhD)
Dutch Research Institute for Transitions
Master of Arts (Dutch equivalent)
European Credit Transfer System
European Union
Erasmus University Rotterdam
Faculty of Social Sciences
Department of Housing Development & Management, University of Lund
Institute for Housing and Urban Development Studies
Engineer
Lincoln Institute of Land Policy
Master of Arts
Master of Architecture
Master of Business Administration
Master of Science
Non-Governmental Organization
Professor
Department of Regional, Transport and Port Economics, School of
Economics, EUR (Regionale Haven- en Vervoerseconomie)
RISBO Contractresearch BV
Urban Management and Development
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Glossary
Assessment
The total range of methods (written, oral and practical tests / examinations,
seminars and workshops, group work and presentations, etcetera ) used to
evaluate learners achievement of expected learning outcomes.
Assessment
Criteria
Descriptions of what the learner is expected to do, in order to demonstrate that

a learning outcome has been achieved
Competences
A dynamic combination of cognitive and metacognitive skills, knowledge and

understanding, interpersonal, intellectual and practical skills, ethical values and
attitudes. Fostering competences is the object of all educational programmes.
Competences are developed in all course units and assessed at different stages
of a programme. Some competences are subject-area related (specific to a field
of study), others are generic (common to any degree course). It is normally the
case that competence development proceeds in an integrated and cyclical
manner throughout a programme.
Contact Hour
Hours (typically a period of 45-90 minutes) spent by students on activities

guided by teaching staff.
Credit (ECTS)
Quantified means of expressing the volume of learning based on the workload

students need in order to achieve the expected outcomes of a learning process
at a specified level.
Learning
Outcomes
Statements of what a learner is expected to know, understand and be able to

do after successful completion of a process of learning.
Programme
(educational)
A set of educational components, based on learning outcomes that are

recognized for the award of a specific qualification.
Qualification
Any degree, diploma or other certificate issued by a competent authority

attesting the successful completion of a recognized programme of study.
Quality
Assurance
The process or set of processes adopted nationally and institutionally to ensure

the quality of educational programmes and qualifications awarded.
Workload
Indication of the time students typically need to complete all learning activities
(such as lectures, seminars, projects, practical work, self-study and
examinations) required to achieve the expected learning outcome.
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CHAPTER 1: The Institute and Its Main Partners

1.1 The Institute for Housing and Urban Development Studies (IHS)
The Institute for Housing and Urban Development Studies (IHS) is an international centre of
excellence working in urban development in developing and transitional countries. It offers
specialized postgraduate and accredited education and training, advisory services and applied
research in the broad fields of urban management, housing and urban environment. The institute
works closely with governments at both national and local levels, non-governmental organizations,
the private sector, and international organizations all over the world. Its mission is to develop the
human and institutional capacities necessary to reduce poverty and improve the quality of life in
cities worldwide.
IHS was established in 1958, and recently celebrated 50 years of existence. Since January 2004, IHS
has been part of the Erasmus University Rotterdam and draws on the extensive academic and
institutional resources of the University. In 2007, IHS won the UN-HABITAT Scroll of Honour Award
for leading the way as a global centre of excellence and knowledge through its high quality teaching
programmes in housing, urban management and urban environmental management and planning.
IHS is managed by a Director and Management Team and advised by an independent Supervisory
Board. IHS currently has 35 permanent staff members and 25 associate fellows. Staff members
include economists, planners, engineers, architects, sociologists, geographers, education and
management specialists from around the world, who due to their different areas of expertise and
geographic focus understand the complexity of urban problems and are able to provide holistic
solutions in their work. IHSs global network of alumni comprises more than 8,000 urban
professionals, who, besides the strategic alliances the institute has built, act as key partners in
implementing projects in cities and countries worldwide.
More information: www.ihs.nl
1.2 The Partner Organizations

Erasmus University Rotterdam (EUR)
The EUR concentrates its expertise on issues of management, organization and policy in the public
and private sectors, as well as in the field of health care. It has various research programmes on
urban management and development.
Two faculties of the EUR participate in the MSc Programme: the School of Economics and the
Faculty of Social Science. The School of Economics includes the Department of International
Economics and the Department of Regional, Transport and Port Economics. The first conducts
research on the role of cities within a global economy. The latter has an extensive research
programme on urban management and economics. The Faculty of Social Science provides research
and education on public administration, environmental science, political science, sociology and
psychology. It encompasses relevant research programmes on a range of urban themes, such as
local democracy, public administration, network analysis, urban sociology, industrial ecology, water
and transport. The EUR has alliances with other leading universities, including Cambridge and
Harvard University. Many of the professors and researchers will provide input in the MSc
Programme.
More information: www.eur.nl
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Department of Housing Development and Management (HDM), Lund University
Housing Development and Management (HDM) is part of the Faculty of Engineering, one of the
eight faculties of Lund University, Sweden. The department conducts research and training on the
process of housing development and improvement, especially in developing and transitional
countries. The approach is multidisciplinary, and the staff includes architects, planners, engineers
and social scientists with professional experience from Africa, Asia, Latin America, Eastern Europe
and Scandinavia. Current doctoral research includes user participation in the housing process, urban
spatial segregation, gender-sensitive urban planning, climatic design in urban areas, disaster risk
management and the effects of housing projects on local development. Research findings are
disseminated through the four publication series of Building Issues, Memorandum, Report and
Thesis. The department is responsible for a regional capacity development programme in Latin
America that focuses on housing as a tool for poverty alleviation and sustainable urban
development, aimed at all the actors in the housing process. The programme is offered in Bolivia,
Ecuador, El Salvador, Guatemala, Honduras, Nicaragua and Peru.
More information: www.hdm.lth.se
Lincoln Institute of Land Policy
The Lincoln Institute of Land Policy is a leading resource for key issues concerning the use,
regulation, and taxation of land. Providing high quality education and research, the Institute strives
to improve public dialogue and decisions about land policy. As a private operating foundation
whose origins date to 1946, the Lincoln Institute seeks to inform decision making through
education, research, policy evaluation, demonstration projects, and the dissemination of
information, policy analysis, and data through our publications, website, and other media. By
bringing together scholars, practitioners, public officials, policy makers, journalists, and involved
citizens, the Lincoln Institute integrates theory and practice and provides a nonpartisan forum for
multidisciplinary perspectives on public policy concerning land, both in the United States and
internationally.
More information: www.lincolninst.edu
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1.2 List of Lecturers

Name
1. Ast, Jacko van
2. strand, Johnny
3. Ayala, Alonso
4. Baars, Gerard
5. Bongwa, Aloysius
6. Braun, Erik
7. Breimer, Tikvah
8. Brilhante, Ogenis
9. Budding-Polo, Monserrat
10. Davidson, Forbes
11. Edelenbos, Jurian
12. Eerd, van, Maartje
13. Ensenado, Elena Marie
14. Fransen, Jan
15. Fika, Ore
16. Geerlings, Harry
17. Geurts, Ellen
18. Gianoli, Alberto
19. Grafakos, Stelios
20. Hong, Yu-Hung
21. Huijsman, Marijk
22. Jachnow, Alexander
23. Jacobs, Harvey
24. Liuke, Laura
25. Morales-Schechinger, Carlos
26. Olivotto, Veronica
27. Payne, Geoffrey
28. Pennink, Carley
29. Rab, Paul
30. Ruijsink, Saskia
31. Sandroni, Paulo
32. Scholten, Peter
33. Sharma, Somesh
34. Skinner, Julia
35. Smolka, Martim
36. Stavropoulus, Spyridon
37. Tudjman, Tom
38. Wall, Ronald
39. Walters, Laurence
40. Weltevrede, Afke
41. Zwanenburg, Maria
Title
Dr
M Arch
Dr
Dr
MA
Dr
MSc
Dr
MSc
MA
Prof Dr
Dr
MSc
MA
MSc
Prof Dr
MSc
Dr
MSc
Dr
MA
Dr
Prof, Dr
M Arch
MPhil
MSc
MSc
MA
Dr
MSc
MSc
Dr
MSc
MSc
Dr
Dr
Dr
Dr
Prof, Dr
Dr
MA
Organization
FSW
HDM
IHS
RISBO
IHS
RHV
IHS
IHS
IHS
IHS Associate, Consultant
IHS, FSW
IHS
IHS
IHS
IHS
FSW
IHS
IHS
IHS
LILP
IHS
IHS
LILP
HDM
IHS
IHS
LILP
IHS
IHS Associate, Consultant
IHS
LILP
IHS
IHS
IHS
LILP
IHS
RISBO
IHS
LILP
RISBO
IHS
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1.4 Professional Exposure

The MSc Programme addresses the day-to-day challenges of urban managers. It builds on the
professional exposure of its partner institutes.
IHS staff has practical and academic experience in a variety and in complementary fields of
activities. The most significant ones are: decentralization, informal settlement upgrading, local
economic development, urban poverty reduction, public-private partnerships, municipal finance,
solid waste management, housing-project management, inner city regeneration, preparing and
implementing Local Agenda 21, land policy management, land regularization, land value capture,
urban environment impact assessment, housing policy and finance, integrated urban infrastructure
development, action planning and strategic planning.
The MSc Programme consists of three distinct periods: the core period, the specialization period
and the thesis period. Important dates are listed in the tables of the next chapter.
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CHAPTER 2: Important Dates

Table 1: Programme Schedule UMD 11 (2014-2015)
2.211
INTRODUCTION UMD 11
29 Sep - 3 Oct 2014 Introduction to IHS, Erasmus University and UMD Programme
CORE PERIOD : 6 Oct 2014 19 Dec 2014
Block 1
URBAN THEORY (UT)
6 Oct 31 Oct
Gaining from Land Use Transactions Workshop ( GLUT)
Block 2
URBAN GOVERNANCE, POLICY & PLANNING (UGPP)
3 Nov 19 Dec
ECONOMIC AND FINANCIAL ANALYIS (EFA)
Action Planning Workshop (AP)
22 Dec 2 Jan 2015 Christmas Holidays
SPECIALISATION PERIOD : 5 Jan 2015 20 Mar 2015
Block 3 and 4
Introduction to Specializations and Research Workshops
5 Jan 9 Jan
Specialization
URBAN LAND DEVELOPMENT (ULD)
URBAN ENVIRONMENTAL MANAGEMENT AND CLIMATE CHANGE (UECC)
12 Jan 20 Mar
URBAN COMPETITIVENESS & RESILIENCE (UCR)
MANAGING & FINACING URBAN INFRASTRUCTURE (MFUI)
INTEGRATED PLANNING & URBAN STRATEGIES (ISUP)
URBAN HOUSING & LIVELIHOODS (UHL)
THESIS PERIOD : 23 Mar 2015 18 Sep 2015
23 Mar 27 Mar
RESEARCH METHODS & TECHNIQUES 1 (RMT1)
30 Mar
COLLOQUIUM 1
30 Mar 24 Apr
RESEARCH WORKSHOP 1 (RW1)
24 Apr
COLLOQUIUM 2
27 Apr 1 May
Holidays
1 May 5 Jun
RESEARCH WORKSHOP 2 (RW2)
RESEARCH METHODS & TECHNIQUES 2 (RMT2)
RESEARCH METHODS & TECHNIQUES 3 (RMT3 Workhop 1)
29 May
8 Jun -12 Jun
15 Jun -10 Jul
13 Jul 11 Sep
7 Aug
21 Aug
11 Sep
14 Sep 18 Sep
22 Sep
25 Sep
COLLOQUIUM 3
Preparation for Field Work
Field work (Data Collection)
Data Analysis Period and Thesis Writing
COLLOQUIUM 4
Submission of Draft Thesis
Submission of Final Thesis
Thesis Defense
Examination Committee meeting
Graduation
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Table 2: Public Holidays

Holidays in the Netherlands in 2014:
Wednesday, 25 and Thursday, 26 December: Christmas
IHS is closed from Thursday, 25 December, until Monday, 5 January
Holidays in the Netherlands in 2015:
Wednesday, 1 January : New Years Day
Friday, 3 April: Good Friday
Sunday, 5 April, and Monday, 6 April: Easter
Monday, 27 April: Kings Day
Tuesday, 5 May: Liberation Day
Thursday, 14 May: Ascension Day
Sunday, 24 and Monday, 25 May: Whitsun/Pentacost.
Table 3: Special Dutch Events

5 December
Sinterklaas
27 April
Kings Day
4 May
Remembrance
of the dead
5 May
Liberation Day
Sinterklaas (or more formally Sint Nicolaas ) is a traditional winter holiday

figure still celebrated today in the Netherlands. Although he is usually referred
to as Sinterklaas, he is also known as De Goedheiligman (The Good Holy Man),
Sint Nicolaas (Saint Nicholas) or simply as De Sint (The Saint).
He is celebrated annually on Saint Nicholas eve (5 December). Originally, the
feast celebrates the name day of Saint Nicholas patron saint of children,
sailors, philatelists, among others.
King's Day (Dutch: Koningsdag) is a national holiday in the Netherlands.
Celebrated on 27 April, the date marks the birth of King Willem-Alexander.
From 1890 to 2013, the day was known as Queens Day (Dutch: Koninginnedag).
The holiday was first observed on 31 August 1885 as Princesss Day (Dutch:
Prinsessedag), the fifth birthday anniversary of Princess Wilhelmina, heiress to
the Dutch throne. On her accession, the holiday acquired the name Queens Day.
Koningsdag is known for its nationwide vrijmarkt ("free market"), at which many
Dutch sell their secondhand items. It is also an opportunity for "orange
madness" (Dutch: oranjegekte) for the national colour, when the Dutch let down
their hair, often dyed orange for the occasion.
Remembrance of the Dead (Dutch: Dodenherdenking) is held annually on 4 May.
It commemorates all civilians and members of the armed forces of the Kingdom
of the Netherlands who have died in wars or peacekeeping missions since the
outbreak of World War II. Traditionally, the main ceremonies are observed in
Amsterdam at the National Monument on Dam Square and at the
Waalsdorpervlakte in the dunes near The Hague, one of the infamous Nazi
execution places. This ceremony is usually attended by members of the cabinet
and the royal family, military leaders, representatives of the resistance
movement and other social groups. At 20.00 h, two minutes of silence are
observed throughout the Netherlands. Public transport is stopped, as well as all
other traffic. Since May 4, 1994, the flags, having hung at half-staff from 18:00 h
onwards, are then hoisted to the music of the "Wilhelmus", the Dutch national
anthem.
Liberation Day (Dutch: Bevrijdingsdag) is celebrated each year on 5 May, to mark
the end of the occupation by Nazi Germany during World War II. On this day, the
liberation is celebrated and festivals are held at most places in the Netherlands,
with parades of veterans and a musical festival in Wageningen, the latter with
an estimated attendance of 100,000 people.
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CHAPTER 3: Content of the MSc Programme

3.1 Objectives
The overall objective of the MSc Programme is that:
By the end of the programme, participants will be able to operate as competent urban managers,
capable of working in a complex multidisciplinary and multi-actor environment.
Cities are complex, with multifaceted and interrelated challenges. Economic, social, environmental
and physical concerns need to be balanced in a dynamic ever-changing urban environment. Many
actors are involved in urban development, generally with limited interaction and coordination. Yet,
problems require a responsive, multi-actor and multidisciplinary approach. This MSc Programme
will enable participants to apply such approaches based on a thorough understanding of urban
development and theory.
The term competent urban manager refers to the individuals ability to develop and apply concepts
and ideas, particularly within a research context. It requires the ability to conduct academic research
of an urban problem and to integrate knowledge within a complex multidisciplinary environment in
developing and emerging economies. Participants must be able to communicate their ideas and the
academic underpinning to academic and non-academic actors. This endeavour requires the skills to
study in a manner that is largely self-directed.
Apart from an academic orientation, competent urban managers need modern urban management
skills. These skills are necessary to enable participants to effectively manage cities within a multiactor and multidisciplinary urban environment. The following urban management skills are covered
during the course: action planning, strategic planning, policy analysis, negotiation and
communication skills and research methods and techniques. The combination of an academic
grounding with professional relevance results in the following specific objectives.
By the end of the course, participants will be able to:
a. Analyse trends and theories in urban development
a.1. Understand global intersectoral theories and practical trends in urban development
a.2. Understand sector theories and trends in urban development
a.3. Understand the impact of external development, such as globalization and development
policies, on urban development
a.4. Critically appraise the theories and trends in urban development
a.5. Assess the relevance of the theories in the local context
b. Evaluate theories and approaches in urban management
b.1. Understand disciplinary and interdisciplinary theories on urban management
b.2. Analyse the roles of actors and their networks in urban management
b.3. Critically evaluate theories and approaches in urban management
b.4. Assess the relevance of these theories and approaches for the local context, including the
actors and their networks
b.5. Argue the choice for applying a certain theory or approach in the local context
c. Analyse urban problems using applied research, assess development potential and propose
strategies and policies based on applied research
c.1. Understand different methods to analyse urban problems
c.2. Understand the role of applied research in analysing urban problems
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c.3.
c.4.
c.5.
c.6.
c.7.
2014-2015
Argue the choice for a certain theoretical approach to analyse urban problems
Apply research methods and techniques in an applied research design
Use research results to analyse problems in urban management and development
Develop policies, strategies and actions based on problem analysis and applied research
Develop a creative attitude (critical, able to collect academic knowledge and transpose it
into practice)
d. Apply skills to function as an urban manager in a multi-actor and multidisciplinary

environment
d.1. Able to work in teams
d.2. Communication, presentation and negotiation skills
d.3. Policy and network analysis skills
d.4. Obtain more skills based on latest insights in multi-actor, multidisciplinary approach
(innovative attitude)
3.2 A Step in Your Career

The programme can advance your career opportunities. It provides entrance into international
networks of urban professionals, institutes and capacity building initiatives. Our alumni include
ministers, mayors, successful businessmen, renowned NGO activists and academic researchers.
Participants will benefit from the extensive network of IHS, including an alumni association and
contacts with donor agencies and training centres. IHS is engaged in urban programmes and
projects, enabling a direct link between theory and practice. IHS lecturers have worked all over the
world, thereby creating opportunities to discuss and initiate programmes and projects in your
country and your city.
3.3 Linking Theory to Practice

The unique feature of the MSc Programme is the link between theory and practice. The practical
focus of IHS is combined with the urban research of Erasmus University Rotterdam, Lund University
in Sweden and Lincoln Institute of Land Policy in the USA. Participants will receive lectures
combined with working groups, best practices, discussions, field visits and fieldwork. Participants
will write a thesis on a topic of their choice. The combination of training methodologies reinforces
the link between theory and practice. The link between theory and practice is reflected in the
academic development and skills development streams activities of the MSc Programme.
3.4 Didactical Concept of the Programme

