Students learn about the diverse spatial economic potential of North Rhine-Westphalia. Using the economic regions of North Rhine-Westphalia as a case study, they practise applying concepts and quantitative and qualitative methods of regional economic analysis, enabling them to identify and assess regional development prospects and obstacles, and to formulate strategic recommendations for regional development based on strengths-weaknesses analyses and exogenous trends.

Cologne-Bonn is not East Westphalia-Lippe, and the Münsterland region differs significantly from the Siegerland. As Germany’s largest federal state, North Rhine-Westphalia comprises various economic regions with differing regional economic structures and dynamics. The seminar will develop a methodological framework for a systematic interregional comparison and, on this basis, assess the prospects of North Rhine-Westphalia’s economic regions for future prosperity, regional economic resilience and the desired transition to sustainable development and climate neutrality. This will be done on the basis of regional statistical profiles and the identification of region-specific development pathways.

• Conceptual foundations: regionalisation and path dependence; competitiveness, resilience and the transition to sustainability
• Development of a common methodology for a comparative case study analysis
• Development of a comparable database with an understanding of the indicators
• Creation, presentation and discussion of economic area profiles
• Derivation of recommendations for regional economic development based on internal strengths and weaknesses as well as exogenous trends (SWOT analysis)
• Comparison of economic areas and concluding discussion

Blotevogel, H.H.; Münter, A.; Terfrüchte, T., 2009: Spatial Science Study on the Division of the State of North Rhine-Westphalia into Regional Cooperation Areas. Final Report. Dortmund: TU Dortmund, Faculty of Spatial Planning.
Chilla, T.; Kühne, O.; Neufeld, M., 2016: Regional Development. (=UTB, 4566). Stuttgart: Ulmer.
Möller, J., 2020: Methods of Empirical Regional Analysis. In: Bröcker, J.; Fritsch, M. (eds.): Economic Geography. (2nd ed.). (=Vahlens Handbooks of Economic and Social Sciences). Munich: Vahlen, pp. 7–40.
NRW.BANK, 2025: Regional Economic Profiles 2025. https://www.nrwbank.de/de/die-nrw-bank/research/regionalwirtschaftliche-profile [12 May 2026].
NRW.innovativ, 2024: Regional Innovation Ecosystems. https://nrwinnovativ.de/regionen [12 May 2026].
regionen.NRW, 2026: Strong Regions, Strong State. https://regionen.nrw [12 May 2026].

After successfully completing the course 

• students know the basics of geographical tourism research,
• know which trends and influencing factors currently determine international tourism development and what effects this has on the environment and society,
• are able to critically examine these developments and discuss alternative approaches to tourism development.

The course consists of three content blocks:

1. basics of tourism and (geographical) tourism research
2. tourism offers and their effects on the environment, society and the economy
3. approaches to the transformation and containment of tourism

Within these blocks, a variety of topics will be covered, whereby the participants can influence the focus. These could include the following aspects: 

• Demand side (travel behavior of tourists, general conditions)
• Supply side (destination life cycle, framework conditions such as transportation, e.g. low-cost carriers)
• City tourism (e.g. with regard to Airbnb-fication, overtourism, business and event tourism)
• Cultural tourism (e.g. interactions between world cultural heritage and tourism, industrial tourism as a component of structural change)
• Coastal tourism (e.g. tourism-induced growth of coastal cities, resilience of ecosystems, interactions between diving tourism and species conservation)
• Nature conservation and tourism (e.g. cooperation and conflicts in national parks, hunting tourism)
• Demographic change and tourism (e.g. health tourism, cruise tourism)
• Social movements in tourism (e.g. poverty tourism, voluntourism, dark tourism)
• Eco- and socially sensitive tourism concepts (e.g. pro-poor tourism, fair tourism, ecotourism, flight compensation)

The seminar sessions each focus on a specific topic. In addition, there are content-related impulses from the teacher, student presentations, work and discussion phases.

A short excursion may be organized by arrangement. 

Topic-specific literature will be announced at the respective sessions. In addition, textbooks can be recommended, e.g.

