Course contents
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Course memo Autumn 2021-51534
Version 2 – 10/14/2021, 10:18:47 AM
Autumn 2021-1 (Start date 01/11/2021, English)
English
ABE/Urban and Regional Studies
Headings denoted with an asterisk ( * ) is retrieved from the course syllabus version Autumn 2021
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After passing the course, the student should be able to:
The course consists of lectures, seminars, a group assignment, and an individual assignment. The first part of the course is structured in three packages, where each package contains a number of (2 to 4) lectures and ends with a seminar to discuss the preparatory readings for all lectures of that package. The second part of the course consists of a group assignment followed by an individual assignment, in which course contents from the first part are applied to real-life mobility innovations and policy interventions.
Learning activities | Content | Preparations (readings numbered as in literature list) |
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--- BLOCK 1: SUSTAINABILITY ---
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Mon 1 Nov, 13:00-16:00 Lecture Location: L42 |
Course introduction + Sustainable urban mobility: past, present, future Lecturer: Martin Emanuel |
Core readings: [1], [2] Extensive reading: [3] |
Wed 3 Nov, 10:00-12:00 Lecture Location: V12 |
Introducing socio-technical systems and transitions Lecturer: Martin Emanuel |
Core readings: [4], [5] Extensive reading: [6] |
Wed 3 Nov, 13:00-16:00 Lecture Digital (link on Canvas) |
Urban mobility transitions Lecturer: Bipashyee Ghosh |
Core readings: [7], [8] Extensive reading: [9] |
Mon 8 Nov 13:00-15:00 Seminar |
Seminar: Sustainability Seminar leaders: Martin Emanuel, Harriet Dunn, Matt Davoudizavareh |
1-2 pages reflection on readings [1]-[9] is uploaded on Canvas by Fri 5 Nov 17:00. |
--- BLOCK 2: MOBILITY ---
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Wed 10 Nov 10:00-12:00 Lecture Location: Q24 |
Users in mobility transitions Lecturer: Liridona Sopjani |
Core readings: [10], [11] Extensive reading: [12] |
Mon 15 Nov 13:00-15:00
Lecture Location: Lallerstedt
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The New Mobilities Paradigm Lecturer: Daniel Normark |
Core readings: [13] Extensive reading: [14] |
Wed 17 Nov 10:00-12:00
Lecture Location: Lallerstedt |
Moblity cultures, habits and practices Lecturer: Greger Henriksson |
Core readings: [15] Extensive reading: [16], [17] |
Wed 17 Nov 13:00-16:00
Lecture Location: V12 |
Mobility justice Lecturer: Tanja Joelsson |
Core readings: [18], [19] Extensive reading: [20] |
Mon 22 Nov 13:00-15:00 Seminar |
Seminar: Mobility Seminar leaders: Martin Emanuel, Harriet Dunn, Matt Davoudizavareh |
1-2 pages reflection on readings [10]-[20] is uploaded on Canvas by Fri 19 Nov 17:00. |
--- BLOCK 3: GOVERNANCE ---
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Wed 24 Nov 10:00-12:00 Lecture Location: B23 |
Governing mobility transitions Lecturer: Karolina Isaksson |
Core readings: [21], [22], [23] Extensive reading: [24], [25] |
Wed 24 Nov 13:00-15:00 Lecture Location: B23 |
Governing urban and regional systems Lecturer: Patrik Tornberg |
Core readings: [26], [27], [28] Extensive reading: [29], [30] |
Mon 29 Nov 13:00-15:00 Seminar |
Seminar: Governance Seminar leaders: Martin Emanuel, Harriet Dunn, Matt Davoudizavareh |
1-2 pages reflection on readings [21]-[30] is uploaded on Canvas by Fri 26 Nov 17:00. |
--- GROUP & INDIVIDUAL ASSIGNMENTS ---
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Wed 1 Dec 9:00-16:00 Workshop Location: TBA |
Group assignment: Start-up workshop |
Readings: [31]-[33] |
Mon 6 Dec 13:00-16:00 Tutorial Location: TBA |
Group assignment: Tutorial | Time slots available to book a few days in advance. |
Mon 13 Dec 13:00-16:00 Seminar |
Group assignment: Peer feedback Individual assignment: Start-up mini-seminar |
Draft 8-10 pages group assignment is uploaded on Canvas by Fri 10 Dec 17:00. |
Fri 17 Dec 12:00 |
Deadline for uploading final version of written group assignment on Canvas. | |
Wed 14 Jan 12:00 |
Deadline for uploading final version of written individual assignment on Canvas. |
Students are advised to pre-read the literature relating to each lecture theme in order to better benefit from the lectures. The literature listed under each “block” is reading for the related seminar. Literature marked within an asterix (*) is core reading and expected reading for the seminars. No asterix means suggested, extensive reading for those who are looking for a more in-depth understanding of the topic. Literature under "Group assignment" is mandatory reading before the Start-up Workshop.