The programme applies participant-centred learning, by making use of the experience and diversity
of the participants. It encompasses the following components:
Comparative orientation within all courses. The programme provides students with knowledge
and understanding derived from different theoretical frameworks, geographical contexts and
social environments.
Multidisciplinarity. Students learn about other disciplines than the one they have already been
trained in. The programme starts with a multidisciplinary core period. All specializations are
oriented around societal issues and are not based on monodisciplinary contributions. The
optional courses during the specialization period and research workshops afterwards
strengthen the multidisciplinarity.
Focus on real world urban challenges and opportunities. The curriculum is characterized by its
concern with issues that are central to the lives of people and urban managers in cities in
developing countries and countries in transition. The focus on real world issues allows
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experiences from different parts of the world to be brought in, often by participants themselves
who are rich resources of information and insight. Many assessments also offer students the
opportunity to relate the coursework to their (professional) experience or their specific interest.
Policy/practice orientation. The attention given to policy and practice issues, especially in the
specialization courses, optional courses and research paper, responds to the needs of students
who come with professional experience or wish to begin work in the field of development. In
particular, the situation that policies and strategies from (very) different geographic areas can
be compared and that students share their own experiences, contributes to a vibrant
internationalized learning environment.
Strong and personal guidance. As the study load of the master is relatively high, participants
are closely monitored and facilitated throughout the programme. This entails: a mentor who
guides students, teaches them to study and assists in selecting a specialization; a course and
specialization coordinator who closely monitors progress; close interaction with lecturers and
relatively intense lecturing periods; a thesis supervisor who is easily accessible; close monitoring
of progress of the thesis through a series of colloquia.
Diversity in teaching methods. The programme aims to balance different training methodologies
in response to the many different learning cultures of our participants. It also ensures the
achievement of the learning outcomes of each course by combining lectures, group/individual
work and exercises, gaming methodologies and workshops, field visits, tutorials and
presentations by participants.
The importance of group work. Most courses include group activities, in which small groups of
students, with different professional, academic, disciplinary and geographical backgrounds,
discuss theories or assignments.
3.5 The Organization of the MSc Programme

The programme study load follows the guidelines of the European Credit Transfer System or ECTS.
This credit system determines the workload of courses. One ECTS is 28 study hours. This is an
average workload, as some participants may require more and others less time. Courses of the UMD
have different workloads, ranging from 2 to 8 ECTS. The MSc Programme has 71 ECTS in total.
The MSc Programme is divided into three periods: the core period, the specialization period and the
thesis period. Each period is structured into blocks ranging from 4 to 8 weeks long. Blocks are made
of courses. Each course can be divided into modules comprising different sessions or just divided
into sessions. Sessions address one topic and can take the form of classroom lectures, individual
and/or group exercises, excursion and/or field work, reading tutorials, etcetera. At least half of the
time of a course is reserved for individual study.
Each course is managed by course coordinators who are responsible for the content and quality of
the course. Course coordinators may use another division between classroom and self-study if this
improves quality. The evaluation system can be a final exam or a composite grade made up of
several evaluation techniques such as group work, individual papers, closed-book exams, etcetera.
(Refer to Admission and Examination Regulations, Clause 7, 2). Course coordinators can add
exercises, excursions, group work and/or fieldwork, but preferably within the number of hours
prescribed in Table 4.
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Table 4: Standard structure and workload of courses according to the number of ECTS
ECTS
1.5
3
4.5
6
7.5
Days /
Weeks
Hours
Contact
5/1
10 / 2
15/ 3
20 / 4
25 / 5
9
18
30
36
45
Selfstudy
33
66
75
132
165
Number of
sessions
(1.5 hours)
6
12
20
24
30
Excursion and/or
Seminar and/or
Workshop (hours)
8
16
16
16
16
Examination
Written
Paper
(hours)
(pages)
2
3
2
6
3
6
3
6
3-4
9
3.6 The Programmes Academic Structure

The programme is composed of three academic periods, the core and the specialization periods,
which run from October to March and the thesis period which runs from April to September. The
core and specialization periods focus on classroom lectures supported by a wide range of teaching
methodologies. The thesis period focuses on thesis work supported by research workshops,
research methods and techniques workshops and field work. During the thesis period participants
are expected to work more independently under the supervision of the academic staff of the IHS
and its partners.
Core Period
The core period represents the start of the academic programme. It enables participants to analyse
urban management and development from a multidisciplinary perspective. The core p[eriod is made
of three main courses and two workshops. The courses are delivered in Blocks 1 and 2 of the
programme. The study load of the period is 16.5 ECTS. In general the last week of each block is used
for evaluations and/or assessment methodologies.
The core period offers three courses and two workshops distributed over two blocks as follows:
Block 1: Urban Theory (UT) and an interactive workshop (GLUT Gaining from Land Use
Transactions), with a work load of 6 ECTS;
Block 2: Urban Governance, Policy and Planning and Action Planning Workshop (UGPP/AP)
with a work load of 6 ECTS; and Economic and Financial Analysis (EFA) with a work load of
4.5 ECTS
The main aim of the core period is to bring participants to a common understanding of urban
management and development, by building up a foundation based on its main scientific disciplines,
i.e. urban theory, planning and governance, economics, and urban sociology.
The courses of the core period are designed considering the wide range of educational and
professional backgrounds that participants have with the intention of bridging the knowledge gaps
that they might have in one or more of the main disciplines encompassing the academic domain of
urban management. Therefore all the courses of the core period are compulsory for all participants
(for more information on the content of each course see section 3.8).
Specialization Period
Participants are given the opportunity to choose one specialization course out of six options. The
description of the different specialization courses is available in section 3.9 of this handbook . This
information, together with a week of introduction to the different specialization courses, provides
participants with the opportunity to make an informed and rational choice. The mentor groups in
which participants have been divided at the beginning of the programme also help them in
choosing.
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The specialization period is composed of two blocks of 7.5 ECTS each (Block 3 and 4). The duration
of each block is five weeks. In general the last (half) week of each block is used for evaluations
and/or grading methodologies chosen by each particular course, e.g. written exams, paper writing,
group work presentations, etcetera. Courses can also have a continuous evaluation grading method.
The specialization period offers six distinct specializations. Each specialization has a workload of 15
ECTS divided into two blocks of 7.5 ECTS each:
Block 3 offers the first part of the six specialization options and Block 4 offers the second
part of the six specialization options. The options are:
o Urban Land Development (ULD);
o Urban Environmental Management and Climate Change (UECC);
o Urban Competitiveness and Resilience (UCR).
o Managing and Financing Urban Infrastructure (MFUI);
o Integrated Planning and Urban Strategies (IPUS);
o Urban Housing and Livelihoods (UHL).
During the specialization period participants are confronted with a multidisciplinary approach to
their area of specialization by combining lectures and participatory learning methodologies, such as
workshops, simulation games, seminars and group work. In this period participants are able to
interact much more with each other and with lecturers. The group size of specialization courses is
limited to a maximum of 30 participants to enable interactive learning.
Thesis Period
The thesis period starts with six Research Workshops. These RWs are directly linked to each
specialization course . Research Methods and Techniques courses (RMT1, RMT2 and RMT3) are part
of RWs, offering participants the opportunity to develop the necessary skills to conduct academic
research. RWs provide an environment to work on the thesis topic under the guidance and
supervision of academic staff. The research areas offered during this period are linked to the
research interest of IHS and its partner institutions. The research themes of the RWs derives from
each specialization course, offering the following thematic areas (see detailed descriptions in
section 3.10):
Block 5 offers the first part of the six research workshops options and Block 6 offers the
second part. The options are:
o Land Value Capture (LVC)
o Urban Sustainability and Climate Change (USCC)
o Urban Competitiveness and Resilience (UCR)
o Sustainable Urban Infrastructure (SUI)
o Self-Organizing Cities (SOC)
o Dynamic Urban Neighbourhoods (DUN)
The RWs are broad enough to accommodate a wide range of thesis topics. Participants might be
allowed to work on their thesis outside RWs if: i) they submit a sound research proposal showing
that they can do research independently from a research workshop, ii) that the topic falls at least
within one of the specialisations offered, iii) that their performance during the courses undertaken
has been above average and, iv) the examination committee of the IHS agrees that the above
compliance is in order.
The thesis period has three blocks, Block 5, 6, 7, 8 and 9:
Block 5: At the start of the RW 1 participants present in Colloquium 1 their problem
statement. The block is composed of one week of RMT 1 and four weeks of RW 1. RMT 1
introduces research methods and techniques and focuses on the composition of the
research questions and research objectives. During RW 1 academic staff will guide
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participants through their literature review process and composition of their theoretical
framework in accordance to the problem statement, research questions and objectives. The
block ends with Colloquium 2 in which participants present their theoretical framework.
Block 6: is composed of five weeks of RW 2. The second module of RMT (RMT 2), which is
delivered in combination with RW 2, focuses on the operationalization of the theoretical
framework and data collection methods. The RW 2 guides participants through the process
of designing their individual researches. This includes the research strategy, methodologies,
research instruments and plan. The block ends with Colloquium 3 in which participants
present their research strategy, methodologies, instruments and plan for fieldwork.
Block 7: focuses on the preparation for fieldwork, the field work itself and data collection.
At the end of RW 2 the lecturing of the first workshop of the RMT 3 module on Data
Analysis takes place in order to prepare participants for fieldwork. The field work has a
duration of four weeks.
Block 8: is dedicated to analysing the data collected during field work. During this block the
second and third workshops of RMT 3 are delivered. They focus on data preparation,
analysis tools and techniques for the data collected during field work. At the end of RMT3
participants present their preliminary analysis in Colloquium 4.
Block 9: is fully dedicated to thesis writing, submission of draft and final thesis and thesis
defence. At the end of Block 8 the programme ends and successful participants receive their
Master of Science Degree in Urban Management and Development (MSc).
Table 5 shows the structure of the programme for the academic year 2014-2015. Each column
represents one week.
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Table 5: Structure of the MSc Programme (Academic year 2014-2015)

U
M
D
1
1
BLOCK 1
I
N
T
R
O
U
T
U U
T T
CORE PERIOD
BLOCK 2
G
L
U
T
U
G
P
P
U
G
P
P
E
F
A
T
O
I
H
S
E
F
A
E
F
A
/
U
G
P
P
SPECIALISATION PERIOD
BLOCK 3
BLOCK 4
A
P
E
X
a
m
W
e
e
k
U
G
P
P
/
E
F
A
OCTOBER
NOVEMBER
DECEMBER
H
O
L
I
D
A
Y
H
O
L
I
D
A
Y
I
N
T
R
O
T
O
S
P
&
R
W
M
F
U
I
/
I
P
U
S
/
U
H
L
/
U
L
D
/
U
E
C
C
/
U
C
R
M
F
U
I
/
I
P
U
S
/
U
H
L
/
U
L
D
/
U
E
C
C
/
U
C
R
M
F
U
I
/
I
P
U
S
/
U
H
L
/
U
L
D
/
U
E
C
C
/
U
C
R
JANUARY
M
F
U
I
/
I
P
U
S
/
U
H
L
/
U
L
D
/
U
E
C
C
/
U
C
R
M
F
U
I
/
I
P
U
S
/
U
H
L
/
U
L
D
/
U
E
C
C
/
U
C
R
FEBR
M
F
U
I
/
I
P
U
S
/
U
H
L
/
U
L
D
/
U
E
C
C
/
U
C
R
M
F
U
I
/
I
P
U
S
/
U
H
L
/
U
L
D
/
U
E
C
C
/
U
C
R
M
F
U
I
/
I
P
U
S
/
U
H
L
/
U
L
D
/
U
E
C
C
/
U
C
R
RESEARCH WORKSHOPS & RMT

BLOLK 5
BLOCK 6
M
F
U
I
/
I
P
U
S
/
U
H
L
/
U
L
D
/
U
E
C
C
/
U
C
R
M
F
U
I
/
I
P
U
S
/
U
H
L
/
U
L
D
/
U
E
C
C
/
U
C
R
R
M
T
1
MARCH
LEGEND
RMT 1: RESEARCH METHODS AND TECHNIQUES 1 : Research formulation, objectives, approaches and
techniques
RMT 2: RESEARCH METHODS AND TECHNIQUES 2 : Operationalization of theoretical framework,
data collection methods and research instruments workshops
RMT 3: RESEARCH METHODS AND TECHNIQUES 3: Data analysis workshops
SP: SPECIALIZATION PERIOD COURSES
16.5
8
15
RW 1: RESEARCH WORKSHOP 1: Literature review and theoretical framework

RW 2: RESEARCH WORKSHOP 2: Research strategy and methodologies
PFW: PREPARING FOR FIELDWORK

AN: FIELD WORK DATA ANALYSIS
TW: THESIS WRITING
FW: FIELD WORK
COLLOQUIUM 1: Research topic and problem statement
COLLOQUIUM 2: Research objective and question, and theoretical framework
COLLOQUIUM 3: research design, including research strategy, methodology and plan
COLLOQUIUM 4: Preliminary research findings
22.5
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R R R H
W W W O
1 1 1 L
I
D
A
R
Y
W
1
C
O
L
2
R R R R R P F F F F A
W W W W W F W W W W N
2 2 2 2 2 W
&
A
N
A
N
&
&
R A
M N
T
3 &
T T T T D
W W W W E
F
E
N
T
C
W
E
T T T
W W W
R
M
T
2
R
M
T
2
R
M
T
2
C
O
L
3
R
M
T
3
R
M
T
3
C
O
L
4
APRIL
ECTS
INTRODUCTION PROGRAMME
CP: CORE PERIOD COURSES
C
O
L
1
FIELD WORK, ANALYSIS & THESIS WRITING

BLOCK 7
BLOCK 8
BLOCK 9
MAY
JUNE
JULY
D
R
A
F
T
F
I
N
A
L
T
H
E
S
I
S
T
H
E
S
I
S
AUGUST
SEPT
COURSE ABBREVIATIONS
ECTS
UT = Urban Theory
GLUT= Gaining from Land Use Transactions Workshop
UGPP = Urban Governance, Policy and Planning
AP = Action Planning
EFA = Economic and Financial Analysis
RMT = Research Methods and Techniques
ULD = Urban Land Development
UECC = Urban Environmental Management and Climate Change
UCR = Urban Competitiveness and Resilience
MFUI = Managing and Financing Urban Infrastructure
IPUS = Integrated Planning and Urban Strategies
UHL = Urban Housing and Livelihoods
RW= Research Workshops
6
Part of UD
6
Part of UGPP
4,5
8
15
15
15
15
15
15
9
TOTAL ECTS of the programme
71
G
R
A
D
U
A
T
I
O
N
2014-2015
3.7 The Introduction Programme

The introduction programme focuses on familiarizing participants with the living and
academic environment.
Coordinators and contact persons: Cocky Adams, Alonso Ayala
Support staff: Ren van der Zwet, Sharon Welsh, Gerjan van Zoest, Ruud Frank
Objectives
To familiarize participants with the academic and living environment of the IHS,
EUR and the city of Rotterdam;
To introduce the objectives, organization and structure of the Master Programme in
Urban Management and Development.
Content
During the first week, participants become acquainted with the members of the
departments of IHS and EUR and the staff of the support departments. They will also be
introduced to the IHS and EUR libraries, computer and sport facilities. They are given
information on transport, sports, social and cultural customs, religious life and (other)
practical matters. Every effort is made to easing the transition to the new study
environment and to answering any questions participants may have about IHS, EUR,
Rotterdam and the Netherlands. Activities include lectures on Blackboard and RefWorks
and tours of IHS, EUR and Rotterdam.
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3.8 Description of Core Period Courses
Urban Theory (UT)

Gaining from Land Use Transactions Game (GLUT)
Block 1 / Credits: 6
Coordinator: Jan Fransen
Main lecturers: Carlos Morales-Schechinger; Wim Hafkamp, Ogenis Briljante, Maria
Zwanenburg, Alexander Jachnow; Ronald Wall, Jan Fransen
Assessment: Written closed book exam 80%; GLUT game 20%
With over half of the world population living in urban areas, rising to 70 per cent in 2050, it
is of ever-increasing importance to understand how cities work and evolve. Cities are
continuously formed and transformed by complex and interrelated economic, social,
physical and environmental processes. Understanding cities therefore requires us to
recognize, define and describe these complex and multidisciplinary processes.
Objectives
This course is meant to help participants understand the complexity of cities based on
economic, social, environmental and physical fundamentals. By the end of the course,
participants will be able to:
Define and describe cities as complex adaptive systems
Define, describe and apply main theories related to two of the following themes:
spatial cities; sustainable cities; green cities; liveable city; informal city;
competitive city.
Describe urban land use in relation to at least two theories
Describe cities by integrating the above concepts.
Course Content
The course consists of three parts. The first part comprises lectures. It starts with an
introduction to urban theory and in particular cities as complex adaptive systems. Cities are
subsequently discussed from different thematic perspectives. Each thematic perspective is
multidisciplinary:
Introduction: ComplexCity
Lecture 1: spatial city
Lecture 2: sustainable city
Lecture 3: green city
Lecture 4: liveable city
Lecture 5: informal city
Lecture 6: competitive city
The second part of the course comprises workshops on each of the themes of lectures
(excluding the introduction). Participants can choose two workshops. Workshops will
discuss literature and apply theory to concrete case studies or exercises. That enables
participants to understand and apply theory.
The third part of the course is a pedagogical game, GLUT (Gaining with Land Use
Transactions), whereby key actors negotiate positions in a stylist city mediated by markets
and regulations. Here participants have an opportunity to experiment how the concepts
they have learned about are reflected in the spatial dimension of cities.
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Training/Teaching Methodology:
Part one draws on lectures and discussion. Part two combines discussions, group work
and/or individual exercises. Part 3 comprises a pedagogical game. The course combines
contact hours with a considerable amount of self-study. The last week is reserved for
preparing for the exam.
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Urban Governance, Policy and Planning (UGPP)