• Neumair, Simon; Rehklau, Tatjana; Schlesinger, Dieter Matthew 2019: Angewandte Tourismusgeografie. Berlin & Boston.
• Rein, Hartmut; Strasdas, Wolfgang 2017: Nachhaltiger Tourismus. 2 Aufl. Wien, Köln & Weimar.
• Schmude, Jürgen; Namberger Philipp 2015: Tourismusgeographie. Darmstadt.
• Kagermaier, Andreas 2015: Tourismusgeographie. Berlin.

The seminar will take a scientific approach to the diversity of Alpine ecosystems through expert input from the seminar leaders, the preparation of student presentations, lectures by experts, and the analysis of simple datasets.
The particular diversity of this region, resulting from the interplay of various geofactors (geology, geomorphology, soil, climate, flora and fauna), will be examined and illustrated through the analysis of simple datasets (e.g. vegetation surveys). The results will be presented at the end of the seminar and discussed and compared in a written paper with the aid of international scientific literature.

The Alps are among the most ecologically diverse, yet at the same time most fragile, natural and cultural regions in Europe. Shaped by significant variations in altitude, diverse climatic conditions and complex geological structures, they are home to a wide variety of alpine ecosystems, some of which support highly specialised communities. At the same time, these systems are increasingly affected by climate change and human activity. The aim of the seminar is to develop a deeper understanding of the spatial differentiation and functioning of Alpine landscapes.

Theoretical component: Introduction to the formation of the Alps and their physical geography. Self-study of assigned academic articles and preparation of a presentation on a selected topic.
Practical component: Analysis of simple datasets relating to various Alpine ecosystems.
Independent work: Analysis of international academic articles on the topic, data analysis, presentation of results in the seminar, and preparation of a report in paper format.

Will be announced during the seminar.

•    Students gain an overview of ‘wilderness’ development, biodiversity and ecological processes in Central European national parks.
•    Students learn about reintroduced wildlife species and their ecological roles as keystone species.
•    Students learn about fundamental links between tourism and protected area management.
•    Linking ecological dynamics with forms of human use and conflict in national parks.
•    Presentation of findings and academic reflection in a term paper.

• Wilderness and national parks (conservation, development and recreational areas)
• Biodiversity, trophic structures and reintroductions
• Tourism in protected areas (nature-based, sustainable and mass tourism)
• Ecological impacts of recreational use (e.g. disturbance, fragmentation)
• Perceptions of nature and conflicts of use
• The tension between nature conservation and tourism
• Protected area management (e.g. visitor management, zoning)
• Excursion to the Eifel National Park as a case study

• Part 1: Introduction to ‘wilderness’, national parks, reintroduced wildlife species, and conflicts between tourism and land use in protected areas.
• Part 2: Three-day field trip to the Eifel National Park (6–9 November 2026). On site, during short to medium-length walks around Lake Rur and a visit to the “Forest, Water, Wilderness” exhibition, participants will learn about the history of the national park, biodiversity and wildlife species. This will be supplemented by discussions with rangers and specialist staff. The focus will be particularly on wilderness development, visitor management and wildlife management.
• Part 3: Presentations and stakeholder role-plays: In groups, students present their findings on case studies, which always relate to a national park anywhere in the world and combine reintroductions with tourism, and analyse the resulting conflicts and management approaches. On this basis, role-plays or debates are prepared in which different stakeholder perspectives are represented

Buckley, R. (2000). Tourism in the Most Fragile Environments. Tourism Recreation Research, 25(1), 31–40. https://doi.org/10.1080/02508281.2000.11014898

Engels, B., & Job-Hoben, B. (2009). Nachhaltiger und naturverträglicher Tourismus: Strategien, Erfolgsfaktoren und Beispiele zur Umsetzung (NaBiV Heft 79). Bundesamt für Naturschutz.

Frost, W., & Hall, C. M. (Eds.). (2012). Tourism and national parks. Routledge.

Hall, C. M. (2015). Loving nature to death: Tourism consumption, biodiversity loss and the Anthropocene. In Tourism and the Anthropocene (pp. 52-74). Routledge.

Mayer, M., Müller, M., Woltering, M., Arnegger, J., & Job, H. (2010). The economic impact of tourism in six German national parks. Landscape and Urban Planning, 97(2), 73–82.