Block 1 (lectures 1-3, seminar 1)
Sustainable urban mobility: past, present, future
[1] * Schipper, F., Emanuel, M., & Oldenziel, R. (2020). Sustainable Urban Mobility in the Present, Past, and Future. Technology and Culture, 61(1), 307-317. DOI: 10.1353/tech.2020.0004
[2] * Holden, E., Linnerud, K., & Banister, D. (2013). Sustainable passenger transport: Back to Brundtland. Transportation Research. Part A, Policy and Practice, 54, 67-77. DOI: 10.1016/j.tra.2013.07.012
[3] Banister, D. (2008). The sustainable mobility paradigm. Transport Policy, 15(2), 73-80. DOI: 10.1016/j.tranpol.2007.10.005
Introducing socio-technical systems and transitions
[4] * Geels, F. (2012). A socio-technical analysis of low-carbon transitions: Introducing the multi-level perspective into transport studies. Journal of Transport Geography, 24, 471-482. DOI: 10.1016/j.jtrangeo.2012.01.021
[5] * Geels, F. (2005). The dynamics of transitions in socio-technical systems: A multi-level analysis of the transition pathway from horse-drawn carriages to automobiles (1860-1930). Technology Analysis & Strategic Management, 17(4), 445-476. DOI: 10.1080/09537320500357319
[6] Urry, J. (2004). The ‘System’ of Automobility. Theory, Culture & Society, 21(4-5), 25-39. DOI: 10.1177/0263276404046059
Urban mobility transitions
[7] * Marletto, G. (2014). Car and the city: Socio-technical transition pathways to 2030. Technological Forecasting & Social Change, 87, 164-178. DOI: 10.1016/j.techfore.2013.12.013
[8] * Ghosh, B., & Schot, J. (2019). Towards a novel regime change framework: Studying mobility transitions in public transport regimes in an Indian megacity. Energy Research & Social Science, 51, 82-95. DOI: 10.1016/j.erss.2018.12.001
[9] Nykvist, B., & Whitmarsh, L. (2008). A multi-level analysis of sustainable mobility transitions: Niche development in the UK and Sweden. Technological Forecasting & Social Change, 75(9), 1373-1387. DOI: 10.1016/j.techfore.2008.05.006
Block 2 (lectures 4-7, seminar 2)
Users in mobility transitions
[10] * Sopjani, L., Stier, J. J., Ritzén, S., Hesselgren, M., & Georén, P. (2019). Involving users and user roles in the transition to sustainable mobility systems: The case of light electric vehicle sharing in Sweden. Transportation Research Part D: Transport and Environment, 71, 207-221. DOI: 10.1016/j.trd.2018.12.011
[11] * Shove, E., & Walker, G. (2007). CAUTION! Transitions ahead: politics, practice, and sustainable transition management. Environment and Planning A, 39(4), 763-770. DOI: 10.1068/a39310
[12] Kanger, L., & Schot, J. (2016). User-made immobilities: a transitions perspective. Mobilities, 11(4), 598-613. DOI: 10.1080/17450101.2016.1211827
New mobilities paradigm
[13] * Sheller, M., & Urry, J. (2016). Mobilizing the new mobilities paradigm. Applied Mobilities, 1(1), 10-25. DOI:10.1080/23800127.2016.1151216
[14] Cresswell, T. (2010). Towards a Politics of Mobility. Environment and Planning. D, Society & Space, 28(1), 17-31. DOI: 10.1068/d11407
Mobility cultures, habits and practices
[15] * Aldred, R., & Jungnickel, K. (2014). Why culture matters for transport policy: The case of cycling in the UK. Journal of Transport Geography, 34, 78-87. DOI: 10.1016/j.jtrangeo.2013.11.004
[16] Schwanen, T., Banister, D., & Anable, J. (2012). Rethinking habits and their role in behaviour change: The case of low-carbon mobility. Journal of Transport Geography, 24, 522-532. DOI: 10.1016/j.jtrangeo.2012.06.003
[17] Klinger, T., Kenworthy, J., & Lanzendorf, M. (2013). Dimensions of urban mobility cultures – a comparison of German cities. Journal of Transport Geography, 31, 18-29. DOI: 10.1016/j.jtrangeo.2013.05.002
Mobility justice
[18] * Pereira, R. H., Schwanen, T., & Banister, D. (2017). Distributive justice and equity in transportation. Transport reviews, 37(2), 170-191. DOI: 10.1080/01441647.2016.1257660
[19] * Sheller, M. (2015). Racialized Mobility Transitions in Philadelphia: Connecting Urban Sustainability and Transport Justice. City & Society, 27(1), 70-91. DOI: 10.1111/ciso.12049