Action Planning Workshop (AP)
Block 2/ Credits: 6
Coordinators: Carley Pennink, Alexander Jachnow
Lecturers: Carley Pennink, Alexander Jachnow, Peter Scholten, Forbes Davidson, Joop
Koppenjan, Saskia Ruijsink
Assessment: Individual assignment 70%; Action Planning group assignment 30%
Introduction
Cities are growing quickly and are extremely dynamic. (Local) governments must try to steer
and guide the development process in many ways. Their motivation for doing this and the
way they do this lie at the heart of the fields of study of urban governance, and urban
policy. This course will discuss the efforts of governments, often undertaken in partnership
with other stakeholders, to deliberately intervene in and influence, steer and guide the
development process of cities. The role and responsibility of both public and private actors
are central in the academic debate of urban governance, policy and planning.
This course will introduce the current academic debates in Urban Governance, Policy and
Public and Private Partnerships and it will identify the linkages between these.
Objectives
After the module participants should be able to:
Differentiate the theories that underpin good governance; understand the relevance
of new public management and complex decision making for urban governance and
how the two concepts relate to each other; distinguish the rationale for and utility
of new public management vs. complex decision making in the complex world of
today;
Distinguish the key characteristics and purpose of urban policy, and discuss how it
can be approached from different perspectives and for different purposes; including
redressing social inequality and increasing urban competitiveness; understand and
discuss the complex nature of protecting public interest; and identify the key
characteristics of good policy and policy analysis.
Understand and describe the meaning of traditional land use planning towards
strategic and performance based planning is and why there has been a shift from
traditional land use planning towards strategic and performance based planning
Understand the reasons for a shift to greater focus on public private partnerships in
service provision and as a mechanism for good governance, discuss the theory that
underpins PPPs; understand what PPPs are and how and under what conditions
PPPs can be used to institutionalize private sector participation in urban
development.
Apply tools for Action Planning and develop an Action Plan in a group.
Course content
The course is organized in 4 different modules. It starts with an introduction to Urban
Governance; this module deals the changing role of government in the governing of and
decision making in a city. The two following modules on urban policy and planning, provide
further substance to the discussion on urban governance. The concept of Public Private
Partnerships (PPPs) is introduced afterwards as an example of a modality of how to
institutionalize and implement policy and plans.
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Finally the course incorporates the concepts learned in a practical, one week action planning
exercise.
Urban Governance overarching module; decision making for urban development: This
module introduces the difference between government and governance, what good
governance is, and the trends in theory and practice on governance. The participants
discuss why good governance is an essential pillar of sustainable development and the
different theories that underpin good governance. Discussions revolve around the
current academic debate on the utility of new public management versus complex
decision-making. Participants look at and assess the empirical evidence on both
streams of theory and assess the extent to which these approaches have resulted in the
outcomes intended.
Urban Policy setting out the (policy) direction for urban development: This module
introduces the meaning of policy and highlights various approaches towards urban
policy which have been developed in the academic field of policy science. It draws
attention to underlying objectives for policy making such as addressing public interest;
taking various entry points for policy making such as increasing urban competitiveness
or redressing social inequality, etc. And it deals with the question of what makes a good
policy in terms of the policy content and the formulation and implementation process.
Urban Planning -principles for guiding urban development: This module introduces the
different meanings and interpretations of 'urban planning', It highlights trends in
planning approaches and zooms into the shift from traditional land use planning
towards more strategic and performance based forms of planning.
Public Private Partnerships a mechanism to implement and institutionalize urban
planning and policy: Since the 1990s PPPs have become an important approach to
streamlining cooperation and risk sharing between the public and private sectors, and
achieving value for money in service provisions. This module introduces participants to
different rationale, objectives and forms of PPPs. Participants discuss and assess
under what conditions PPPs can be successful vehicles for urban development. They
apply a framework to analyse the 'marketability' of PPPs; this framework aids
governments to make sound policy decisions related to PPPs.
Action Planning - a workshop structured around tools for application: The planning cycle
which starts with problem identification and concludes with the development of a strategy
and implementation plan, forms the basis for Action Planning, Participants will work on a
case study and apply different tools (problem analysis, stakeholder analysis, force field
analysis, etc.) that guide them through the different steps of the (action) planning process,
Challenges include the integration of different sectors and balancing between different
needs of various actors and stakeholders, The workshop includes the presentation of a final
action plan.
Training/teaching methodology
Each module uses the following methodologies:
Lectures; mainly for introducing general concepts and trends
Peer-review discussion groups; for deepening the understanding of concepts and
analyzing trends. In the discussion groups participants independently prepare
themselves and discuss topics related to the lectures
Various assignments / group work which aim to deepen participants knowledge about
the concepts and theory.
The Action Planning exercise, which is an intensive workshop and a simulation of a
participatory planning process.
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Economic and Financial Analysis (EFA)

Block 2/Credits: 4.5
Coordinator: Alberto Gianoli
Lecturers: Alberto Gianoli, Somesh Sharma
Assessment: Individual assignment 80%; group exercise 20%
The complexity of decision-making processes and management decisions is widely
acknowledged. In all sectors and at all levels of governance information is uncertain, values
are contested, and decisions are pressing and imperative. The consequences faced by cities
world-wide as a result of climate change and the related adaptation and mitigation
strategies are a case in point. Urban managers and decision makers have to take strategic
decisions requiring large commitment of resources, involving long-term consequences that
are hard to predict, and multiple conflicting objectives that are difficult to balance in the
presence of risk and uncertainty. Increasingly, analytical approaches to management and
decision making are required and applied in fields such as urban and regional development,
environmental and energy policy, infrastructure investment and management.
Investment decisions are at the core of any development strategy. Economic growth
depends on productive capital, infrastructure, human capital, knowledge, total factor
productivity and the quality of institutions. All of these development ingredients imply
taking the hard decision to sink economic resources now, in the hope of future benefits,
betting on the distant and uncertain future horizon. Every time an investment decision has
to be taken, one form or another of weighting costs against benefits is involved, and some
form of calculation over time is needed to compare the former with the latter when they
accrue in different years.
Against this background, the module presents and discusses a range of problem-solving
tools, techniques and methods to arrive at optimal or near-optimal solutions to complex
decision-making problems characterised by systemic uncertainty, alternative options,
multiple stakeholders and divergent objectives. The main focus will be on the concrete
application of economic and financial analysis techniques to urban investment projects,
with a particular focus on Cost Benefit Analysis, Cost Effectiveness Analysis, and Multi
Criteria Analysis.
Objectives
At the end of the course the participant should be able to:
Understand the microeconomic foundations of decision analysis of urban
investment projects
Build and analyse decision trees
Incorporate uncertainty and probability in decision analysis
Perform risk and sensitivity analysis
Use Excel spreadsheets to build a problem-solving framework
Apply economic and financial analysis to investment projects within an urban
context (Cost Benefit Analysis, Cost Effectiveness Analysis, Multi Criteria Analysis)
Course Content
The module presents and discusses techniques and methods to arrive at optimal or nearoptimal solutions to complex investment decisions at the urban level, characterized by
systemic uncertainty, alternative options, multiple stakeholders and divergent objectives.
Cost Benefit Analysis, Cost Effectiveness Analysis and Multi Criteria Analysis will be applied
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to concrete cases. Excel spreadsheets will be used to build an investment decision-making

framework and risk and sensitivity analysis will be carried out to incorporate uncertainty
and probability in decision analysis.
Training/Teaching Methodology
Lectures, individual or group work, guided discussions, analysis of cases, and practical
exercises.
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3.9 Description of Specialization Period Courses
Urban Land Development (ULD)

Blocks 3 and 4/ Credits: 15
Coordinators: Carlos Morales-Schechinger and Martim Smolka
Lecturers: Harvey Jacobs, Martim Smolka, Lawrence Walters, Carlos Morales-Schechinger,
Yu-Hung Hong, Paulo Sandroni, Geoffrey Payne, Ore Fika and Tikvah Breimer.
Assessment: Open book exam: 50% (individual); performance and written report in the
pedagogical game: 30% (in teams); 20% participation in lectures and small group
discussion sessions (individual).
Land is a resource that greatly determines how cities work; it is strategic for improving their
economic productivity, social equality and environmental sustainability. Land owners,
developers, land users and governments operate more and more through markets that have
inherent failures and within sets of property rights that confront themselves. Stakeholders
involved in assembling, developing, transferring, occupying, using, taxing and administering
land are not fully aware of such failures and confrontations. Existence of land markets is
frequently denied or assumptions are wrongly made that they operate like with any other
goods; high land prices and enormous resources allocated to pay for them, even by the poor,
go unquestioned; property is believed to be social equaliser when each piece of property is
very different from the other in use and in value and a source of even more inequality;
property rights are rarely coupled with obligations and are therefore a source of abused and
opportunistic behaviour.
Stakeholders operate with orthodox instruments that can become active barriers to the
policies, plans, programmes and projects they hold. Thus, land instruments related to
traditional zoning, weak taxation, single tenure ship and expensive/subsidised remedial
action still dominate the scene; they are not questioned, even less adapted or new ones
introduced. Problems they foster include: uncontrolled sprawl and uncooperative land
owners; unequal distribution of costs and benefits of land use and development; weak
property taxation and untapped land value increments; informality, precariousness,
exclusion and gentrification; encroachment of historically and environmentally sensitive
land; weak public acquisition and unsustainable compensations; ill targeted subsidies and
useless tax rebates; speculative land markets, distorted valuation practices and real estate
bubble bursts; and a narrow and rigid scope of tenure options with disregard for collective
alternatives.
Renovated or innovative land-related instruments are increasingly calling the attention of
stakeholders; they appear to be better collaborators in meeting the objectives of policies,
plans, programmes and projects. Many developed cities have had them for some time;
some developing cities or cities in transition are experimenting with them, some are adding
innovations that are producing useful results, while others are not. In any case several
instruments are noteworthy and are becoming learning lessons that inspire other cities to
consider them as options for economic, social and environmental development. These
innovations require close examination; the principles which inspired them need to be
extracted and evaluated, they require sound economic, legal, financial and social dissection.
Objectives
This specialization provides participants with a critical understanding of land markets, their
legal framework and the complexity of options cities have when choosing a strategic
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combination from a portfolio of land-related instruments. At the end of the course

participants should:
Be able to explain and discuss the fundamentals of land markets and their legal
dimension as well as how public intervention may shape them in one way or another;
Be able to understand which land-related instruments may have a powerful impact on
urban development and may provide preventive options for its needs;
Be able to identify the economic, social and legal concepts behind such instruments,
analyse how these shape their implementation, and discuss the implications on land
and real estate markets;
Be able to choose and argue in favour and against a choice of a specific land instrument,
or a strategic combination of them, to solve a problem and/or implement a given policy,
plan, programme or project related to urban development.
Course Content
The course is developed with the collaboration of the Lincoln Institute of Land Policies
(USA) and takes advantage of lecturers, material and pedagogical activities developed in a
wide variety of countries by this institute as well as by IHS. The course starts with a
discussion on the basic economic and legal concepts related to land in order to understand
and how to evaluate the impact of land instruments in cities and markets. After that,
various land instruments are explained, concepts underlining them are highlighted, and
those that can have more impact on development are discussed in greater detail. Strategic
links between instruments themselves are highlighted along the course. In parallel specific
instruments are evaluated by participants to identify the relevant issues of applying them
in given contexts. The course will discuss the following blocks of knowledge:
Land markets fundamentals, formal and informal markets and their interrelationship.
Land price formation, residual value of land and rent capitalization. Public policies and
instruments on land markets.
Land and property. Bundle of rights and obligations. Land use and land development
rights. Land rights in conflict.
Land and property taxation. Types of land taxes. Tax components. Relation to local
governments and urban finance. Land tax incentives for social equity and land use
behaviour.
Land use zoning at structure level. Protection of historically and environmentally
sensitive and risky areas. Transfer of development rights.
Rights of way, expropriation and compensation for infrastructure and amenities.
Valuation techniques. Financing with betterment charges.
Special land use zoning at area level. Zoning takings vs. land value increment taxation.
Development obligations vs. incentives. Density bonus and tax breaks.
Exclusionary vs. inclusionary zoning. Inclusionary and balanced housing. Sites and
services, core housing.
Land assembling and land readjustment. Holdouts, majority rule, vacant land taxation,
compulsory development, auction and acquisition.
Public land leasing. Trading land development rights, certificates of additional building
rights. Land sharing.
Tenure options. Freeholds, leasehold and rental tenure. Public, private and state
domain. Customary tenure. Community land trusts.
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The methodology introduces topics that help understand the complexity of Urban Land
Development as well as going into depth in each knowledge block. Each week starts with an
introductory session of a block of knowledge that guides what students will read and test
their comprehension through a questionnaire (not graded, only for self-monitoring). This is
followed by expert lecturers that go in depth with concepts and instruments related to the
block and conduct discussions in small group sessions on case studies (graded). Then in a
pedagogical game -Land Court- teams will discuss in favour or against controversial
statements related to the block of knowledge. At the end of a block a workshop session will
be run to practice applying the knowledge learned in stylized but real life situations. At the
end of the course an open book exam (graded) will be held where students apply their
knowledge on a real life situation -as they have been practicing during the workshop
sessions. They will also submit a written report of their performance and proceedings of the
controversial statements they were assigned to discuss during the Land Court (graded). The
course prepares students to go into further depth during the research workshop on land
value capture.
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Urban Environmental Management and Climate Change (UECC)

Coordinator: Marijk Huijsman and Stelios Grafakos
Lecturers: Marijk Huijsman, Stelios Grafakos, Alberto Gianoli, Veronica Olivotto, DRIFT
Assessment: Group work assignment 40%; final exam 60%
Worldwide, a large number of cities are experiencing severe environmental problems and
multiple climate-change induced impacts.
Overcrowding, unequal distribution of space, long travelling times on overloaded roads, air
and noise pollution, poor urban infrastructure and services and an increase of climate
vulnerability all negatively affect the attractiveness and productivity of cities, and moreover
the health of their citizens.
Sustaining the urban environment and designing the pathway to a low carbon and climate
resilient growth has become a key goal and principle for policy action at global and local
levels. An important shift has also taken place in the urban environmental management
style: from a hierarchical law and enforcement model via the economic incentive approach
to one in which non-governmental stakeholders are increasingly involved in policymaking
processes.
From the United Nations to national and local governments, civil society and the business
sector, it is now widely recognized that understanding sustainability and climate
compatible development and integrating their principles and methods into everyday
practice is vital for the environmental, economic and social welfare of any urban society.
This situation calls for city managers who understand the principles of good environmental
and climate change governance and policy and who are capable of developing sustainable
and green growth policies and actions in collaboration with other stakeholders.
Objectives
At the end of the course the participants should be able to understand the different
components of environmental policy, analyse and assess different environmental and
climate-change policy instruments, actions and projects in order to provide support to urban
environmental and climate-change planning and governance.
Identify the main components of urban environmental and climate change policy
and decision making, models of environmental and climate change policy analysis
and instruments for green growth and climate change policy;
Understand and apply assessment tools and methodologies to evaluate green
growth and climate change policies and projects;
Identify and analyse the main elements and phases of local environmental and
climate-change planning and management;
Course Content
This course will provide insights into the policy framework, the policy instruments and
assessment methods and tools used for urban environmental management and local
climate-change policies and actions. It will furthermore pay attention to economic theories
and concepts that influence environmental and climate-change policy and decision-making
and will. Through analysing frameworks and by conducting simulation and practical
exercises, the course aims to offer a multifaceted and deeper understanding on how cities
can be managed in a more sustainable manner towards a low carbon and climate resilient
development path.
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This module will address and discuss the following issues:

Urban environmental and climate-change policy analysis;
Environmental and climate-change policy instruments ranging from regulatory,
economic and voluntary policy options;
Environmental and climate-change assessment methodologies and decision
support tools such as strategic environmental assessment, environmental cost
benefit analysis, cost-effectiveness analysis and multi-criteria analysis;
Framework for accounting for costs and benefits of different environmental and
climate change policies, actions and projects;
Role of ecosystem services valuation in urban areas for environmental and climatechange policy;
Environmental and Climate Multi-Governance
Teaching Methodology
Lectures, field visits, exercises, simulation tools, e-learning techniques, debates.
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Urban Competitiveness and Resilience (UCR)

Coordinators: Ronald Wall and Spyridon Stavropoulus
Lecturers: Ronald Wall, Spyridon Stavropoulus, Ruud Veenhoven (EHERO / EUR), Martijn
Burger (ESE and EHERO / EUR), Monserrat Budding-Polo
With inputs from: Erasmus School of Economics (ESE), Rotterdam City Council, Erasmus
Happiness Economics Research Organization (EHERO)
Assessment: Group: Weekly Assignments, Final showcase (40%) Individual assignment
(60%)
One of the six specializations of the Masters program is Urban Competitiveness and
Resilience (UCR), developed by Ronald Wall, economic geographer at the IHS. The
specialization is aimed at understanding the relationship between global and local
economic development. Through quantitative and qualitative techniques, specific
knowledge and advice is given to cities on how to compete with others, improve economic
performance, and develop urban prosperity and quality. Participants explore the value
chains of different industrial sectors, the attraction of this to particular cities, and how this
relates to different urban stakeholders. Based on this, creative urban strategies and plans
are developed that can lead to more resilient and competitive cities. The aim to achieve
higher wealth and wellbeing.
Within a globalizing world economic network (e.g. foreign investments, global supply chains
and trade) are becoming increasingly important to the development of cities. For instance,
the top 500 multinationals are responsible 90% of foreign direct investments (FDI) in the
world and generate 50% of world trade. This has a huge impact on the GDP of nations and
urban development. Multinational headquarters located in particular cities invest in the
development of other cities. The more investments a city receives the more important its
status will be within the world economy. These investments are important to cities because
they bring capital, employment, knowledge, skills and technology to a place. Therefore, a
good understanding of competition and resilience within the global investment network will
clear the path to smarter, more goal-directed and effective urban planning, urban design
and policy-making.
Annual theme: Happiness and the City
In previous years the UCR themes have covered topics such as improving cities in the Life
Science (biotech and pharmaceuticals) industry and tacking on the challenge of Food
Security (rural to urban food supply chains). This year, besides understanding how to
improve the economic development of cities, the participants of UCR will focus on the
emerging importance of wellbeing. Are wealthy cities necessarily happy cities? Nowadays a
vast literature on wellbeing or happiness economics is emerging. In these studies it is
shown that mostly economic prosperity is a key indicator of happiness.but is it enough?
Today the subjective perception of the city is becoming increasingly important. How do
inhabitants perceive and qualify their cities? These subjective indicators are becoming more
and more important for economic studies, going beyond the usual measures e.g.
innovation, infrastructure, transportation, education, health and GDP, to indicators such as
green spaces, cultural districts, urban design, architecture, environmental qualities, urban
amenities, streets and squares (places of social interaction), and cultural events. Based on
these forms of data we investigate which characteristics are better associated with greater
happiness (wellbeing) of cities. Ultimately we question if its the happiness of the city or
the happiness of the citizens that matters (Plato The Republic 380 BC).
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Based on a large database of Rotterdams happiness indicators, developed by EHERO, and

also socio-economic databases developed at UCR/IHS, we will investigate which
characteristics have been important for Rotterdam in the past, and especially which ones
will pave the way of its future. Using this knowledge, participants will derive unique urban
strategies and plans for Rotterdam, or other cities of interest.
Objectives
It is important to note that UCR principally stresses the value of applied research in
decision-making processes related to urban management. The specialization will enable
participants to:
Understand various theories on globalization, developmental economics,
competitive city networks, local economic development, urban resilience and
sustainability, and economic policies.
Important will be an understanding that cities are increasingly interconnected over
time and across geographic scales (global, regional and local).
Understand the relationship between a citys global networks and local urban
indicators (cultural, spatial, social, economic and environmental).
Understand how local economic and social innovations in the city can lead to urban
prosperity.
Understand how urban policy can set the conditions for urban innovation,
competition, and wellbeing.
Develop an urban management policy/marketing concept that integrates different
scales of knowledge of the city.
Fundamentally, the specialization will challenge the participants to consider how urban
management and planning practices can link with economic geography, to produce effective
policies and plans for a more resilient and sustainable development of cities. The
specialization will also show that urban planning and management depends on an
integrated knowledge of a citys local qualities (supply) and its position within regional and
global systems (demand).
1.
a.
b.
c.
d.
Course Content
Introduction: Theoretical Background
World-city networks
Urban competitiveness and resilience
Local economic development and clusters
Innovation and spillovers
2.
a.
b.
c.
Firm Study
Corporate behavior and structure
Value chain exploration
Geographical mapping of industrial activity
3.
a.
b.
City Study
Identification and analysis of city competitors
Evaluation of location factors e.g. economic and wellbeing indicators
4.
a.
b.
c.
Strategic Planning
Development of an urban economic vision
Identification of local and regional strengths
Consolidation of strengths and global market demands
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5.
a.
b.
c.
2014-2015
Marketing Strategy
City marketing
Creation of strategies aiming to attract investment and boost urban prosperity.
Making cities happier.
Training/Teaching methodology
Lectures, research workshops, field visits, group and individual assignments. Use of
Geographic Information System (GIS), Network analysis techniques using UCINET and
Econometric techniques using SPSS and STATA.
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Managing and Financing Urban Infrastructure (MFUI): Water and