Ripple, W. J., & Beschta, R. L. (2012). Trophic cascades in Yellowstone: The first 15 years after wolf reintroduction. Biological Conservation, 145(1), 205–213.

Orazi, V., Hagge, J., Gossner, M. M., Müller, J., & Heurich, M. (2022). A biodiversity boost from the Eurasian beaver (Castor fiber) in Germany’s oldest national park. Frontiers in Ecology and Evolution, 10, 873307. 

Saarinen, J. (2012). ‘Tourism into the wild': The limits of tourism in wilderness. In The Routledge handbook of tourism and the environment (pp. 145-154). Routledge.

Sæþórsdóttir, A. D., Hall, C. M., & Saarinen, J. (2011). Making wilderness: Tourism and the history of the wilderness idea in Iceland. Polar Geography, 34(4), 249-273.

The research workshop at the GI is intended to enable students to work on research projects both individually and in small groups, not bound to a specific seminar, or to initiate their own small projects outside of a project seminar. The projects can be carried out in a wide variety of subject areas, can be regional or international, purely geographical but preferably interdisciplinary.
Involving students in research practice as early as possible offers them both a broader and deeper horizon of learning and experience, which will have a positive effect on the choice of a topic for their Master's thesis as well as their later career decision. The practice of self-organization, independent work and the assumption of responsibility are important goals that should lead to greater motivation and a stronger commitment to their studies and geography.

The content varies and must be enquired about individually with other lecturers.

Andreas Pflitsch:

For the winter semester, I am offering the following topics and destinations:

USA North-South Crossing: – can also be taken as an English-language course.

Master’s students, as well as Bachelor’s students who have already successfully completed a regional geography field trip, can contribute to the research workshop during the regional geography field trips to the USA by presenting their own project or an individual research question. A limited number of places are available for this option. Please check the relevant section for regional geography (Bachelor’s) for details of the field trip. 

Cave climatology:

Dechenhöhle, Iserlohn

Various projects are currently being carried out or are in the process of being set up as part of cave research. Students can conduct their own investigations in the Dechen Cave.

The investigations focus on the following areas:

Microclimatology, such as air and rock temperatures, humidity, and wind currents.

If you have any further questions, please do not hesitate to contact me by email (andreas.pflitsch@rub.de).

Your own topics:

Of course, you are also welcome to contribute your own project ideas.

If you are interested, please contact the respective lecturer personally and discuss the further procedure individually.

Will be announced by the lecturers.

The seminar takes an in-depth look at mixed-use development as a central element of urban development. Its environmental, social and economic benefits appear undisputed, as it is credited with having a significant social and functional integrating effect. At the same time, however, homogeneously structured neighbourhoods continue to emerge. The principle of segregating functions and population groups has become deeply ingrained in planning and continues to influence our urban development. The causes of these discrepancies are complex. They need to be uncovered and the conditions for effective alternatives sought – how can mix be achieved?
This requires an examination of social processes, the built environment and the opportunities for linking the most important basic functions of cities, such as: housing, retail, commerce and industry, as well as leisure, education and culture. Not least, the different dimensions of density influence mobility and thus the connection between the various amenities in the city. Knowledge of the origins and fundamentals, advantages and conditions for development, as well as the pathways to implementing mixed-use development, should enable students to analyse selected examples and engage constructively with strategic, formal and conceptual methods in planning. The aim is to formulate their own ideas, scenarios and theses for dealing with mixed-use development. Exploring this topic, which is both practical and promising for the future, makes it easier to embark on a career in urban and landscape planning, regional and national planning, and mobility planning.

