Utrecht University

Course goals

Please note: the information in the course manual is binding.

This course is developed as an integrative course that links to spatial planning, human geography (economic, social, spatial, and political aspects), sustainability, and other disciplines through addressing themes from each of these in the context of a large emerging and transforming country.

At the end of the course, participants are expected/able to:

• describe and understand the historical evolution of the country and the forces that have shaped its recent development;
• understand economic, political, social, and geographical transformation in China; 
• grasp regional and urban dynamics, development issues, and sustainability challenges in contemporary China;
• critically assess recent policies, governance changes, and planning transitions as a response to address the challenges;
• assess different discourses on the meanings for global and local development processes of China’s changing connections to and influence on the world.

Content

China’s rapid economic rise from the early 1980s has captured the world’s imagination. So does the profound social, cultural, and spatial transformation that the country has been undergoing and continues to undergo at an unprecedented scale. The latter is visible in every corner of the country, no matter how remote.

Rapid economic development has led to a number of sustainable challenges regarding environmental problems, issues of migrant integration, an aging population, and social inequality. Indeed, social, economic, and environmental sustainability and stability have come under pressure. It has been recognized that adjustment of the growth model - pursued by China’s leadership over the past decades - is imperative in order to not only sustain growth but also to achieve a broad-based increase in the standard of living and solve imbalances in development during the rapid urbanization process. In the meanwhile the main features of a new development model and path are clear. A range of reforms has been devised. What are the issues associated with the ‘old’ model of urbanization? What is the substance of the ‘new’ model of urbanization? What are the new institutional arrangements, governance models, planning practices, and social and environmental policies to address sustainability challenges? What outcomes are produced? 

Besides, China is increasingly manifesting itself in, and impacting, other regions on the globe through rapidly growing production, trade, investment, and people flows; its role in institutions of regional and global governance is changing. China going global and its growing impact (combined with the domestic issues) have given rise to substantial scientific discourse and public debate, in many parts of the world. What are the new foreign policy initiatives and how do they influence the world?

The course addresses the above questions. It starts by discussing the evolution of China and its historical development with a focus on the 19th and 20th centuries. Next, attention is given to the country's diversity, and the patterns of economic, social, and geographical transformation. Subsequently, the institutional forces, governance, and urban planning that have shaped China’s dynamics over the past decades are scrutinized. In this framework issues, unity focuses on the regional patterns of change, the position of ethnic minorities in the 'periphery', and the rural-urban divide; stability focuses on urbanization and unequal development, issues of migrant integration, and social and geographical fragmentation; and sustainability emphasizes on the aging population, energy issues, and environmental and social problems. It also discusses emerging planning practices and policies (e.g., collaborative planning/governance, smart /green city initiatives, sponge city, micro-regeneration) to address sustainability challenges.

The focus of this course is on gaining a better understanding of theories and research on adolescent risk behaviors that may develop into substance (e.g. smoking, drinking, cannabis use, use of illicit drugs) or behavioral addictions (e.g. internet-related problems, gambling disorder, eating disorder). Attention is given to the prevention and treatment of these problems. The effects of substance abuse, other appetitive behaviors, and addiction to these substances or behaviors is covered. Students apply the acquired theoretical and empirical knowledge when analyzing social youth issues and they reflect on possible policy or intervention practices that may help to prevent social youth issues.

​​​​​​This course provides an introduction to the field of marketing and covers: marketing management process; market research; creating product offerings through product development; pricing strategies; delivering value through supply chain decisions; service strategies; and communicating to markets both through personal and impersonal media. Course participants must have a basic understanding of statistics and regression, and be able to work with a statistical software like Stata, SPSS, or Jamovi. The course assumes students have completed the courses Statistics (ECB1STAT) and Econometrics (ECB2METRIE), or equivalent, as a prerequisite.

This course examines why children do what they do and how they think and acquire skills. It covers physical development, including biological development (e.g., genes, development of the brain, stress and hormone systems) motor and perceptual development (e.g., development of locomotion and perception of the object world), and cognitive development (e.g., development of language, learning, memory, self-regulation); interactions between developmental processes across these domains; how these developments influence behaviors and vice versa; how these developments are shaped by the various ecological systems within which they take place and vice versa.

What are the consequences of increasing processes of globalization and individualization for mobility and transport? Which problems occur from these developments in the field of health, social equity, and sustainability? How relevant is daily mobility for the performance of individuals and households? How can transport geography contribute to solve and mitigate mobility related problems? In view of constantly diversifying spatial-temporal relations and interdependencies, the course answers these questions by explaining trends and aspects of mobility in an urban and global context. Students acquire basic knowledge of processes and factors that lead to the demand for and development of mobility. This enables the identifying effects occurring from current transport developments and to evaluate strategies and measures targeting related problems. The set of lectures focuses on characteristics of different types and modes of travel, theoretical approaches, and practical concepts in the field of transport geography. Combined with a GIS practical and group work to apply these approaches and related knowledge, the course delivers insights into topical issues in the field of transport policy and planning. Note that an early exit for international students is possible. However, to receive 5 ECTS the students must attend the written exam and hand-in an additional individual assignment to compensate not attended tests, practicals, lectures or group assignments.