Sanitation, Energy and Transport
Coordinators: Ogenis Brilhante and Alberto Gianoli
Lecturers: Ogenis Brilhante, Jacko van Ast, Alberto Gianoli, Harry Geerlings, Somesh
Sharma, other lecturers
Assessment: Paper 40%; final examination 60%
Introduction
The MFUI specialization addresses the use of renewable energy, green infrastructure and
smart growth concepts for planning, managing and financing infrastructure that fits the
challenges and requirements of sustainable and green cities. It provides hands-on
knowledge and expertise on how local governments can most efficiently provide, manage,
finance and operate municipal infrastructure to delivery desired levels of service.
It covers aspects of drinking water, wastewater, drainage & urban floods using green
infrastructure, integrated solid waste, transport & mobility, electricity and renewable energy
infrastructure sectors, and is primarily focused on developing and transition countries.
A special feature of the specialization is the workshop on the Cheongyecheon Restoration
Project, where participants analyze the causes and impacts of the demolition of a 5.8 km
highway, the restoration of an ancient river and the construction of a green linear
recreational corridor in downtown Seoul, capital of South Korea.
The specialization is linked with the Sustainable Infrastructure Research Workshop (SUI).
Broadly speaking sustainable infrastructure and service delivery can be seen as the process
of planning, managing and financing infrastructure assets to produce the desired level of
the service and at the same time contributing to the improvement of the local socioeconomic and environmental conditions.
Learning Objectives
Fully understand and discuss the relationship between urban infrastructure and
its linkages with land, economic development, investment, poverty alleviation
and local environment social and health conditions.
Understand, identify and distinguish the key aspects of an infrastructure asset
management lifecycle system
Develop skills in apply green infrastructure, renewable energy and smart growth
key concepts and tools to plan and manage more resilient, efficient and
sustainable urban infrastructure
Develop skills in assessing performance of service provider organizations
Use performance assessment methods to identify problems and gaps in the
service provider organizations management system, to analyze them and
propose recommendations to improve the delivery of the service
Understand and apply innovative models and mechanisms for financing urban
infrastructure projects.
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Course Content
The specialization consists of two related components: Managing Service Delivery &
Governance and Financing infrastructure.
The first component presents the general aspects of management and governance applied
to the infrastructure sector. It covers the main infrastructure key concepts and the links
with urban sectors. It provides information on the key elements of the infrastructure
lifecycle asset management, integration with urban plans and on the performance of
service provider organizations.
For each of the six infrastructure sectors covered in this specialization detailed information
on key components, assets, policies, technical, economic and managerial aspects are
provided and discussed.
The second component provide participants with a sound understanding of the key issues
in urban infrastructure finance, including the factors that influence the choice of financing
methods for infrastructure projects, the motivations of the parties involved, how to
evaluate, allocate and mitigate risks, as well as capital structuring issues.
A variety of methods are used in the specialization: lectures, individual and/or group work,
guided discussions, analysis of cases, videos and practical exercise and a final Workshop on
Cheonggyecheon (Seoul, South Korea) Restoration Project.
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Integrated Planning & Urban Strategies (IPUS)

Coordinators: Alexander Jachnow and Saskia Ruijsink
Lecturers: Alexander Jachnow, Saskia Ruijsink, Peter Scholten, Alonso Ayala, Carley Pennink
Assesment: Individual Assignment; 60%; Group work; 40%
Introduction
Urban Planning has moved away from comprehensive master plans that intended to control
the spatial development of an entire territory, to more flexible strategic plans, following
more open visions. Contemporary strategic integrated planning also integrates more social
and economic considerations into the physical and spatial dimensions of planning. It is
focused on creating synergies among development actors, and aims to build on the
potential of existing initiatives and ongoing activities in the development of cities. To
ensure implementation, urban managers, planners and architects need to translate
strategies and visions into a range of concrete action plans, which all need commitment
from politicians, funders and other stakeholders. Urban managers, planners and architects
need to become acquainted with integrated strategic plans which are feasible to be
implemented even in the challenging circumstances of the 21st century, with an
overwhelming urban world population, rapidly growing cities with informal housing, social
deprivation and economic decline and changing climatic circumstances.
Objectives
The overall learning objective of the course is to understand concepts and apply tools
related to designing, developing, presenting and implementing visions, strategies and
projects that integrate social, environmental, economic, spatial, financial and institutional
components of urban plans[1].
After completing the course, participants should be able to:
Understand and describe at a basic level how a city needs to be planned and operated
from social, environmental, economic, spatial, financial and institutional perspectives
(analysis of the city)
Apply tools that help translating the multidimensional potentials of a city/ urban region
and the different interests of a variety of stakeholders into development objectives and
a vision of what the city should and could become (develop a vision for the city)
Apply tools to develop and design concrete plans and projects for the city following its
visions
Apply tools that facilitate the design and the implementation of urban plans and
projects (including their finance, monitoring and evaluation)
Integrate tasks of different sectors and disciplines into one comprehensive plan
Understand and explain contemporary urban planning concepts and theories
Relate academic urban planning discussions about theory and concepts to the planning
issues and challenges on the ground
Course content
The course will start with an introduction on a) planning theory and b) planning practice. As
part of the practical part, participants will be familiarized with the city of Rotterdam,
[1]
Design does not only refer to physical design, but can also be e.g. the design of a policy instrument
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zooming in from its global role to a selected inner-city area. Thus, Rotterdam will serve as
an accessible case study that will help approaching planning theory from different scales
throughout the course. During the course, all participants will work on one individual
assignment and engage in group work. The individual assignment includes an assessment
of issues and potentials in a city of each participants choice, focusing on the existing policy
and vision of that city and concluding with an analysis of interventions and their impact.
Concepts and articles that were introduced in class and should be used wherever relevant.
During the group work different perspectives on how urban planning works will be explored.
What are the focal points, values and planning criteria of planners, citizens and policy
makers? What are their specific powers and limitations? How is their ownership defined?
How do they intend to achieve their vision? What are interdependencies and interrelations
between these stakeholders? And how does this translate into governance, participation
and cooperation?
The structure of this course is as follows:
Theory and conceptualization. A general overview and introduction provides an overall
theoretical and conceptual insight concerning strategic planning, visioning, processes,
governance issues etc.
Place-making and visioning. The focus on place-making and the importance of
participation looks into values and visioning in the planning process. Participants will be
exposed to concepts and theories as well as tools and practical actions that help
understanding the complexity, challenges and potentials in a city and how this can be
translated in a vision for the future. Based on review of secondary data, policy papers,
maps and interviews, the participants will deepen the analysis of the existing policy
frameworks and stakeholders and their implications.
From vision and quality to objective and intervention. Concepts and principles that
explain the quality and spatial structure of the site will combine work on a vision and
then achievable objectives to develop ideas for interventions.
Implementation plan. The final joint exercise is to prepare the planning and
implementation of a project, resulting in an implementation plan for the interventions.
Participants will be introduced to relevant tools (e.g. swot and stakeholder analysis,
visioning, objective setting) which link the various theoretical concepts of planning
(collaborative planning, strategic planning, planning for performance, etc.) and the planning
cycle. This is done in lectures, but also by self-study and peer to peer exchange sessions.
Through the course the case study Rotterdam will be developed on different scales and with
different thematic foci, depending on the working groups visions. These will be regularly
compared and discussed thus helping to better understand the processes of urban
development.
Training/teaching methodology
The following teaching methodologies will be applied and combined.
Lecture inputs
Case study inputs
Excursions
Obligatory reading + discussion with peers
Presentation + discussion in the plenary
Consultations, feedback
Working in groups
Exercises (e. g. Role plays, perspective changes, urban walk, etc.)
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Urban Housing and Livelihoods (UHL)

Blockd 3 and 4/ Credits: 15
Coordinators: Ellen Geurts and Maartje van Eerd
Lecturers: Alonso Ayala, Maartje van Eerd, Ellen Geurts, Maria Zwanenburg, guest lecturers
Assessment: Group assignments 40 per cent; individual essay 60 per cent
Housing is understood as more than a roof over ones head. It usually represents the most
valuable asset (in the broad sense of the word) a household strives to access throughout its
lifecycle. The starting point of the specialization is the understanding of the complex
meaning of housing in relation to housing theories that go beyond housing as a commodity.
From this understanding, the course takes a closer and wider look at urban and housing
poverty from the perspective of the livelihood theory. The main objective of the
specialization is to critically assess how these theories relate to each other and how do they
translate into practice, from urban management and development paradigms to policy
making and approaches.
Many definitions of urban poverty focus on deficiencies: lack of income, lack of education,
lack of adequate housing and basic services. The participatory definitions of poverty have a
different focus, namely on how poor people themselves experience their poverty. The
livelihood theory is based on participatory definitions and focuses on the assets of the poor
and on the context in which these assets are managed. Among the assets of the poor we
can identify labour, physical assets, natural resources, financial assets and social capital.
The context is characterized by vulnerability to negative trends and shocks on the one hand,
and by the relation with institutions and policies on the other. Housing represents a more
complex asset or capital to the poor because of its different attributes and the meaning it
has to people. It therefore can be seen, for example, as a physical, economic and social
asset.
This specialization enables participants to link housing with the livelihood strategies of the
urban poor. It analyses livelihood assets in view of their vulnerability and institutional
context, and the review of current trends and paradigms in housing and social policies. It
includes an in-depth understanding of (inclusionary and cross-cutting) housing policies
targeting low income households and the urban poor. These policies include for example
social housing schemes, informal settlement upgrading, resettlement packages, as well as
approaches to implement these policies, such as participation and empowerment in relation
to the livelihood assets and strategies of the urban poor.
Objectives
At the end of the course the participants will be able to argue how the content and process
of housing and social policies affect the livelihoods of the urban poor and their
neighbourhoods, by:
Understanding the relationship between housing theories and the livelihood theory
Analyzing livelihood assets and strategies of urban dwellers, especially the urban poor;
Understanding the link between housing and the livelihood strategies of the poor within
its particular vulnerability and institutional context;
Understanding the paradigm shift in housing and social policies, the concepts related to
the current paradigm and the criticism of the current paradigm;
Analyzing housing and social policies in relation to the current paradigm and in relation
to the livelihoods of the urban poor;
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Critically reflecting upon current approaches to housing and social development in

relation to the livelihoods of the urban poor and in the creation of liveable
neighbourhoods.
Course Content
The course is divided into three modules spread throughout two Blocks. Block 4 contains
modules 1 and 2, and Block 5 is devoted to module 3.
Module 1 (Block 4): Housing is More than Houses. Housing Theories and Livelihood theory
During the first module we will focus on housing theory and the functioning of the housing
sector. Later on we will look into the livelihood theory in more detail (already discussed in
the core period). We will gain more in-depth understanding on each of the assets available
to poor households and on their relation with the vulnerability context and the policyinstitutional context. Special attention will be paid to the complexity of housing as physical,
financial and social capital; to human capital and informal income-generating activities; to
social capital as a means of access to finance, and to the lack of safety and security as an
obstacle to asset accumulation.
Module 2 (Block 4): From the Welfare State to a Participatory Society. Implications for
Housing Policies and Social Policies.
The second module of the course (Block 4) deals with the overall trends and paradigm
changes in housing and social policies. We will discuss the change from the welfare state
model to the neoliberal model as dominant paradigm for policies. We will discuss how the
neoliberal model evolved over time and how concepts like participation, enablement and
empowerment have been incorporated. Finally, we will discuss approaches critical to the
neoliberal model, like the right to the city approach.
Module 3 (Block 5): Creating Liveable Neighbourhoods. Research and Policy Approaches to
Housing Policies and Social Policies
In the last module we will first study current policy approaches in different areas of housing
and social policies, including:
Housing policies: human settlement planning, public housing, informal settlement
upgrading and resettlement policies;
Financial services: housing finance and micro finance for housing and income generating
activities;
Social policies: empowerment, civil society participation and the role of social capital in
development.
We will then work around a case study in Rotterdam in order to research and experience
some of the policy approaches in housing and social policies studied in the previous
sections. We will look at some useful methodologies and techniques for conducting housing
and social research at the neighbourhood level. Participants will have first-hand experience
on how theory translates into practice, by looking and expanding their knowledge on
relevant issues such as social housing plans, neighbourhood regeneration (physical and
socio-economic components), gentrification and resettlement.
Lectures, tutorials, debates, group assignments, gaming, case study research, and
presentations.
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3.10 Description of Thesis Period Research Workshops

General Information
One aspect that makes the MSc Programme unique is the fact that participants are
encouraged to perform action-oriented research in their home countries or a country other
than their own during the fieldwork period. Only in special cases can some participants stay
in Rotterdam and do their data collection in the Netherlands. As a way to support the thesis
work of participants, as well as the quality of their output, IHS, in line with its research
policy and research interest, offers participants the opportunity to participate in a research
workshop. Research workshops are designed to facilitate the iterative research process
needed by each individual to compose a sound research proposal, with a strong theoretical
framework and a focused and realistic research design to be implemented in their home
countries. The research workshops are guided and facilitated by academic staff whose own
research interest is circumscribed within the different thematic areas offered. A wide range
of topics related to each one of the specialization courses can be researched under the
umbrella of the different workshops.
The main objective of these workshops is to support the individual research process of
participants and at the same time produce a body of collective knowledge that is expected
to contribute to the understanding of the domain of urban management and development
in developing, transitional and developed countries.
The thematic areas, objectives and research questions per workshop are described on the
following pages.
Assessment criteria for Research Workshops
The Green Light System:
Green light: the participant is allowed to do field work.
Yellow light: the participant needs to improve the thesis proposal and bring it to the
green light level by the end of two weeks. Following the submission of the revised
(improved) proposal, the supervisor must answer if the participant can do the field
work. If the proposal is still not to the level, then the participant joins the red light
category.
Red light: the participant gets an automatic extension up to two months to improve
his/her proposal. Field work is postponed. In this case, the participant gets one round of
comments to his/her proposal after Colloquium 4. The participant gets a second round
of comments if he/she submits the improved version including the comments of the
first round (this process of proposal improvement is due at the end of UMD11 on
September 25h, 2015)
At the end of UMD11 the options are:
o If the proposal is accepted, the participant uses the two months extension for
conducting field work and write up the thesis (until 30 November, 2015). Thesis
supervision continues but with decreased intensity.
o If the proposal is not accepted, the participant will need to decide if he/she
stops or submits the thesis anyway on 30 November, running the risk of not
passing. Comments on further proposal improvements, and thesis supervision
is in this case not provided.
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Research Methods and Techniques (RMT)

Blocks 5, 6 and 8 / Credits: 8
Coordinators: Maria Zwanenburg (IHS) and RISBO (EUR)
Lecturers: Several lecturers from IHS and RISBO
Assessment: The final RMT grade consists of the following components:
Exam at the end of RMT 1: 30%
Exam at the end of RMT 2: 70%
Objectives of the RMT Course Series
Conduct independent academic research: develop a research proposal, collect data,
analyse the data and report on the findings in a thesis;
Critically evaluate and interpret research findings in terms of validity and reliability.
Course Content
RMT 0: Basics of statistics
Sub-objective RMT 0:
1. To refresh the knowledge on statistics acquired during previous education.
This online course on the basics of statistics deals with the basic statistical knowledge
needed to design a research and analyse quantitative data. It includes the nature of
different variables; the main descriptive statistics as well as the main statistical tests used
in data analysis. The online course will be made available at the start of RMT 1. The content
of this course will be part of the RMT 1 exam.
RMT 1 (2 ECTS): Introduction into academic research
Sub-objectives RMT 1:
1. Understand the need for and characteristics of scientific research;
2. Understand the main components of a research design in different disciplines;
3. Understand the criteria for a good research question;
4. Apply these criteria in a preliminary research question for the final thesis.
At the start of RMT 1 participants will present their thesis topic and problem statement in
Colloquium 1. During RMT 1 participants will first get an introduction into academic research
and the different research approaches applied in different academic disciplines. The module
further provides an introduction on how to conduct research, and on how to formulate and
fine tune the problem statement, sound research objectives and questions. Participants will
learn about the different research objectives (exploratory, explanatory, descriptive) and
research approaches (qualitative and quantitative)
Participants will learn how to apply the quality criteria for good research in qualitative and
quantitative approaches through the analysis of an existing master thesis from each
research workshop.
Assignment: At the end of RMT 1 participants will present the introduction chapter of their
thesis (Chapter 1) containing the draft problem statement, research objectives and research
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questions. Participants are expected to choose the Research Workshop of their interest by
the end of the course, under the guidance of the academic staff1.
RMT 2 (3 ECTS): Operationalization of Conceptual Framework, Data Collection

Methods and Research Instruments Workshops
Sub-objectives RMT 2 :
1. Understand the main components of a good research design;
2. Ability to apply this understanding in the methodological chapter of the thesis:
Operationalize concepts into indicators;
Choose the appropriate method and techniques in relation to the research question;
Apply the concepts of validity and reliability to their own proposal;
Understand and apply basic quantitative and qualitative methods;
Develop research instruments (questionnaires, interview guides, etcetera).
The RMT 2 course is devoted entirely to the operationalization of the theoretical framework
(Chapter 2 of the thesis) presented during Colloquium 2 (at the end of Research Workshop
1). The course focuses on research techniques and on data collection methods and
instruments necessary to implement the research work. Participants will learn how to
operationalize their theoretical framework in order to find answers to their research
questions. Different techniques will be presented, i.e. secondary data analysis, modelling,
the survey, the experiment and the case study. Different sampling techniques will be also
presented, and the participants will learn how to select the appropriate sample size and
sample method for their particular research. Participants that work with existing data bases
will learn how to prepare the data for analysis. Finally, participants will learn how to
construct data collection instruments, i.e. questionnaires, interview guides and protocols.
RMT 2 will be integrated with Research Workshop 2. The combined module is divided into
four blocks: operationalization; research techniques; data collection and sampling/data
preparation; and data collection instruments. Each block will consist of compulsory RMT
classes, optional RMT classes and workshops, and specific application workshops within
each Research Workshop.
RMT 2/Research Workshop 2 ends with Colloquium 3. In this colloquium the participants
will present their research methodology (Chapter 3 of the thesis). Afterwards the
participants will submit their research proposal (Chapters 1, 2 and 3 and their interview
guides and questionnaires). RMT2 will be evaluated with a closed book exam.
RMT 3 (3 ECTS): Data Analysis Workshops (SPSS/Atlas.ti)

Sub-objectives RMT 3
1. Understand and apply data preparation in qualitative and/or quantitative data;
2. Understand and apply data analysis of qualitative and/or quantitative data;
3. Interpret data analysis in relation to the conceptual framework and research question of
the thesis.
The RMT 3 course offers participants three workshops on data preparation and analysis. In
these workshops they will learn how to construct a data base, how to prepare the data for
analysis and how to analyse and interpret their own data:
The choice of a Research Workshop also determines the choice of the main Specialisation
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RMT 3 Workshop 1: The first workshop takes place in the week before fieldwork and
consist of an introduction to the software packages SPSS (for quantitative data) and
Atlas Ti (for qualitative data). These introductions will show how to import data into
these software programmes.
RMT 3 Workshop 2: After fieldwork a second workshop on data preparation will take
place. This workshop is related to quantitative and qualitative data analysis.
Participants will learn about the use of descriptive statistics and the construction of
new variables. For the qualitative data analysis, participants will learn how to label and
group data in relation to the conceptual framework.
RMT 3 Workshop 3: Later on in the process of data analysis and thesis writing a third
workshop on data analysis will take place. Participants will learn how to use SPSS to
find statistical relations between variables. In Atlas Ti, participants will learn how to
find trends, patterns and relations for their data sets.
For each workshop series participants have to choose either the quantitative (SPSS) or
qualitative (Atlas.ti) data analysis workshops, but depending on their research design, they
are also allowed to join both workshops.
RMT3 supports the process of analysis of the thesis. It will not have a separate evaluation.
It ends with Colloquium 4.
Lectures, workshop and group assignments.
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Land Value Capture (LVC)