If a city is to be diverse, liveable, vibrant, offer a wide range of opportunities for all groups and interests, and, not least, be beautiful, it must be mixed. Whilst the historic city was characterised by a largely direct interconnection of the most diverse uses and functions, industrialisation and urban growth, along with modernist ideas, led to segregation and the radical separation of functions that had previously been integrated. Added to this was the fact that large-scale and disruptive developments overwhelmed the existing urban structures. Within the built-up city, massive redevelopment projects created the necessary space for the establishment of the rapidly expanding retail and educational facilities, hospitals, industrial plants and large housing estates – unless these were placed directly on the city’s outskirts and thus removed from the urban context. It was no coincidence that the dogma of the car-friendly city coincided with this era of development. Conditions have long since changed, and it is worth taking a closer look at the current starting points and opportunities for a mixed-use approach. All the more so now that legislation is slowly moving away from the primacy of separation, thereby opening up new scope for action in practice. This is countered by a long-standing wait-and-see attitude in local planning policy, which remains wedded to the model of the functionalist city. Nor have the investment, property ownership and construction sectors
yet moved away from their specialisation in individual segments. In this situation, convincing concepts and strategies are required that highlight the benefits of diversity and address restrictions and obstacles at an early stage and in a constructive manner. This also involves the judicious selection and combination of planning tools. Together with the requirements for a climate-friendly transformation of cities and the priority
use of their existing resources, this opens up a complex and exciting field of activity.

• The built city as a reflection of social developments, urban planning models and the implications for social and functional mix in cities
• The spatial, economic, ecological, design-related, structural, temporal and socio-spatial implications for mix arising from global crises and disasters, general trends and urban requirements
• Identifying the advantages and disadvantages of mix for future urban development
• Identifying uses and interrelationships of uses in cities that are primarily suitable for a mix
• Developing a wide variety of approaches to mix (vertical and horizontal, granularity, neighbourhoods and distances) and typology
• Analysis of successful examples and strategies for implementing the mix
• Development of scenarios for the further development of selected urban areas and discussion of their transferability
• Use of suitable instruments and strategies, formal and informal plans for achieving a robust mix
• Possibilities and limitations of political and administrative control, as well as key stakeholder groups and their differing interests

To begin with: Further details will follow at the start of the seminar.

•     Becker, Heidede / Sander, Robert / Jessen, Johann (eds.) 1999: Without a guiding vision? Stuttgart
•     Brand, Ulrich 2009: The multiple crisis. Dynamics and interrelationships of the crisis dimensions, demands on political institutions and opportunities for progressive politics, Berlin
•     Friedrichs, Jürgen 2018: Urban Development. In: ARL – Academy for Spatial Research and
•     Regional Planning (eds.): Concise Dictionary of Urban and Spatial Development, Hanover
•     Friedrich, Sabine 2003: Redevelopment of Housing Stock on the City Periphery. Zurich
•     Gehl, Jan 2015: Cities for People, Berlin
•     Jessen, Johann et al. 1999: Planning mixed-use urban development in urban expansion and regeneration projects in Europe. In: BBR (ed.): Workshop: Practice, Issue 2/1999, Bonn
•     Kegler, Harald 2021: Resilience. Strategies and perspectives for the resilient and learning city. Braunschweig
•     Kröck, Eckart 2019: Social and functional diversity versus the Building Use Regulation Catalogue
•     BauNVO. In: Mäckler, Christoph / Sonne, Wolfgang (eds.): Nothing is settled! Reform of urban planning law. Berlin
•     Leipzig Charter on the Sustainable European City, Leipzig 2007.
•     Sonne, Wolfgang 2017: How to build a city. Die Welt, 19 July 2017,
•     Wekél, Julian / Ohnsorge, David (eds.) 2022: Projects 33: Exemplary development projects for inner-city areas – New materials on planning culture, Munich
•     Concepts, plans, etc., including those found in urban development reports, urban development plans and progress reports from various major German cities
•     Site visits, interviews and participation in discussions and events. 

To get to know different agricultural systems (conventional, organic, regenerative, vegan, etc.) and to classify these systems in terms of their ecological, economic, social, and cultural sustainability. Various perspectives should be considered, and areas of tension should be explored. In a discursive approach, solutions should be developed and evaluated. Working out different perspectives and the arguments behind them, to better understand the relationships regarding change processes, etc.

50.2% of Germany’s area is shaped by agricultural use (UBA 2025), which is primarily characterized by the cultivation of animal feed (50.5%; BLE 2025). Agriculture contributes 9.6% to Germany’s annual greenhouse gas emissions (as of 2024; UBA 2025). Methane emissions are the highest at 61.8% and primarily result from the digestive processes of ruminant livestock and the storage processes of digestate from biogas plants (UBA 2025). In addition, agricultural soils emit CO2 and N2O through cultivation and fertilizer management. Through adapted and diverse agricultural management systems, the ecological impacts could be reduced, and a more sustainable, fairer, and secure food production might be conducted. But sometimes changes are not taking part…we will try to shed light on the reasons.