[20] Martens, K. (2012). Justice in transport as justice in accessibility: applying Walzer’s ‘Spheres of Justice’ to the transport sector. Transportation (Dordrecht), 39(6), 1035-1053. DOI:10.1007/s11116-012-9388-7
Block 3 (lectures 8-9, seminar 3)
Governing mobility transitions
[21] * Oldbury, K., & Isaksson, K. (2021). Governance arrangements shaping driverless shuttles in public transport: The case of Barkarbystaden, Stockholm. Cities, 113, 103-146. DOI: 10.1016/j.cities.2021.103146
[22] * Haarstad, H. (2016). Where are urban energy transitions governed? Conceptualizing the complex governance arrangements for low-carbon mobility in Europe. Cities, 54, 4-10. DOI: 10.1016/j.cities.2015.10.013
[23] * Walker, B. J., Adger, W. N., & Russel, D. (2015). Institutional barriers to climate change adaptation in decentralised governance structures: Transport planning in England. Urban studies, 52(12), 2250-2266. DOI: 10.1177/0042098014544759
[24] Docherty, I., Marsden, G., & Anable, J. (2018). The governance of smart mobility. Transportation Research Part A: Policy and Practice, 115, 114-125. DOI: 10.1016/j.tra.2017.09.012
[25] Marsden, G., Ferreira, A., Bache, I., Flinders, M., & Bartle, I. (2014). Muddling through with climate change targets: a multi-level governance perspective on the transport sector. Climate policy, 14(5), 617-636. DOI: 10.1080/14693062.2014.905823
Governing urban and regional systems
[26] * Stead, D. (2016). Key research themes on governance and sustainable urban mobility. International Journal of Sustainable Transportation, 10(1), 40-48. DOI: 10.1080/15568318.2013.821008
[27] * Bertolini, L. (2017). Planning the mobile metropolis: Transport for people, places and the planet (Planning, environment, cities. London, England: Palgrave. (Chapter 2)
[28] * Legacy, C., Curtis, C., & Sturup, S. (2012). Is there a good governance model for the delivery of contemporary transport policy and practice? An examination of Melbourne and Perth. Transport Policy, 19(1), 8-16. DOI: 10.1016/j.tranpol.2011.0
[29] Tornberg, P., & Odhage, J. (n.d.). Back and forth between openness and focusing: Handling complexity in land use and transport coordination. European Planning Studies, (Ahead-of-print), 1-18. DOI: 10.1080/09654313.2021.1926437
[30] Hull, A. (2008). Policy integration: What will it take to achieve more sustainable transport solutions in cities? Transport policy, 15(2), 94-103. DOI: 10.1016/j.tranpol.2007.10.004
Group assignment
[31] Wee, B. v., Annema, J. A., & Banister, D. (2013). The transport system and transport policy: An introduction. Cheltenham, UK: Edward Elgar. (Chapters 12 and 14 on policy evaluation principles and methods.)
[32] Hughes, N. (2013). Towards improving the relevance of scenarios for public policy questions: A proposed methodological framework for policy relevant low carbon scenarios. Technological forecasting & social change, 80(4), 687-698. doi:10.1016/j.techfore.2012.07.009
[33] Elzen, B., Geels, F. W., Green, K., & Hofman, P. S. (2004). Socio-technical Scenarios as a Tool for Transition Policy: An Example from the Traffic and Transport Domain. In System Innovation and the Transition to Sustainability: Theory, Evidence and Policy. Cheltenham, UK: Edward Elgar.
Students at KTH with a permanent disability can get support during studies from Funka:
A, B, C, D, E, FX, F
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
The examiner determines, based on recommendation from the KTH office of support to students with disabilities, possible adapted examination for students with documented, permanent disabilities.
The examiner may permit other examination formats at the re-examination of individual students.
The section below is not retrieved from the course syllabus:
The deadlines for submission of the assignments of the course is found in the Detailed plan (above).