Blocks 5 and 6 / Credits: 9
Coordinator: Carlos Morales-Schechinger
Supporting academic staff: Ellen Geurts, Ore Fika, Paul Rab and Tikvah Breimer
Assessment: Green light system
Research Area
The economic concentration of activities in cities is inevitably translated into substantial
increases in the value of their land. The distribution of such activities, thus the increments
in values, is very much influenced by how and where local government regulates land use
and tenure and builds collective infrastructure and amenities, both activities are done in the
name of the city when trying to prevent land market distortions and undertake public
investments. Capturing land value increments to fund investments and correct distortions
has been a key management strategy that has helped cities in developed countries
achieving their goals. Many countries have such strategies hidden in their land related
instruments, such as public land leasing in the Netherlands, land readjustment in Germany,
Spain and Japan, planning gains in the UK, fees to finance infrastructure in France, public
acquisition of land for development in Sweden, land value taxation in Denmark, and
inclusionary zoning to finance social housing in many of them. These instruments help
finance infrastructure, amenities and housing.
Some developing and transition countries are adopting similar strategies, some are
developing instruments even further, finding new ways of using existing ones or creating
new ones. Brazil has created tradable bonds for density rights to finance redevelopment,
India is using transfer of development rights to improve slums and pay compensations,
Georgia is also using them and Albania is considering doing so to finance infrastructure.
Colombia is using land readjustment and imposing special land value capture taxes; Egypt
and China are using land leasing extensively to finance development, Ethiopia is improving
their leasing system to do so, Nigeria and Tanzania have the potential to do so. India,
Bangladesh and South Korea use land readjustment and Chile and Iraq have considered it
for the reconstruction of their cities; Ecuador is using betterment charges to finance
infrastructure and amenities. South Africa, Indonesia, the Philippines, and Colombia use
inclusionary zoning as a strategy to produce social housing. Land value capture is in fact
being practiced unnoticed in many places; when cities negotiate with land owners and
developers investments in public goods in exchange of permits that allow more profitable
land uses and densities, their action is in fact a way of mobilizing the increments in value
that the permit will produce.
There is scepticism among critical stakeholders about land value capture instruments.
Arguments may come from ideological prejudice, from speculative interest, from
institutional inertia or from plain ignorance about how they work, what are the barriers that
have been encountered, what potential they have and which benefits they may provide.
Ignorance is a dimension that can be overcome by research and sharing experience among
countries. Sharing is not a simple task; that land value capture is not always evident and
the peculiarities of the instruments tend to hide it, comparisons need to be properly
processed and structured. There seems to be a need for common ground that helps compare
instruments in different contexts and verify to what extent they reflect and share
underlying principles, that is to what extent is land value been captured, for what purposes
and with which instruments.
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Cross insemination appears to have been what has inspired some developing and transition
cities to introduce land value capture instruments, but it has not been strong enough to
make them of general application at the country level. In addition it has been a one-way
insemination, on one hand further development of the instruments in for example Europe
does not seem to be happening, on the other hand sophistication in some developing
countries seem to go beyond what Europe inspired in the past, as is the case of what Brazil
has done with selling development rights which they originally learned from the French. It is
believed that the lack of common ground impedes comparison, cross insemination and even
feedback and improvement to those that proceeded in implementation. In addition,
research on land policies in many countries tends to be centred on instruments for keeping
land records, establishing a given land tenure system and solving property disputes, rather
than focusing on more advanced pro-active instruments that mobilize land resources and
help solve critical problems. This knowledge trend needs to be rebalanced.
Objective
This research workshop aims to collect and analyse the way land value is been captured in
different countries of the world in order to make a critical comparison and learn about the
potentials and the limitations that condition their performance.
Research Questions
The common guiding question of the research workshop is:
Are land value changes due to government action being mobilized by specific land
management instruments in order to finance specific public or merit goods?
Specific questions are:
Are public actions and regulations undertaken by the city influencing the increment in
the value of urban land in a specific situation?
Is the institutional framework and specific instruments of the city/country enabling it
to claim and mobilize increments in the value of land?
To what extent is the value of land being captured or mobilized through such
instruments?
Are specific economic, social and/or environmental problems being tackled through
such land value capture/mobilization instruments?
Relevance for Urban Management and Development
Land value capture has increasingly become a topic discussed not only by scholars but by
multilateral agencies (World Bank and UN-Habitat), more and more developing and
transition countries have come to the conclusion that it is an approach that will help them
solve many problems. These countries face interconnected vicious circles of land
speculation, informal settlements and weak local governments where land issues can be
held responsible. Turning vicious circles into virtuous circles of substantial supply of
serviced land, access to land by all at affordable prices and a strong land based financing to
fund city governments can be done with land value capture instruments.
In addition land based financing instruments tend to discipline land and property markets
and tackle specific market failures. These markets have become one of the driving forces of
city transformation but if they are not tapped properly they can only accelerate vicious
circles. Land markets are needed but their consolidation needs rules of equitable
distribution of costs and benefits, of balanced rights and obligations which should be the
underlying principle of land value capture instruments.
Students that join this workshop will have the opportunity to analyse a specific land value
capture instrument relevant to their country, it allows them to go into further depth of a
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given instrument discussed in the specialization course on Urban Land Development or any
other innovative ones that may be emerging in their own context. Students relate their
research to an economic, social or environmental problem back home that is related to such
instrument and learn how it contributes or not to its solution. They can learn how the
instrument they choose works, what are the barriers it faces, what is its potential and gain
enough understanding to be able to go back to their countries, explore further
improvements and contribute to solve problems they may face in their working
environments. The workshop also helps them to go in depth in the understanding of urban
land development and become specialised in the topic. Any instrument selected allows
them to go in depth into the economic and legal dimensions of land markets, the
governance, financial and management implications and evaluate a specific instrument in
its contributions to solve social problems.
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Environment and Climate Change: Governance, Prioritization,

Assessment (ECC)
Coordinators: Marijk Huijsman and Stelios Grafakos
Supporting academic staff: Alberto Gianoli and Veronica Olivotto
Introduction
The USCC research workshop offers three thematic areas (1) Assessment of Urban
Sustainability and Green Growth strategies; (2) Climate Change Prioritization, Finance and
Evaluation; (3) Multi-level Governance and Adaptive Capacity. Collectively, the three
thematic areas create scope for accommodating a wide range of research topics related to
sustainable urban development. Each thematic area has its specific research questions. The
description of the three thematic areas is given below:
1. Assessment of Urban Sustainability
Ultimate goal of urban management is to offer a good quality of life to its citizens and to
dynamically steer citys development on a sustainable path. For past few decades climate
change has been acknowledged globally as a major sustainability concern to the mankind.
Climate change as a global issue has drawn close attention from the international
community (The World Bank, 2012). Low carbon development and green growth goals
became key objectives for city development plans as well as for urban service delivery plans.
Through several types of technological, policy and behavioural interventions, to some
extent success have been achieved in reducing greenhouse gas (GHG) emissions from cities.
On the other hand, city management approaches based on only GHG emission reduction
may unintentionally exclude other important aspects of sustainability. Low carbon, climate
resilient, green and sustainable cities should comprise three fundamental elements,
namely: economic prosperity, social equity, and environmental sustainability.
Moreover, implementation of low carbon, green growth and sustainability measures may
also face social resistance or economic barriers, which might require government
intervention. It is imperative for the government agencies to come up with a system of
policies and measures which can bridge the gap between traditional policies and modern
practices. In formulation of green growth and sustainability policies and measures, the role
of systematic assessment of multiple sustainability benefits and impacts is critical. The
systematic and comprehensive assessment of sustainability benefits should also
investigate possible synergies and tradeoffs between sustainability, climate mitigation and
adaptation measures.
This research workshop is relevant for those participants who are interested in pursuing
their masters thesis in topics related to urban sustainable, green growth and low carbon
and climate resilient development (including urban energy, urban transport, water
management, waste management and urban greening).
Keywords
Urban sustainability assessment, green growth and low carbon development assessment,
sustainability benefits, sustainability benefit assessment.
Specific research questions
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What types of methodologies can be applied for the sustainability benefits assessment
of low carbon, green growth and sustainable measures in different urban service
delivery sectors?
Which are the possible synergies and trade-offs between sustainability, climate
mitigation and adaptation measures?
Which are the opportunities and challenges to integrate different type of urban
sustainability strategies such as green growth, low carbon and climate resilient
strategies and measures
2. Climate Change Prioritization, Finance and Evaluation

The research theme Climate Change Prioritization, Finance and Evaluation focuses on
three key aspects of decision making related to climate change: [1] how to prioritize
between alternative options aimed at promoting mitigation and adaptation processes, [2]
how to scale up climate finance flows and shift investments to support these processes,
and [3] how to evaluate climate change measures once they have been implemented.
Against this background, the research theme Climate Change Prioritization, Finance and
Evaluation addresses the following core research questions.
2.1 Prioritization: The complexity of climate change decision-making processes is widely
acknowledged. In all sectors and at all levels of governance information is uncertain, values
are contested, decisions are pressing and resources are limited. Increasingly, this calls for
the development and application of analytical approaches to decision making and decision
making support tools in order to arrive at optimal or near-optimal solutions to complex
decision making problems characterised by systemic uncertainty, alternative options,
multiple stakeholders and divergent objectives. The research area aims at describing the
processes that urban areas adopt to prioritize their climate change decisions and the
existing techniques used (e.g. Cost Benefit Analysis, Cost Effectiveness Analysis, Multi
Criteria Analysis, and Integrated Decision Support Frameworks) and at developing and
assessing methods and approaches to optimise these processes and techniques.
Specific research questions:
Which decision making process are adopted by urban areas world-wide to prioritise
decisions related to climate change mitigation and adaptation?
How can these decision making processes be optimised?
What are the effects of these decision making processes on the outcomes and impacts
of climate change mitigation and adaptation measures?
2.2 Finance: Successfully tackling climate change requires shifting public and private
sector investments towards low-carbon and climate resilient growth. Both public and
private flows are indispensable elements of climate finance. The dominant scale and scope
of global private capital markets and the growing fiscal challenges in many developed
economies suggest that the large financial flows required for a successful climate
stabilization effort must, in the long run, be largely private in composition. Public policy and
public finance nonetheless have a crucial dual role to play: firstly, establish the incentive
frameworks needed to catalyze high levels of private investment in mitigation and
adaptation activities, and secondly, generate public resources for specific needs that private
flows may address only imperfectly. Innovative financial instruments and frameworks will
be required in the near future in various areas including energy infrastructure, renewable
energies, the built urban environment, sustainable transport systems, and in relation to
adaptation to climate change. Such innovative policy instruments that would be
investigated are emissions trading schemes for cities (and regions), urban Clean
Development Mechanism, payments for urban ecosystem services, climate bonds and
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certified sustainability benefits. The objective of the research area is to investigate which
innovative financing tools and strategies are being developed and applied in urban areas
and to assess the extent to which they contribute to mitigation and adaptation processes.
Which innovative financial instruments and framework are adopted by urban areas
world-wide to
Under which conditions do these financial instruments and frameworks operate
optimally?
What are the effects of these financial instruments and frameworks on the outcomes
and impacts of climate change mitigation and adaptation measures?
2.3 Evaluation: The evaluation of climate change decisions concerns the assessment of
outputs, outcomes, and impacts of interventions directed at preventing, reducing and
mitigating the negative effects climate change or preventing, mitigating and adapting to
the risks posed by climate change. The research area makes use of the standard evaluation
approaches and methodologies such as the measurement of effectiveness and efficiency,
the development of baselines and indicators, theories of change and causal chains, logical
frameworks, and qualitative and quantitative impact assessment, and applies them to
climate change measures. The focus is on developing and applying robust evaluation
techniques able to adequately deal with the challenges that the evaluation of climate
change decisions entail, such as limited data availability, indirect effects, attribution,
system complexity, shifting baselines and co-benefits.
Which evaluation techniques and approaches can be used to assess climate change
How can the methodological challenges involved with these evaluation techniques and
approaches be optimally addressed?
What are the effects in terms of outputs, outcomes and impacts of climate change
3. Multi-level Governance and Adaptive Capacity Research Workshop
The impact of climate induced extreme events such as flooding, landslide and storm surges
but also of environmental and human related threats such as pollution and chemical
contamination have a deteriorating impact on urban infrastructure, and on communitys
resilience or, the ability to endure shocks and stresses. This situation is taking the toll
especially on already vulnerable and marginalised populations in low and middle-income
nations but also increasingly in higher-income nations. Effective climate policy will include a
suite of both adaptation and mitigation strategies. Adaptation is an increasingly critical
policy focus as impacts of climate change are recognized as inevitable regardless of
emissions reduction. At the same time urban sustainability and more recently climate
change adaptation and resilience programs and projects are usually undertaken at the local
level, thus we can say that urban sustainability and climate adaptation are contained
within a discrete spatial scale where the role and influence of policy and politics taking place
elsewhere is largely ignored (Bulkeley and Betsill, 2005).
Successful adaptation is influenced by adaptive capacity, which is the ability of a system,
individual, or community, to adapt to, recover from or moderate the effects of an exposuresensitivity, and anticipate future occurrences. Research on climate change adaptation and
adaptive capacity has emphasized the role of objective assets or determinants, such as
political support, financial capital, and human resources in building a populations adaptive
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capacity (Yohe and Tol, 2001; Brooks et al, 2005). Recently also the role of subjective assets
(e.g. identity, beliefs and values) in relation to climate change adaptation are also being
investigated, albeit mostly on a conceptual basis (Moser, 2012; Fresque-Baxter and
Armitage, 2012).
These studies, however, are less sure about the role and relationship among different
attributes of capacity (Lemos et al, 2013). Eakin and Lemos (2014) argued that capacity can
be understood as being composed of two dimensions: generic capacities, addressing
deficiencies in basic human development (i.e. health, education, livelihood security,
mobility) and specific capacities which they define as those capacities that address tools
and skills needed to anticipate and effectively respond to climatic threats (Eakin and
Lemos, 2014:2). These two capacities exist to some extent in all populations but manifest
themselves at different levels of decision-making (individual, city, national and supranational) and are not distributed uniformly across populations.
This distinction is relevant because climate adaptation and development policy seek to find
solutions to common social challenges but are doing so in different ways. Development
practice focuses on strategies to address structural differences in society (e.g. access to
health and education services) highlighting long term payoffs, which happen to often
coincide with building generic capacities and allow actors to respond to stress and expand
their choices. Climate adaptation policy, instead, has emphasized risk management and the
ability of vulnerable populations to respond to identified climatic risks. Adaptation policy
often focuses on climate proofing (e.g. upgrading drainage systems, improving disaster
risk reduction systems, adapting cropping systems) and resilience building (e.g. livelihood
diversification, early warning systems, public awareness campaigns and introducing
agricultural innovations) and those can be considered specific capacities. Despite the
potential for synergies between development and adaptation policies those are typically
developed in isolation (Smith et al, 2011) because of the complexities involved in
demonstrating the effectiveness of investment in generic capacity for adaptation and the
costs involved in designing such policies. In this context there are also considerable tradeoffs of climate risk management interventions: for example over-reliance on infrastructure
may increase complacency (Naess et al., 2005) and adaptation actions that compromise the
ability or other regions or groups to adapt (Eriksen et al., 2011). Therefore we ask:
How can these generic and specific attributes be disaggregated and its relationships
studied across time, scale (e.g. individual, city, national and supra-nation) and space
(e.g. different social contexts)?
How can generic and specific attributes be balanced and contribute to tailoring
adaptation policies and interventions in a particular context?
Does high generic capacity translate into specific capacities for climate risk
management? More generally how may some capacities strengthen or undermine
others in different social contexts?
This research theme is about understanding the processes which shape local capacity for
climate change adaptation at multiple sites and scales of governance in order to explain
why institutions working at one scale are enhanced or undermined by interventions to
improve development or climate risk management at another.
Keywords
Multi-level Governance, Adaptive Capacity, Institutional Analysis, Climate Risk
Management, Sustainable Development
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Coordinators: Ronald Wall and Spyridon Stavropoulus
Supporting academic staff: Monserrat Budding-Polo
The UCR Research Workshop is designed to complement the specialization and assist
thesis participants in the initial stages of the investigation process. Due to the quantitative
nature of the specialization, participants will be preparing and organizing data for analysis,
which is why they are expected to work intensely together, as well as individually,
throughout the entire workshop. Split into two parts, the workshop will span over a period
of five weeks: three in April and two in May. Two colloquia will be held at the end of each
part, at which participants are required to present their progress and discuss proceedings.
Coordinators will provide sufficient contact hours to deliver the necessary tools and support
participants in their thought process.
UCR RW I : Participants are presented with a literature package, consisting of relevant
general theory that will aid in the formation of their respective conceptual frameworks.
Participants will proceed to look for other relevant theories for which they are required to
produce short summaries and share with one another. Participants are then required to
search for literature relevant to their own subject matter. Coordinators will discuss literature
collection, processing and use, as well as the development of the theoretical/conceptual
framework throughout the first few weeks of RW I. In the remaining time, participants will
develop and extract data that will be used in their study, and instructed in how to handle
and prepare the data for analysis. Participants work together to prepare a general database
so as to ensure that all entries are handled similarly and with maximum precision.
Results of RW I: Completion of chapters One and Two (Introduction, Literature Review and
Conceptual Framework), and beginning of chapter Three (Research Design and Techniques).
UCR RW II: Participants apply network and statistical analysis techniques *; namely,
UCINET, GIS and regression analysis. At the same time, participants are expected to
continue developing their data: organizing and searching for missing values. Coordinators
will provide sufficient contact hours to provide guidance to participants in their research
process. At the end of RW II, following the third colloquium, participants will be advised
whether they can proceed with their field work (if necessary).
Results of RW II: Completion of chapter Three (Research Design and Techniques), and
beginning of chapter Four (Analysis).
* These techniques will be taught outside of the workshops and specialization.
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Sustainable Urban Infrastructure (SUI)