The course includes nine lectures that correspond to three literature packages of two-four lectures each. The literature relating to the three packages are discussed in the form of seminars for which students are to hand in 1-2 pages of reflections on the specific literature in advance. These reflections should be guided by questions posted separately on Canvas well in advance of each seminar. Seminar reflections are graded pass or fail (P/F). When a reflection does not live up to the requirements to pass, the student will have a chance to improve based on teachers’ feedback. Seminar attendance and active participation in discussions is mandatory. Students who miss a seminar (incl. late submission of a reflection) will have to make up for it at an extra seminar towards the end of the course.
The project is made up of a group assignment in which students assess and analyze a real-life urban mobility issue. Every group of 3–4 students will work with a specific mobility innovation or policy intervention in a given spatial context (e.g. city, city-region, city district). The aim is that students gain an understanding of the complexity of urban mobility transitions to achieve sustainable development, and that they acquire a capacity to elaborate different scenarios that may occur based on different choices and solutions. The groups work is facilitated by a number of activities (start-up workshop, tutorial, peer-feedback) and should result in a 8-10 pages written report, which is graded A-F. When an report receives the grade Fx, the student group will have a chance to improve based on teachers’ feedback. A detailed instruction will be posted separately on Canvas well in advance of the start of the group work.
For the individual assignment, students are to write an essay in which they carry out an extended discussion in relation to the issue that they worked with in the group assignment, including further analysis and reflection based on theories and concepts presented in the course literature. The aim is that students gain an understanding of the governance challenges related to urban mobility transitions, and that they acquire a capacity to carry out theoretical analysis of sustainability transformations in the domain of urban mobility. The individual assignment is started off with a mini-seminar and should result in a 6-8 pages written essay, which is graded A-F. When an essay receives the grade Fx, the student will have a chance to improve based on teachers’ feedback. A more detailed instruction will be posted separately on Canvas well in advance of the start of the individual assignment.
After passing the course, the student should be able to:
The seminars examines (P/F) learning outcomes [a], [b] and[e] and is formative for the other learning outcomes.
In order to Pass, the student shall be able to:
The group assignment examines (A-F) learning outcomes [d], [f] and [g].
E | D | C | B | A |
Discusses how users' needs are met and experiences impacted by (changes in) the transport system. | All requirements for E and at least half of additional requirements for C. | In addition: clear analysis; differentiates between needs of and impacts on various user groups. | All requirements for C and at least half of additional requirements for A. | In addition: thorough analysis grounded in relevant theory; strong conceptualization. |
Identifies and discusses relevant contextual factors that influences a mobility innovation/policy intervention and its effects. | In addition: clear analysis; including relative importance of various contextual factors. | In addition: thorough analysis grounded in relevant theory; strong coneptualization. | ||
Clearly outlines, based on given material, two scenarios of how a given mobility innovation/policy intervention might unfold over time, including a proto-assessment of their sustainability impact(s). | In addition: based also on own relevant sources; discusses the relative likelyhood of different scenarios; strong assessment of their sustainability impact(s). | In addition: discusses the role and stakes of various stakholders in different scenarios; critically reflects on sustainability impact(s). |
The individual assignment examines (A-F) learning outcomes [c], [g] and [h].
E | D | C | B | A |
Applies a relevant theory, with only minor misunderstandings, to analyze a given mobility innovation/policy intervention in an urban context. | All requirements for E and at least half of additional requirements for C. | Applies theory creatively (independently) and convincingly (fruitfully given the particular case). | All requirements for C and at least half of additional requirements for A. | Applies theory reflectively (adressing strengths/weaknesses; contrasting different theoretical approaches). |
Discusses the potential sustainability impact(s) of a given mobility innovation/policy intervention. | Discusses the sustainability impact(s) of a given mobility innovation/policy intervention in various scenarios. | In addition: critically addresses the trade-offs and tensions between different sustainability impacts. | ||
Identifies, including a proto-analysis of, governance challenges related to a given moblity innovation/policy intervention. | In addition: clear analysis; addresses the roles and stakes of multiple stakeholders. | In addition: thorough analysis; critical reflection. |
The final grade of the full course (A-F) is weighted between a student’s grade in PRO1 and INL1, with some more weight given to INL1 as it corresponds to more credits, higher order learning goals, and reflects the individual student’s performance better than PRO1.
If not passed, the student will be failed with Fx if small adjustments needed, otherwise F.
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1 Nov 2021
English