Coordinators: Ogenis Brilhante and Alberto Gianoli
Supporting academic staff: Harry Geeling , Jacko van Ast, Somesh Sharma, Julia Skinner
Research Area
The provision of sustainable urban infrastructure and municipal service delivery are two of
the most pressing challenges facing the world today. Cities are home to more than half of
the global population, emit more than 70 percent of the world greenhouse gasses, use 80
percent of the world energy, and drive the vast majority of the world economic output.
Urban infrastructure assets constitute the physical framework within which urban
economies and societies operate to delivery municipal services. Its reliability, flexibility,
robustness, effectiveness, environmental impact and sustainability are critical to the ability
of cities to compete on the world stage and to satisfy essential human needs. In developed,
transitional and emerging countries, cities are striving to provide critical infrastructure and
adequate service quality to promote and support social, economic growth and wellbeing.
Services are commodities produced by infrastructure networks or systems. At the municipal
level municipalities are legally responsible for the management, financing and delivery of
the services according to the pre-determined levels using the most efficient and cost
effective ways.
These infrastructure systems are composed of several structural (technical) and nonstructural assets. Broadly speaking sustainable infrastructure and service delivery could be
seen as the process of planning, managing and financing these assets to produce the
desired level of the service and at the same time contributing for the improvement of the
local socio-economic and environmental conditions.
The planning and managing of these assets follows the so called asset lifecycle. The service
provider organizations face in their operation activities internal and external constraints.
The success of delivering the service with the desired Level depends not only on internal
technical and organizational structure but also in its relation with the outside world that
can include aspects like political environment, legal and regulatory frameworks, customer
needs and expectations, social-economic and environmental conditions, communication,
transparency, etc.
As citizens demand better quality of the services with low tariffs and municipalities
demand lower production and delivery costs, the provider organizations are on continuous
pressure to improve their performance to achieve these demands.
One proven method to check the achievement of these objectives is through performance
measurement. Although several methods exist in the market, Benchmarks and Balanced
Score Cards are among the most used. These tools help the organizations to identify
internal and external aspects that are not working according to the plans, highlight areas in
which municipalities and the municipal service providers (MSPs) are doing well, and where
there is room for improvement.
Benchmarks There are two types of benchmarks: Metric benchmarking: quantitative
analysis (where the provider is regard to the provision of the service according to the predetermined target or related to the other best practices?). It is used for the analysis and
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comparison of companies/ utilities generally to assess their efficiency from an internal or

external point of view. It does not usually reveal the reasons for them. Process
benchmarking: qualitative analysis (how can I improve?). It tries to explain why the
problems are occurring and tries to indicate changes that need to be made to improved it.
The ultimate goals of a service delivery organization is at first to deliver the service
according to the desired level, secondly check if it is being produced with the lowest possible
costs that do not compromise the operation sustainability of the system, and finally that
the produced service is contributing for the improvement of local social-economic and
environmental conditions.
Objective
The objectives of the research area are :
Explain, test, design and evaluate decisions, performance, strategies, policies and finance
mechanisms used by service provider organizations to delivery services according to a
desired level.
Investigate and evaluate innovative financing mechanisms related to urban infrastructure
projects.
Enhance understanding of the conditions under which urban infrastructure can contribute
to fostering green growth and improve local sustainability.
Research framework
Most of infrastructure IHS thesis deal with poor levels of services delivery. In general
management, governance and financial issues are the most prominent causes involved in
low performance outcome of local service providers. These low performances on the other
hand affects the pillars of the local sustainability such as the socio-economic and
environmental conditions.
The SUI research framework was developed taking into account these facts. It allows
researchers to use different approaches to develop their research proposals (Figure 1 ad 2).
In the first approach the researchers can for example choose one or more aspect(s) of
management, governance and or finance theories to try to identify and explain how these
aspects are affecting the general performance of the organization in delivery the service
according to determined level. As this approach demands huge amount of data and time
the researcher can choose to pick up a particular element of the management and finance
theory such as for example human resources and cost recovery to investigate how these
elements are affecting one particular activity within the service provider organization such
as for example operation and maintenance.
In the second situation they can choose to investigate how the performance of the service
provider organization is affecting the local sustainability. As this investigation may require
a lot of data and it is time consuming the research can for example focus his or her research
on how the performance of the service provider is affecting one particular pillar of the local
sustainability (social, economic or environment).
As it was already mentioned above, this workshop will use one or more of the four following
theories to support the design of the research framework: governance, management,
finance and sustainability. The service provider organization will be the main unit of
analysis and the main entry points for formulating research proposals will be the
performance of the service provider organization in delivering the service according to the
desired level, and or the impact of the service on one or more pillars of the local
sustainability
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Against this background and within the context of urban areas world-wide, the Research
Framework on Sustainable Urban Infrastructure focuses on the following main research
questions:
To which extent specific governance, management and financing arrangements
(elements) affect the performance of the municipal service provider organization to
deliver the service according to the desired level? Or
To which extent does the performance of the municipal service provider organization
affect the improvement of the local socio-economic and or environmental conditions?
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Self-Organizing Cities (SOC)

Coordinator: Alexander Jachnow, Saskia Ruijsink
Supporting academic staff: Carley Pennink, Alonso Ayala, Peter Scholten
Research Area
The economic crisis and current societal developments call for a new urban development
approach in many Western countries including the Netherlands: operating on a smaller
scale with less risk and with more room for private initiative. Private initiative refers to all
initiatives that are not public and include initiatives from businesses (private sector) and
civil society. The increased focus on self-organizing cities in countries such as the
Netherlands offers new opportunities. It is an excellent moment to draw lessons from a
truly global perspective, given the broad experience (with good and bad practices) with
(collective) private initiative in urban development worldwide. Regions like Central and
Eastern Europe including the Balkans, Latin America, Asia, the Middle East and Africa are
no longer subordinated or secondary, but they are equal partners in the discussion and their
global importance is rapidly advancing.
This research focuses on urban area development, which directly relates to the
implementation of planning. To increase focus we zoom in by analysing different forms and
motivations for (collective) private initiative in housing delivery in urban areas, which are all
forms of self-organization in a city. Housing is of course only a part of area development,
but it is defined broadly; it does not only relate to building a house, but rather to the entire
process of designing, financing, building and maintaining a house and its amenities. This
research is thus interdisciplinary and links:
Planning
Urban Area Development
Housing
Urban Governance
Urban Management
Many (city) governments and researchers undisputedly agree that private initiative in urban
development is a good thing. From that perspective we need to understand mainly how we
can guide it in such a way that it contributes positively to urban development. In this
research we do not want to take the role of private initiative for granted as something that
is obviously a good thing. Through comparative case study analysis we want to zoom in on
the following questions:
1. Why (if at all) is private initiative in urban development taking place in various countries
across the world? How do public and private initiatives relate to each other?
2. In what form does private initiative take place (for example, what is the role of micro,
small, medium and large companies, of households, of community groups, of NGOs,
etcetera) and what is its relation with public initiative in urban development projects in
various countries across the world?
3. Does the combination of private and public initiative lead to desirable outcomes for
urban development?
Participants will be asked to carry out a case study research (based on a case study protocol
that is guided by the three questions above).
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Based on the case study analysis participants will argue why their case is typical for a
certain style of public-private cooperation that relates to a model/classification. An
example of such a model could be the models of urban governance (Pierre, J., 1999, Models
of Urban Governance, the institutional dimension of urban politics, Urban Affairs Review).
This model deals with questions of motivation (why) of form and of function (what are
desirable outcomes for urban development). We will investigate whether we can introduce
the model of the self-organizing city as an addition and/or alternative to existing models.
This would be an additional urban governance model that helps urban mangers to better
understand and intervene in cities.
This research is structured as a comparative case study analysis that should contribute to
an increased understanding of the role of (collective) private initiative in urban development
and its relation to public initiative. It questions the role of private initiative versus
government control in achieving urban development objectives. Private initiative holds
much potential, but uncoordinated private initiative leads to serious problems and this
should be taken into account if (local) governments try to reduce their influence. It
acknowledges that a certain public-private coordination approach is not always good for
promoting urban development, it depends on the conditions.
At a more conceptual level it is important to understand to what extent and under what
conditions private initiative can be successful. Different conditions to take into
consideration are:
Rate of urban growth;
Capacity and resources of the private sector (in this research the private sector refers to
all non-public actors) which allow them to develop urban projects;
Capacity and resources of the (local) government in the field of planning, regulating and
implementing urban development.
Objective
The research aims to:
Develop a set of principles that can guide the self-organization process in cities and
that will create private initiative in urban development that can be adapted to: a) rate of
urban growth, b) capacity of private partners (citizens, local enterprises) and c) capacity
of (local) government; the principles should direct urban planning and management
practice.
At a later stage in the research this should lead to:
Developing institutional and financial models that form the basis for managing the
process of private initiative in urban development which can be beneficial under
different circumstances: a) rate of urban growth, b) capacity of private partners
(citizens, local enterprises) and c) capacity of (local) government.
Research Question
What principles can guide private initiative in such a way that it can contribute
positively to urban development?
o Why (if at all) is private initiative in urban development taking place in various
countries across the world? How do public and private initiatives relate to each
other?
o In what form does private initiative take place and what is its relation with
public initiative in urban development projects in various countries across the
world?
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Does the combination of private and public initiative lead to desirable outcomes
for urban development?
What models exist and can be developed to guide private development under varying
conditions?
What would describe the model of the self-organizing city?
o
Relevance for Urban Management

This research is about the role that different actors have in shaping the city. It deals with
understanding how different actors shape the city and it focuses on how interventions can
be designed with the purpose of taking advantage of the potential of different actors in the
urban development process. We carry out research that should increase our understanding
of processes of self-organization in housing delivery in urban area development in cities.
This will help us to formulate principles to guide future interventions in the field of urban
planning and management.
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Dynamic Urban Neighbourhoods (DUN)

Block 5 and 6 / Credits: 9
Coordinators: Maartje van Eerd, Maria Zwanenburg
Supporting academic staff: Alonso Ayala, Ellen Geurts
Assessment: Green light system.
Research Area
Since the 1960s, most of the cities in developing (and to some extent transitional) countries
have experienced unprecedented rates of urbanization compounded with increasing poverty
and slum growth. This phenomenon, also known as the urbanization of poverty, dictates to
a large extent the housing problem. The housing problem has been understood as a simple
equation in which a significant number of shelter units were needed to be produced in order
to close the gap, and therefore all efforts were conceived within a centralized government
structure aimed at providing finished shelter structures, an end product, a commodity with
a value similar to a car or any other material asset.
Throughout the years the understanding of concepts such as housing poverty and the
relationship between housing and livelihoods outcomes, especially among the urban poor,
has increasingly manifested itself through policy approaches to deal with urban poverty.
This translates into the importance of looking at the housing problem from a holistic
standpoint. Physical, political, social, economic and environmental issues interrelate with
each other to produce urban environments which should ultimately accrue to poverty
reduction, quality of life and acceptance of housing outcomes by people and their quest for
livelihoods. Both housing and social policies, strategies and instruments need to be
designed with a clear understanding of these aspects if they are ever to efficiently address
the problem of urbanization of poverty.
The combination of the theoretical underpinnings of housing and livelihoods theories and
what do they mean for the creation of urban neighbourhoods are central to this research
workshop. Our research focus is mostly concerned with local level processes where peoples
housing and livelihoods play a central role.
In this research workshop Dynamic Urban Neighbourhoods refer to the creation of urban
environments where individuals, families and communities can thrive. The combination of
the theoretical underpinnings of housing and livelihoods theories and what do they mean
for the creation of urban neighbourhoods are central to this research workshop. The
relationship between housing, understood as more than houses, and the quest of the urban
poor for livelihoods constitutes the main research topic of the research workshop. This
theoretical standpoint opens up the possibility of exploring a wide variety of urban
management and development issues related to urban housing and livelihoods.
Our main areas of research are neighbourhood regeneration (e.g. refurbishment/conversion,
gentrification, eviction, clearance and relocation), new housing development (e.g. social
housing and mixed-used neighbourhood development) and informal settlement dynamics
(e.g. integrated urban upgrading, land tenure regularization, infrastructure provision and
resettlement).
The general approach to housing and social policies implies that the affected population is
involved in the planning and implementation of programmes and projects through
participatory processes. This with the objective to achieve a highly effective and inclusive
result. However, the practice shows that the reality of implementation is more complex
than the theory. For example, conflicts may arise over the expropriation and relocation of
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(part of) the settlement for safety and upgrading requirements. Participatory processes are
seldom as inclusive as designed and elite capture may deviate the benefits of the project
towards the more powerful stakeholders. Livelihoods of the poor might be disrupted
exacerbating their poverty conditions. Finally, new developments and upgrading
programmes and projects, however participatory, may overlook initiatives taken by the
affected population themselves, thereby duplicating efforts or even posing obstacles to
local livelihood strategies.
Objective
To understand processes of neighborhood development (new housing development,
urban regeneration, slum upgrading), including policy design, implementation and the
impact on local initiatives and livelihoods.
Research Questions
What type of initiatives do the urban poor (low income families, slum dwellers) take,
individually or collectively, to improve the liveability of their settlement?
How are the urban poor involved, in theory and in practice, in the design and
implementation of neighbourhood development policies, programmes and projects?
What is the impact of neighbourhood development programmes and projects on the
local initiatives and livelihoods of the urban poor?
Relevance for Urban Management
Urban management within the UMD is defined as a combination of knowledge and
understanding of the complex, multidimensional nature of the city, and organizing
institutional capacity to intervene in the development of the city (McGill, 2001).2
Increasing poverty is manifested in the emergence and persistence of informal settlements
which is an important aspect of the complexity of urban dynamics in most cities in the
world. But this also manifested in the existing formal neighbourhoods, where
transformation take place as a downward spiral but also manifested in gentrification
efforts after upgrading resulting in further displacements. The inhabitants affected by
formal market developments and urban growth count for a large percentage of the city
inhabitants and their living conditions present a major social challenge for city managers.
Understanding the initiatives and dynamics within informal settlements and degenerated
neighbourhoods will therefore greatly contribute to understanding the complexity of the
city as a whole and the challenges urban managers face when dealing with rapid
urbanization, informal growth and poverty.
McGill, R. 2001. Urban Management Checklist. Cities, 18(5), 347-354.
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CHAPTER 4: Organization of the MSc Programme

4.1.
Institutional Framework
Academic Board
The Academic Board advises the Director of IHS on the development, execution and
monitoring of the MSc Programme. It is responsible for the scientific rigour of the
programme. The Academic Board advises on the preparation of relevant documentation,
including, but not restricted to, a course handbook and evaluation reports. The Academic
Board has the following mandate:
Intake
Monitor the intake of the MSc Programme in terms of the number, quality and
origin of participants.
Quality of Staff
Monitor the quality of lecturers by reviewing CVs and research capabilities of
the staff.
Evaluation results
Discuss and follow up on evaluations;
Measures to effect improvement (current improvement projects);
Initiate, monitor and approve curriculum updates or other programme
improvements. This should ensure the Plan-Do-Check-Act cycle of quality
management. Approve the revised curriculum as presented in the course
handbook.
Level Achieved (Quality of Thesis)
Monitor the level achieved by comparing and discussing theses.
Results (number of graduates/drop-outs)
Discuss and follow up on the results of the programme.
The Academic Board has the following members:
Scientific Director of IHS/Chairman of the Academic Board. He/she has the
overall responsibility for the academic quality of the MSc Programme.
Specialization Coordinators. They are responsible for the academic quality of
the specializations.
The IHS Deputy Director/Head of Education and Training and the Programme
Manager.
Examination Committee
A separate Examination Committee is installed for the MSc Programme. The membership
of the Committee consists of:
Members of the Academic Board and External Assessors and any other member(s) that
the Academic Board considers necessary to transact the business of the Committee.
The Scientific Director of IHS and IHS Programme Manager are non-voting members.
The IHS provides the secretariat.
The Examination Committee has the following responsibilities:
Approve participants results, using the examination regulations as a basis;
Forward information and recommendations to the Director of IHS and the Academic
Board with respect to progress of the participants, academic admission to the
Specializations, required improvements of the participants study results and advice
concerning the progress of participants whose work is as yet incomplete, award of a
certificate of attendance, and award of the degree or of the degree with distinction.
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MSc Programme General Manager

The MSc Programme General Manager takes care of the efficient execution of the courses
and thesis in order to maximize the learning experience of the participants. The MSc
Programme General Manager discharges the following duties:
Agree annually with the Academic Board on the Programme Curriculum and Programme
Handbook;
Maintain regular liaison with the coordinators of core and specialization period courses,
and thesis period research workshops;
Maintain financial responsibility for the course;
Undertake additional tasks as required on behalf of the Academic Board;
Maintain liaison with the participants through the Participants Representatives;
Maintain liaison with Deputy Director and Head of Education and Training.
MSc Programme Examination Committee and Quality Control
Chair the Examination Committee;
Take care of the admission process;
Monitor and approve grades and exams through peer reviews;
Approve thesis supervisors;
Maintain liaison with the Academic Director.
MSc Programme Administrator
Take care of all administrative and logistic issues before and during the MSc
Programme;
Work closely with the MSc Programme General Manager and Chair of the Examination
Committee;
Function as Secretary of the Academic Board and Examination Committee;
Supervise the scheduling of lectures, exercises, colloquia, workshops, theses defences
and any other educational activities pertaining to the programme;
Take care of contracts for lecturers outside IHS;
Deal with the Master Programme budget, together with the Programme General
Manager;
Organise (re)exams and grade review meetings;
Communicate the grades of the individual participants to the Examination Committee;
Maintain regular liaison with Course Coordinators;
Serve as first point of contact for participants;
Deal with Blackboard issues, and act as the first point of contact.
Core and Specialization Period Coordinators
Each core and specialization period has two coordinators from IHS. In some cases
coordination is shared with a partner institution (Erasmus University, Lincoln Institute of
Land Policy, or Lund University). Main Coordinators are responsible for day-to-day
management of the courses, reporting to the Programme General Manager and
Administrator. Responsibilities of the Coordinators include:
Arrange the content, management and logistics of courses;
Establish and maintain contact with all lecturers;
Supervise lecturers;
Prepare course plans and time tables for courses;
Ensure that a course reader is prepared one month before the beginning of a course;
Monitor the execution of the timetable and the attendance of participants;
If applicable, plan and organize field trips;
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Prepare, schedule and peer review examination and re-examinations;

Communicate examination results (grades) to MSc Programme Administrator within
one month after the end of a course;
Assist participants in preparing thesis proposals;
Recommend thesis supervisors to the MSc Programme General Manager and Chair of
the Examination Committee;
Sanction the approval of thesis proposals to the MSc Programme General Manager and
Chair of the Examination Committee;
Arrange and organize the grading of the thesis and thesis defence;
Determine thesis grades for approval of the Examination Committee.
Mentors
At the start of the MSc Programme, participants will be assigned a mentor. Mentors belong
to the academic staff of IHS. They will guide a group of participants from the start of the
MSc Programme until the end of the core period, when participants will be handed over to
Specialization Coordinators for in-depth guidance during the rest of their studies. This does
not mean the end of the mentorship and the contact with your mentor but a slowdown in
the intensity of the relationship. Participants can always approach their mentors
throughout the duration of the programme. Although being part of a mentor group is not
compulsory and participants may choose not to be part of a mentor group, it is advisable to
take part in the mentoring activities since it provides participants with the opportunity to
discuss issues related to their academic performance and activities of the programme. It
also provides the possibility to integrate better with other participants and the academic
staff of IHS. Mentors will schedule group and/or individual meetings by appointment with
their participants at least once every month, and/or upon request of participants in their
mentoring group.
The general responsibilities of mentors are:
Monitor and discuss the study progress of participants;
Detect early language problems;
Detect study problems;
Inform the Programme Management about participants issues;
Advise the participants in their choice of specialization courses, research workshops and
thesis topic.
Student Representative
The participants select one male and one female Student Representative at the beginning
of the programme during an election day held in December 2014.
The Student Representatives have an important role during the programme in terms of
supporting and communicating relevant issues related to the living and academic
environment of the programme. They mediate with the Programme General Manager and
Programme Administrator and function as the voice of the entire group. Student
representatives also take part in the two Academic Board meetings held during the duration
of the academic year, one around April 2015, and one at the end of the programme in
September 2015.
Curriculum Evaluation Group
The Curriculum Evaluation Group is formed by representatives from each specialization
course. Through the Curriculum Evaluation Group participants can influence and provide
inputs into the curriculum of the MSc Programme. The Curriculum Evaluation Group meets
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at least twice during the academic year, after the specialization courses and after the
research workshops. The objectives of this group are:
To identify gaps within the curriculum, propose guest lecturers/field visits, and if
approved by the Programme Manager, to organize them;
To provide feedback on the teaching methods used and recommend others.
The curriculum group has a minimum size of six participants, preferably from different
specializations. Student Representatives also take part in the curriculum group meetings.
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4.2.
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Admission and Examination Regulations
Clause 1
1) These regulations apply to the MSc Programme in Urban Management and
Development (UMD) of the Erasmus University Rotterdam. The programme is executed
by IHS;
2) These regulations are based on the Wet op het Hoger Onderwijs en Wetenschappelijk
Onderzoek (WHW) and where necessary in addition to its clauses 7.12 and 7.13;
3) The Management Team of the IHS is the determining authority for the Examination
Committee of the UMD;
4) This document contains the following parts;
a) Admission and Examination Regulations
b) Annex 1: Admission criteria for English proficiency
c) Annex 2: Grading scale in the Netherlands compared to the USA and UK system
d) Annex 3: Overview of the UMD programme, including the aspects a,b,e,h,j,l,n,s and
u of clause 7.13.2 of the WHW.
Paragraph 1: Admission Requirements
Clause 2: Admission
1) The Examination Committee approves the criteria for the admission of candidates to
the MSc Programme;
2) A candidate must comply with the following requirements:
a) Hold an appropriate Bachelors degree;
b) Show evidence of a sufficient command of English according to the rules presented
in Annex 1 to the Admission and Examination Regulations;
c) Have a professional or academic experience in a relevant field;
d) In the case that a candidate has no working experience, he or she should have
excellent results in the bachelor degree exams. Present an adequate proof of strong
motivation;
e) Applicants with relevant work experience should have at least an average GPA of
7.0. (Please see annex 2 for equivalent scores in the USA and UK system);
3) Unless otherwise specified, the Examination Committee decides on the sufficiency of
the requirements;
4) Up to 25 per cent of students without working experience can be accepted.
Paragraph 2: End Qualification of the UMD
Clause 3: Objectives and End Qualification
The overall objective of the UMD is as follows: By the end of the course, participants will be
able to operate as competent urban managers, capable of working in a complex
multidisciplinary and multi-actor environment. In line with the overall objective, the UMD
Programme has the following end qualification. By the end of the course, participants will
be able to:
a. Analyse trends and theories in urban development
a.1. Understand global intersectoral theories and practical trends in urban
development;
a.2. Understand sector theories and trends in urban development;
a.3. Understand the impact of external development, such as globalization and
development policies, on urban development;
a.4. Critically appraise the theories and trends in urban development;
a.5. Assess the relevance of the theories in the local context.
b. Evaluate theories and approaches in urban management
b.1. Understand disciplinary and interdisciplinary theories on urban management;
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b.2. Analyse the roles of actors and their networks in urban management;
b.3. Critically evaluate theories and approaches in urban management;
b.4. Assess the relevance of these theories and approaches for the local context,
including the actors and their networks;
b.5. Argue the choice for applying a certain theory or approach in the local context.
c. Analyse urban problems using applied research, assess development potential and
propose strategies and policies based on applied research
c.1. Understand different methods with which to analyse urban problems;
c.2. Understand the role of applied research in analysing urban problems;
c.3. Argue the choice for a certain theoretical approach to analyse urban problems;
c.4. Apply research methods and techniques in an applied research design;
c.5. Use research results to analyse problems in urban management and development;
c.6. Develop policies, strategies and actions based on problem analysis and applied
research;
c.7. Develop a creative attitude (critical, able to collect academic knowledge and
transpose it into practice).
d. Apply skills to function as an urban manager in a multi-actor and multidisciplinary
environment
d.1. Able to work in teams;
d.2. Communication, presentation and negotiation skills;
d.3. Policy and network analysis skills;
d.4. Obtain more skills based on latest insights in multi-actor, multidisciplinary
approach (innovative attitude).
Paragraph 3: Academic Board and Examination Committee
Clause 4: Academic Board
1) The members of the Academic Board are the Specializations Coordinators of IHS and
IHS partners, a student representative, and the Programme Management;
2) The Academic Board is responsible for the academic rigour of the MSc Programme;
3) The Academic Board performs the following functions:
a) Establish qualification requirements for admission to the MSc Programme;
b) Establish and monitor end qualifications of the Masters;
c) Monitor the connection between the academic domain and professional practice;
d) Monitor the combination of academic and professional orientation;
e) Ensure that the curriculum is updated by following up on student evaluations,
impact studies and feedback from lecturers;
f) Control the quality of the programme, including the quality of the lecturers.
Clause 5: Examination Committee
1) The Management Team of the IHS appoints the members of the Examination
Committee according to clause 7.12.a of the WHW;
2) Before appointing a new member, the IHS Management Team will consult the members
of the Examination Committee;
3) The Examination Committee is functionally independent. Its members are the
specialization coordinators and the RMT coordinator of the UMD. All specializations
should be represented through the Specialization Coordinator(s) or a substitute.
Examination Committee decisions are based on a majority vote;
4) Where necessary in addition to clause 7.12b and 7.12 c of the WHW, the Examination
Committee performs the following tasks:
a) Ensure that end qualifications, course objectives, training methodologies and
examinations are consistent and coherent;
b) Confirms final results of theses and examinations;
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c) Approves diplomas, distinctions, exemptions and failures;

d) Approves the examination plan and monitors its implementation;
e) Ensures through the examination plan that exams test whether end qualifications
of UMD are adequately met;
f) Ensures that lecturers and examiners are adequately informed;
g) The Examination Committee confirms the final results of the thesis and
examinations.
Paragraph 4: Examination and Grading
Clause 6: Examination Protocol
1) Examiners and thesis supervisors should be approved by the Examination Committee.
The examiner(s) of each course examination are the responsible Coordinators. They
should be content experts, with a strong academic background, should have proven
didactical skills and should be able to conduct exams. If the course includes skilloriented objectives, the examiners should possess those skills. Overall, at least 50 per
cent of all lecturers and examiners should be researchers and should possess a PhD.
(External) examiners and thesis supervisors should be fully aware of the end
qualifications and examination procedures. If examiners and thesis supervisors do not
qualify, the Examination Committee can exempt them. The method of examination will
be determined per subject by the responsible Coordinator(s), in line with the
examination plan and counterchecked by a peer;
2) Course examinations and re-examinations should not interfere with ongoing education
or the examination of other courses in terms of time, form and study load. Students
should be examined regularly;
3) The Examination Committee is responsible for preparing and adjusting an examination
plan, including end qualifications, course objectives and tests and for programming
examinations;
4) Examinations should be valid, reliable and efficient, that is they should test the course
objectives, be consistent, only include unambiguous and clear questions, reflect the
study load and level of the course and should be long and detailed enough to be reliable,
but short enough to be doable;
5) Examinations should be adjusted for students with a handicap, if and when required;
6) All exam results will be archived by the Course Bureau for at least two years. Theses will
be archived by the library for at least six years digitally, and by the Course Bureau in
hard copy for 2 years.
Clause 7: Grading System3
1) All courses will be examined to evaluate student performance. Results will be expressed
in marks on the 1-10 scale; marks of 5.5 or higher are considered as adequate. All marks
will be rounded to 1 decimal point. Rounding off: between a 5.45 and a 5.49 means a
fail;
2) Grades composed of several components must consist for at least 60% of individual
work. Unless the Examination Committee decides otherwise, students must pass
individual work in order to pass the course;
3) Students are allowed one grade in between a 4.5 and 5.4 outside the specialization
period if their average grade is 6.0 or higher. The minimum of 4.5 should be based on
the individual work;
4) The grade obtained after a re-exam or re-paper counts, so, not the highest but the last
grade;
Refer to Annex 2: Grading Scale in the Netherlands compared to the USA and the UK systems.
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5) Any student who, after a re-exam, fails more than one course or fails a course during
the Specialization Period will be informed in writing that he/she will be granted a Post
Graduate Certificate for courses passed. After such a moment, he/she will no longer be
allowed to pursue the MSc Programme;
6) A student who is unable for whatever reason to complete the thesis, but who has
satisfactorily completed all examinations, will also be granted a Post Graduate
Certificate for courses passed.
Clause 8: Postponement and Exemption
1) Any student wishing, for special reasons, to request a postponement of one of the
examinations in the MSc Programme must submit a written request explaining the
reasons for this request to the responsible Coordinator and the Programme Manager.
After having received a students written request for postponement, the Programme
Manager will decide, in consultation with the responsible Coordinator, whether to
accede to such a request;
2) Any student wishing, for special reasons, to request an exemption from an examination
must submit a written request explaining the reasons for the request to the
Examination Committee;
3) The Programme Manager and Examination Committee cannot refuse or partially accede
to a request for postponement of exemption without giving the student who requested
it the opportunity to explain his or her request;
4) Exemptions from examinations will only be granted by the Examination Committee in
special circumstances to students who can prove that they have special expertise in a
particular subject.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
Clause 9: Thesis Defense and Thesis Grading

Each student will develop a final thesis under the guidance of a thesis supervisor. The
specialization coordinators are responsible for appointing thesis supervisors;
The thesis supervisor gives a preliminary grade for the final thesis. Another,
independent, grade will be given by a second reader. The Examination Committee
appoints the second readers;
The supervisor and second reader submit their grades independently from each other to
the Examination Committee. If the difference between the grade of the supervisor and
that of the second reader is less than 0.5 points, the grade of the supervisor will be the
final grade to be advised to the Examination Committee;
A third reader will be appointed by the Examination Committee in the following cases:
a) If the difference between the grade of the supervisor and the grade of the second
reader is 0.5 point or more;
b) If the difference between the grade of the supervisor and the grade of the second
reader makes a difference between a sufficient and an insufficient grade;
c) If the difference between the grade of the supervisor and the grade of the second
reader makes a difference between an ordinary diploma or a diploma with
distinction;
The Examination Committee will follow the third reader when deciding on the final
grade;
Each student must defend his or her final thesis before a board of examiners. This
board consists of a chair person, the thesis supervisor and the second reader;
The chairperson is appointed by the Examination Committee;
Thesis defences by participants are in a random order and not according to
specialisation group;
The defence is public;
Being allowed to defend is no guarantee that the thesis has a sufficient grade;
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11) The quality of the defence will influence the final grade for the thesis by a maximum of
0.5 to +0.5 points;
12) The written thesis should have a passing grade (minimum 5.5). The defence can make a
difference between pass and fail;
13) The Examination Committee is responsible for the grades of the final theses.
Paragraph 5: Procedure during Lectures and Examinations
Clause 10: Absence During Lectures
1) Absence from lectures and excursions without approval will be sanctioned. Each course
coordinator will decide what the sanction is for that specific course;
2) This does not include absence approved by the Coordinator or absence due to illness.
However, absence due to illness should be reported to the Course Bureau.
Clause 11: Evaluation of courses
1) After each Block an evaluation of the different courses will be held. During this
evaluation, the quality of the lecturers, courses and support facilities are assessed. For
this purpose standard evaluation sheets will be filled out by participants;
2) The completion of evaluation forms is obligatory;
3) In addition, the MSc Programme Management will have two open discussions with all
participants in December and June, in which any issues related to the support and
academic quality of the programme may be brought up;
4) The results of the evaluations are communicated to the academic and support staff
involved in the programme.
Clause 12: Procedures during Examinations
1) The examiner will see to it that the examination takes place in a proper way;
2) The examinee must furnish proof of identity at the request of the examiner. The
Examination Committee or examiner may disqualify an examinee who fails to comply
with this stipulation from any further participation in an examination or examinations;
3) An examiner or examiners representative who finds evidence of cheating during or after
an examination must indicate this in writing on the examination paper of the examinee
in question. Then, he/she has the right to complete the paper. The examiner must
immediately report cheating to the Examination Committee. If the student can prove to
the Examination Committee, after having been accused, that he/she did not cheat, the
accusation will be invalidated and the student will be given a new exam;
4) Plagiarism in papers that participants prepare for grading of courses is treated as
cheating. Plagiarism in the final thesis will count as a failure of the MSc Programme.
Participants may be granted a Post Graduate Certificate for courses passed;
5) If the Examination Committee finds proof of cheating, they may invalidate the relevant
examination or examinations taken by the examinee. In that case, the examination or
examinations in question will be counted as a failure;
6) The disqualification referred to in Sub clauses 3 and 5 can only be enforced after the
Examination Committee has given the examiner and the examinee accused of cheating
the opportunity to state their cases in writing;
7) The duration of an examination depends on the number of credits of a course and is
determined by the examiner(s), and will, within reasonable limits, be sufficient to allow
the examinee time to answer the questions;
8) Organizers and digital translators are not allowed during the examinations; only
dictionaries in the form of a book are allowed;
9) At closed-book examinations examinees are not allowed to use readers, handouts or
any other relevant course-related reading materials. For some exams, normal
calculators without memory or text options are allowed to be used;
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10) At any examination, mobile phones must be switched off;

11) The examinee is not allowed to join the exam when he/she is over half an hour late;
missed time will not be compensated.
Clause 13: Submission of Papers
1) Examinations that are taken in the form of individual essays or papers should be
submitted through Blackboard on or before the stipulated deadline;
2) If the paper is submitted after the deadline, one point will be deducted from the grade
for each 24 hours that passed between the deadline and the submission of the paper.
Clause 14: Language
1) The examinations will be taken in English.
Paragraph 6: Procedure after the Examination
Clause 15: Feedback on Grades
1) Grades will be passed on to students within four weeks after examination. Grades will
be explained to students by the course coordinator in a plenary review meeting once the
grades have been made available to all participants;
2) During a period of 20 days, beginning on the day on which the Examination Committee
or the examiner has made the examination results known, an examinee who has taken
a written examination may, at his or her request, inspect his or her corrected exam and
request a reconsideration of the assessment.
Clause 16: Failing an Examination
1) A student who has failed an examination is allowed to re-sit the exam, within the
following limitations:
a) No more than two re-exams are allowed during the Core Period;
b) No more than one re-exam is allowed during the Specialisation Period;
c) One re-exam is allowed for the course Research Methods and Techniques;
2) A second re-sit for the same course will only be allowed under exceptional
circumstances and must be approved by both the examiner and the Examination
Committee;
3) No distinction will be awarded to any student who has reached the required standard by
re-examination;
4) In case of a re-exam/re-paper, the last grade obtained (and not the highest) will count.
Clause 17: Failing Final Thesis and Defence
1) Students that fail the thesis will be granted an extension of two months to improve
their thesis;
2) During this extension period, the student is expected to return to his/her country of
origin. IHS is not obliged to arrange extension of residence permit for the extension
period;
3) During the extension period, the student is entitled to the following support from the
supervisor:
a) A detailed list in writing of improvements to make in order to reach a passing grade;
b) Comment on one final draft;
4) If after the two months the student has not submitted a thesis with a sufficient grade,
IHS support will end;
5) A student is entitled to submit an improved thesis, and to receive the degree, also after
the two months extension has passed. Submissions can only take place in the month of
September. The last opportunity to submit a thesis to receive the degree is four years
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after the course programme was completed. After four years, the grades of the course
programme are no longer valid;
6) If the candidate, after one year, has not submitted a thesis with a sufficient grade, he or
she will receive a Certificate of Courses passed.
Clause 18: Confirmation of Course Results
1) After all the course examinations and re-examinations have been taken, the
Examination Committee will confirm the results of the programme as a whole;
2) The decision referred to in the preceding sub clause will be reached by a majority of
votes;
3) If the majority of the Examination Committee votes to fail a candidate, he or she will be
deemed to have failed the MSc Programme. The award of a Certificate of courses
passed will be granted by a majority vote of the Committee;
4) All specializations must be represented in the Examination Committee in order to
decide the final results.
Clause 19: Degree
1) A student that passes the examinations and successfully completes a thesis will be
awarded a Master of Science Diploma in Urban Management and Development;
2) If the student displays exceptional performance during the programme, the designation
With Distinction may be added to the degree. The Examination Committee may award
the designation With Distinction when the weighted average of course grades and the
thesis are at least 8.25, with no pass grade having been obtained through reexamination;
3) The Examination Committee must present its assessment in writing.
Paragraph 7: Appeal
Clause 20: Appeal Possibilities
1) Appeals against decisions of the Examination Committee or examiner and against the
treatment received during an examination can be made, in the first instance, to the
Examination Committee of the UMD;
2) The appeal can only be made by the student whose interests are directly affected by the
decision or treatment, and the reasons for making the appeal must be presented in
writing within four weeks after the decision of the Examination Committee was made
known to him/her;
3) If the appellant is not satisfied with the decision made regarding the first appeal, a
second appeal can be filed with the Geschillencommissie Niet Initile Opleidingen
(GNIO) (Board of Appeals for Non-Initial Programmes of the Erasmus University
Rotterdam). This appeal procedure takes place according to the regulations of the GNIO
(Reglement van orde van het Geschillencollege niet-initile opleidingen van de Erasmus
Universiteit Rotterdam).
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Annex 1 to Admission and Examination Regulations: Admission Criteria for English

Proficiency
The English proficiency of applicants is assessed according to the following four categories:
Category A: Applicants from the following English speaking countries are exempted from
English proficiency testing:
North America
Europe
Asia
Canada*
Ireland
Philippines
United States
Malta
Singapore
United Kingdom
Africa
Oceania
Caribbean
Botswana
American Samoa
Anguilla
Cameroon*
Australia
Antigua and Barbuda
Gambia, The
Bermuda
Bahamas, The
Ghana
Federated States of
Barbados
Micronesia
Kenya
Fiji
Belize
Lesotho
Kiribati
Dominica
Liberia
Marshall Islands
Grenada
Malawi
New Zealand
Guyana
Mauritius
Palau
Jamaica
Namibia
Papua New Guinea
Saint Kitts and Nevis
Nigeria
Solomon Islands
Saint Lucia
South Africa
Samoa
Saint Vincent and the
Swaziland
Tuvalu
Grenadines
Trinidad and Tobago
Tanzania
Vanuatu
Uganda
Zambia
Zimbabwe
*refers to only English speaking regions
- Canada: regions except Quebec Province
- Cameroon: Northwest and Southwest provinces
Category B : Applicants who do not belong to Category A must provide proof of English
proficiency through relevant test results (TOEFL min. 575/TOEFL computer-based min. 232
/ TOEFL internet-based min. 90, IELTS min.6.5 no IELTS subtest <5.5).
Category C : Applicants who do not belong to Category A, but meet the following
requirements can be exempted by the Examination Committee from English proficiency
testing:
- Completed Bachelors or Masters Degree at an university where English is the
primary instruction language of the studied programme;
- Have working experience in an international organization where English is the office
language.
Category D : For applicants who do not belong to Category A and cannot submit the proof of
English Proficiency, however claim that they should be exempted from English Proficiency
testing due to special backgrounds, the Examination Committee can consider to offer a
phone/online interview to testify their English proficiency.
Annex 2 to Admission and Examination Regulations: Grading Scale in the Netherlands
compared to the USA and the UK systems
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NL
USA
UK
10
A+
A+
9.5
A+
A+
9
A+
A+
8.5
A+
A
8
A
A/A7.5
A/AB+
7
B+
B
6.5
B
C+
6
B-/C
C/D
5.5
D
D
1-5.4
F
F
Source:
http://www.nuffic.nl/internationalorganizations/docs/puublications/Gradingsystems.pdf
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Annex 3 to Admission and Examination Regulations: Overview of the UMD programme

Individual
guidance
Mentors
Reexams
allowed
2 re-exams allowed for 3 courses
Core Period
Period
Dates
Courses
ECTS
Type of exam4
29 Sept 3
Oct
Introduction
programme
6 8 Oct
Introduction to Urban
Management
9 - 31 Oct
3 Nov- 19 Dec
Deadline
grades
Date
individual
exam
-
Urban Theory/GLUT
Urban Governance,
Policy & Planning /
Action Planning
Economic & Financial
Analysis
22 Dec 2 Jan
Holidays
5 Jan 9 Jan
Introduction to
Specializations and
Research Workshops
3 Nov- 19 Dec
Date reexam
Grades
review
meeting
-
Deadline
grades reexam
-
Written closed book

exam 80%, GLUT
game 20%
Individual paper 70%,
Action Planning 30%
31 Oct
28 Nov
8 Dec
5 Jan
19 Jan
19 Dec
30 Jan
9 Feb
13 Feb
27 Feb
5 Dec
16 Jan
26 Jan
30 Jan
13 Feb
Written closed book

80%, group
assignment 20%
-
4,5
NOTE: The examination plan for the Specialization and Thesis Periods will be available at the start of Block 3
With the exception of the Thesis Defence, the exams are not public
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CHAPTER 5: Studying at IHS

5.1 Facilities at IHS
EUR Campus
IHS is located on the campus of the Erasmus University Rotterdam (EUR) in the T-Building, on the
14th floor. Participants from IHS can use common facilities such as the cafeterias/canteens, the
university library and the sports centre (after obtaining a sports card).
Computers
Participants can make use of IHS computers. The IT help desk can give back up and assistance to
solve problems. IHS provides all participants with an IHS e-mail address (also for internal
communication/announcements).
Library
IHS has an extensive library, which participants can use during their stay. The IHS Library staff
assists participants in searching and finding literature and bibliography pertaining to the
programme. Participants can also make use of the EUR library.
Photocopying
Participants can use the copy machines at IHS by means of a card that is available at the Library (
10 per 1,000 copies).
Events
IHS organizes events such as Social Evenings once every six weeks. The Social Evenings will take
place at the bar area of IHS.
IHS also arranges sports events, which take place at the Erasmus University.
Rotterdam Student City
Students who choose to study at Erasmus University also choose to experience the advantages of a
global city. Student life is dynamic in this bustling port metropolis, with numerous cultural
institutions, a wide range of cuisines from all corners of the globe, festivals, sports and other largescale events in the fields of art, music, dance and theatre as well as an exciting night life.
In Rotterdam science and culture go hand in hand with shopping and sports.
Every year, 25,000 Dutch students and 2,700 international students choose to study at Erasmus
University Rotterdam. They are all very much a part of Rotterdam society. The Erasmus (or
Woudestein) Campus offers them a green and safe campus environment with convenient facilities,
located in a student-friendly area in Rotterdam with many fun pubs, restaurants and other meeting
places. Hoboken Campus is situated near the city centre, easily accessible by public transport.
Located only 55 minutes from Schiphol Airport, major European cities such as Paris, Berlin, London
and Brussels are only a few hours away from Erasmus University Rotterdam.
5.2 Arriving and Living in the Netherlands

Arrival in the Netherlands
Travelling to a different country or even a different continent is exciting and sometimes also
challenging. To help you through this process, we are happy to arrange airport pick-up for you and
provide you with a kit of useful information for your first days in the Netherlands. Also, on the first
day of the programme, you will be introduced not only to the programme, but also be made familiar
with some more practical aspects regarding your stay.
2014-2015
Airport pick-up
When you arrive at Amsterdam Schiphol airport, one of our IHS representatives (in most cases a
student of Erasmus University) will be there to welcome you. He or she will take you to your
accommodation in Rotterdam and give you the key to your room as well as an arrival kit which
includes helpful information on public transport, a public transport (OV) chip card, an FAQ guide,
and a map of Rotterdam.
Please do not forget to inform us of your flight schedule so that we can plan to have you picked up
from the airport. Before you travel you will receive an e-mail with the name and telephone number
of the person who will be waiting for you at the meeting point at Schiphol Plaza. If you cannot find
us at the airport for one reason or another, you can call number 0653389174, or, during office
hours: IHS Office/secretariat: 0104089825, Mr Ruud Frank: 0104089840 or Mr Ren van der
Zwet: 010-4089856.
Please make sure that you have some Dutch money at your disposal (about 50). ABN-AMRO Bank
at Schiphol Airport can change money at all times, although not all foreign currency is accepted.
European currency or American dollars can be changed throughout the Netherlands.
Train travel from Schiphol Airport to Rotterdam5
Have you decided not to make use of the IHS pick-up service? Or did your guide not make it to the
airport on time? Dont worry, you just need to follow a couple of steps to reach Rotterdam central
station:
After you have passed customs, you enter into the arrivals hall. Please look for a sign that
points you in the direction of Schiphol train station (TO THE TRAINS).
You will find a ticket office in the arrivals hall where you can buy a (single) ticket to Rotterdam.
There are also machines at which you can buy train tickets using cash or a debit card. A single
ticket to Rotterdam will cost you about 11 Euro. You can also buy a ticket for the Fyra, the socalled fast train. This train is a little more expensive, but will take you to Rotterdam within 26
minutes. The regular trains will take around 50 minutes.
Proceed to the escalators, which will take you and your luggage carrier down TO THE
PLATFORMS of the trains. Choose the escalator indicating trains in the directions of
Rotterdam, Brussels or Paris (not Amsterdam!). Trains in these directions leave every 15
minutes during the day and evening, and every hour during the night (between 01.00 hrs and
06.00 hrs).
Get off the train at Rotterdam CS (Central Station).
Arrival at IHS and living in the Netherlands
On the introduction day, you will receive information on the content and structure of the
programme. In addition, you will be walked through some practical information on e.g. opening a
bank account, using the public transport in Rotterdam and the Netherlands, picking up your
residence permit and registering with the municipality. Part of the introduction days is dedicated to
familiarizing you with the Netherlands, Rotterdam, the Erasmus University and IHS.
Climate and Clothing
During your stay in the Netherlands you will experience different kinds of weather. Therefore, we
advise you to bring at least one warm overcoat or one raincoat, waterproof shoes and some warm
clothing.
5
Note: Dutch train stations have no one to help you with your luggage. Be aware of pickpockets in the train.
People in the Netherlands have to be able to identify themselves, so the police can ask you to show your
passport but make sure not show it to anyone else as passports are also popular with thieves.
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Many participants buy second-hand clothes, which are available at the open market in Rotterdam
and in special shops, at considerably lower prices.
You will have to keep in mind that our climate is highly variable and unpredictable, and that
temperatures may drop or rise as many as 8 or 10 degrees Centigrade in one day.
Cost of Living
The following is an approximate cost of living index in Rotterdam per month:
Rent (one person) :
around 450 per month (depending on the kind of room)
Food:
around 300 per month
Transport (within Rotterdam):
approximately 40 per month
Things to Bring with You
Please make sure your passport is valid for entry into the Netherlands.
Your passport must be valid until (at least) 6 months after the end of the course.
To facilitate your registration at the Municipality of Rotterdam once you are here, please
bring your birth certificate to the Netherlands. If you submit an original document, the
municipality will return it to you. You do not need your birth certificate to enter the
Netherlands. In some cases, however, the Dutch representative in your country may ask you
for your birth certificate.
For female participants: If you are married, please bring your marriage certificate, translated
into English (especially if your name on the certificate deviates from the name in your
passport).
Towels.
We advise you to bring around four passport pictures as they are very expensive to have
made in the Netherlands. You will need pictures with the following characteristics:
o the photos must be not older than six months and may not have been used before;
o they must be in colour;
o look straight into the camera (showing both ears)
o look in a neutral way and keep your mouth closed;
o the background must be white, light grey or light blue and even (no shadows);
o the format of the photo must be 35 x 45 mm.
Please bring equipment you need to use in the course, such as a calculator, drawing pens,
etcetera.
Although computer facilities at IHS are adequate, please bring your own laptop.
Information/papers for your course.
Your countrys traditional dress that you can wear during parties and/or the diploma
ceremony.
If you like, you can bring a sports outfit (shoes, training suit, etcetera). Sometimes IHS
arranges a soccer match. Also, you might want to use some Erasmus University sports
facilities.
Insurance
Participants with a fellowship from the Dutch Government will be automatically covered by a health
insurance for medical expenses, including legal liability (third party), fire and theft and luggage
insurance, during the period of the course. If you are not sponsored by the Dutch Government, you
must apply (through IHS) for health insurance coverage as mentioned above during your stay in the
Netherlands, unless you can prove that you already have such an insurance. Please apply before
arrival. Note that insurance is compulsory for entry into the Netherlands.
The insurance covers certain expenses related to:
medical treatment
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personal accidents
extra flights in case of emergency
legal liability for private persons
dentist (emergency treatment)
fire and theft
luggage
Participants with a fellowship from the Dutch Government or participants who applied for the IPS
insurance are covered from the time they fly to the Netherlands until the day they leave. This
insurance is valid World Wide. Upon arrival you can read the regulations. If you are not sponsored by
the Dutch Government, you can still apply for this insurance through Mr Ren van der Zwet
(vanderzwet@ihs.nl) or Mr Ruud Frank (frank@ihs.nl).
Expenses not covered by this insurance will have to be paid by you.
Visa / Residence Permit (for a study longer than three months)
But before you enter the country you must obtain a so-called Authorization for a Temporary Stay
(Machtiging tot Voorlopig Verblijf, MVV) before you come to the Netherlands. This is a visa stamp in
your passport, authorized by the Dutch representative in your country. You need this authorization
if you do not have the nationality of one of the countries of the EU, or of Iceland, Norway,
Switzerland, Liechtenstein, Monaco, Australia, Canada, Japan, New Zealand and the United States
of America.
After arriving in the Netherlands, we will assist you in obtaining your residence permit.
For people from some African countries: if you are travelling through the UK, you may need a transit
visa. Please make sure you are well informed about that before you leave your country. They may
send you back when you reach the UK if you do not have a transit visa. You will also need a transit
visa upon return.
Procedure before Your Arrival in the Netherlands
Please note that IHS applies for the aforementioned MVV and residence permit at the Ministry of
Home Affairs/IND in the Netherlands for each MSc Programme participant, no matter who your
sponsor is (Please do not apply for a visa yourself at the Netherlands representative in your country,
in order to avoid confusion. Furthermore, this procedure will take much longer, and it will cost you a
lot of money, which cannot be reimbursed). After approval of your application by the IND, the
authorization for your visa/MVV will be sent to the Dutch representative in your country. They will
probably contact you, but please check from time to time if the authorization has arrived (StuNed
students will be contacted by the NESO office, so please do not contact the Embassy yourself). Only
when you have this MVV stamped in your passport may you leave for the Netherlands.
The costs for the MVV and the residence permit are 300.
Procedure after Your Arrival in the Netherlands
After your arrival in Rotterdam, IHS will assist you with registering at the City Hall/Municipality of
Rotterdam.
If you fulfil all the conditions requested for admission, you will be granted a residence permit for
one year. The conditions are: you need to have a valid passport, proof that you have enough money
to support yourself for at least one year, medical insurance certificate, and proof of address of
temporary residence (housing contract).
In addition, students need a marriage and birth certificate, proof of admission to the intended
study and proof of enrolment for the intended study.
78
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Remember that when you apply for a residence permit, you or your sponsor will have to pay the fees
that are applicable at that moment.
If you plan to visit countries during your stay in the Netherlands that are not part of the Schengen
Treaty (for example the UK, Switzerland) you will have to apply to the Consulate/Embassy
concerned well in advance.
Accompanying Family Members
It is IHS policy not to give any assistance to accompanying family members. Please note that your
fellowship is for one person only and is not sufficient to cover the costs for more than one.
Telephone Numbers
Working days during office hours (09.00 h to 17.00 h):
IHS Office: 010 - 4089825
Mr Ruud Frank: 010 - 4089840
Mr Ren van der Zwet: 010 4089856
5.3. Contact Details
Programme Management
Deputy Director / Head Education and Training
Jan Fransen
p 31 10 4089841
e j.fransen@ihs.nl
Master Programme Management

Alonso Ayala General Manager
p 31 10 4089861
e a.ayala@ihs.nl
Maria Zwanenburg Examination Committee and Quality Control
p 31 10 4089860
e m.zwanenburg@ihs.nl
Cocky Adams Administrator
p 31 10 4089832
e c.adams@ihs.nl
Coordinators Core Period Courses

Urban Theory/Gaining from Land Use Transactions Game (UD/GLUT)
Jan Fransen
p 31 10 4089841
e j.fransen@ihs.nl
Urban Governance, Policy and Planning/Action Planning Workshop (UGPP/AP)

Carley Pennink
p 31 10 4089852
e c.pennink@ihs.nl
Alexander Jachnow
p 31 10 4089847
e a.jachnow@ihs.nl
Economic and Financial Analysis (EFA)

Alberto Gianoli
p 31 10 4089843
e a.gianoli@ihs.nl
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Research Methods and Techniques (RMT)

Maria Zwanenburg
p 31 10 4089839
Coordinators Specialization Period Courses

Urban Land Development (ULD)
Carlos Morales-Schechinger
p 31 10 4089831
e c.morales@ihs.nl
Martim Smolka
p 1 617 661 3016
e msmolka@lincolninst.edu
Urban Environmental Management and Climate Change (UECC)

Marijk Huijsman
p 31 10 4089846
e m.huijsman@ihs.nl
Stelios Grafakos
p 31 10 4089871
e s.grafakos@ihs.nl

Ronald Wall
p 31 10 4089851
e r.wall@ihs.nl
Spyros Stavropoulos
p 31 10 4089851
e p.stavropoulos@ihs.nl
Managing and Financing Urban Infrastructure (MFUI)

Ogenis Brilhante
p 31 10 4089835
e o.brilhante@ihs.nl
Alberto Gianoli
p 31 10 4089843
e a.gianoli@ihs.nl
Integrated Planning and Urban Strategies (IPUS)

Alexander Jachnow
p 31 10 4089847
e jacknow@ihs.nl
Saskia Ruijsink
p 31 10 4089853
e s.ruijsink@ihs.nl
Urban Housing and Livelihoods (UHL)

Ellen Geurts
p 31 10 4089842
e e.geurts@ihs.nl
Maartje van Eerd
p 31 10 4089839
e m.vaneerd@ihs.nl
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Coordinators Research Workshops

Land Value Capture (LVC)
Carlos Morales-Schechinger
p 31 10 4089831
e c.morales@ihs.nl
Urban Sustainability and Climate Change (USCC)

Marijk Huijsman
p 31 10 4089846
e m.huijsman@ihs.nl
Stelios Grafakos
p 31 10 4089871
e s.grafakos@ihs.nl

Ronald Wall
p 31 10 4089870
e r.wall@ihs.nl
Spyros Stavropoulos
p 31 10 4089851
e p.stavropoulos@ihs.nl
Sustainable Urban Infrastructure (SUI)

Ogenis Brilhante
p 31 10 4089835
e o.brilhante@ihs.nl
Alberto Gianoli
p 31 10 4089843
e a.gianoli@ihs.nl
Self-Organizing Cities (SOC)

Alexander Jachnow
p 31 10 4089847
e jacknow@ihs.nl
Saskia Ruijsink
p 31 10 4089853
e s.ruijsink@ihs.nl
Dynamic Urban Neighbourhoods (DUN)

Maartje van Eerd
p 31 10 4089839
e m.vaneerd@ihs.nl
Maria Zwanenburg
p 31 10 4089860
Course Bureau
Cocky Adams
(Administrator of Programme Management UMD)
p 31 10 4089832
e c.adams@ihs.nl
Ren van der Zwet
(Head of Course Bureau)
p 31 10 4089856
e r.vanderzwet@ihs.nl
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Ruud Frank
(Student Facilities)
p 31 10 4089840
e r.frank@ihs.nl
Annette van Engen
(Course Administrator)
p 31 10 4089845
e a.vanengen@ihs.nl
Marina Aziz
(Asst. MSc. Programme Administration)
p 31 10 4089833
e m.aziz@ihs.nl
Library
Nigel Browne
(Information Manager)
p 31 10 4089836
e n.browne@ihs.nl
Sharon Welsh
(Information Manager)
p 31 10 4089857
e s.welsh@ihs.nl
ihs - programme handbook
Partners
eur
http://www.eur.nl/eur-uk
euricur
http://www.euricur.nl
Lincoln Institute of Land Policies
http://www.lincolninst.edu
Lund University, Housing Development Management
http://www.hdm.lth.se
Nuffic (information about study in the Netherlands)
http://www.nuffic.nl
http://www.studyin.nl
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5.4 Finding IHS and Erasmus University Rotterdam

From train station Rotterdam Centraal
Tram 7 in the direction of Erasmus University, get off at the last stop.
Tram 21 in the direction of De Esch, get off at Woudestein.
IHS is situated on the 14th floor of the T-Building at the Erasmus University campus.
For more information about how to reach IHS, please go to: www.ihs.nl/contact
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IHS Master Programme Handbook

IHS - Master Programme Handbook 2014/2015

IHS Master Programme Handbook

Rotterdam, September 2014

IHS Master Programme Handbook

This Handbook contains important information for you, the participant of

Kees van Rooijen

Alonso Ayala, Maria Zwanenburg & Cocky Adams

IHS Master Programme Handbook

IHS Master Programme Handbook

IHS Master Programme Handbook

Descriptions of what the learner is expected to do, in order to demonstrate that

A dynamic combination of cognitive and metacognitive skills, knowledge and

Hours (typically a period of 45-90 minutes) spent by students on activities

Quantified means of expressing the volume of learning based on the workload

Statements of what a learner is expected to know, understand and be able to

A set of educational components, based on learning outcomes that are

Any degree, diploma or other certificate issued by a competent authority

The process or set of processes adopted nationally and institutionally to ensure

IHS Master Programme Handbook

CHAPTER 1: The Institute and Its Main Partners

1.2 The Partner Organizations

IHS Master Programme Handbook

Department of Housing Development and Management (HDM), Lund University

Lincoln Institute of Land Policy

IHS Master Programme Handbook

1.2 List of Lecturers

IHS Master Programme Handbook

1.4 Professional Exposure

IHS Master Programme Handbook

CHAPTER 2: Important Dates

IHS Master Programme Handbook

Table 2: Public Holidays

Table 3: Special Dutch Events

Sinterklaas (or more formally Sint Nicolaas ) is a traditional winter holiday

IHS Master Programme Handbook

CHAPTER 3: Content of the MSc Programme

IHS Master Programme Handbook

d. Apply skills to function as an urban manager in a multi-actor and multidisciplinary

3.2 A Step in Your Career

3.3 Linking Theory to Practice

3.4 Didactical Concept of the Programme

IHS Master Programme Handbook

3.5 The Organization of the MSc Programme

IHS Master Programme Handbook

3.6 The Programmes Academic Structure

IHS Master Programme Handbook

IHS Master Programme Handbook

IHS Master Programme Handbook

Table 5: Structure of the MSc Programme (Academic year 2014-2015)

RESEARCH WORKSHOPS & RMT

RW 1: RESEARCH WORKSHOP 1: Literature review and theoretical framework

PFW: PREPARING FOR FIELDWORK

FIELD WORK, ANALYSIS & THESIS WRITING

TOTAL ECTS of the programme

IHS Master Programme Handbook

3.7 The Introduction Programme

IHS Master Programme Handbook

3.8 Description of Core Period Courses

Urban Theory (UT)

IHS Master Programme Handbook

IHS Master Programme Handbook

Urban Governance, Policy and Planning (UGPP)