Although, the focus is on agriculture in Germany, due to global trade flows, agriculture itself is a globally effective system that cannot be thought of exclusively locally and all stakeholders need to be addressed to change systems sustainability.

Weekly seminar Thursdays, 14:00–16:00 h, IA 1/123, plus two day field trips:

1. Thematic introduction to agricultural management systems in Germany (background)
2. Short presentations as openers to initiate group work on specific topics (discursive)
3. Excursion to the Chamber of Agriculture (Getting to know the differences between conventional and organic dairy farming) (practical)
4. Excursion to a “multifunctional” farm (practical)
5. Evaluation and classification of agricultural systems with regard to sustainable management, considering different interest groups (discursive)

Will be announced in the seminar.

Learning the basic concepts and techniques involved in planning and executing projects

• Definitions in Project Management
• Project Phases and Project Management Phases
• Project Structure vs. Line Organization
• Roles in Project Management
• Defining Project Objectives
• The Project Management Triangle
• Common Conflicts in Projects
• Methods and Tools in Project Management
• Stakeholder Management

Brief introductions; content is explored and discussed in groups; reinforcement of what has been learned through exercises

Having successfully passed the module, the students

• Understand the fundamentals of optical, radar, and thermal remote sensing relevant to urban, industrial, and post-mining environments.
• Build and use low-cost sensors
• Apply remote-sensing approaches to monitor ecosystem recovery, vegetation succession, mine subsidence impacts, surface-water dynamics, and climate-adaptation measures in transformed landscapes.
• Perform hydrological field measurements, including streamflow, water quality, groundwater levels, soil moisture, and microclimate monitoring in post-mining landscapes and urban catchments.
• Collect high-quality georeferenced datasets across the Ruhr Area for the analysis of post-industrial ecosystems, restoration sites, and water-management systems.
• Process satellite data (e.g., Sentinel, Landsat) and compute vegetation, water, soil, and land-surface indices to assess ecological restoration, land-use change, and hydrological processes.
• Produce high-quality maps, visualizations, and spatial datasets suitable for environmental assessment, restoration planning, and scientific reporting.
• Understand the ecological significance of post-mining landscapes, renaturalized river systems, industrial heritage sites, and urban green infrastructure within the Ruhr Area.
• Identify key biodiversity indicators, ecosystem services, and environmental pressures associated with urban-industrial and post-mining ecosystems.
• Assess human–environment interactions, ecological restoration strategies, and sustainability challenges related to the Ruhr Area’s transition from an industrial mining region to a multifunctional cultural and ecological landscape.

During this summer school, students will explore the transformation of the Ruhr Area from a historic mining region to a post-industrial landscape. Through fieldwork, remote sensing, GIS analysis, and environmental monitoring, participants will understand and investigate hydrological processes, ecosystem restoration, biodiversity, and land-use change. Students will collect and analyze spatial and environmental data, apply geospatial technologies, and develop practical skills for assessing sustainability challenges and opportunities in post-mining environments. A field trip is part of the summer school to apply learned tools and methods.

The summer school will take place at RUB from 15.03. – 19.03.2027, Training will be on Campus, field research to postmining areas will be realized for data collection and validation.

Being able to analyse spatial information in modern spatial data infrastructures is a key skill in many specialist areas. This seminar provides a sound introduction to the architecture, implementation and utilisation of spatial data infrastructures.
The course covers not only the conceptual foundations, but also the technical tools and processes required for their development and implementation. In addition, the legal framework and relevant standards will be analysed.
Special emphasis is placed on practical approaches to the development and management of spatial data infrastructures at regional, national and international level. The seminar combines theoretical principles with practical case studies and promotes the application of the content in individual projects. The aim is to prepare participants for the challenges and potential in this area and to equip them with the necessary skills for independent work with spatial data infrastructures.

The course teaches practical applications with various software solutions such as ArcGIS Online for story maps and dashboards, QGIS for geospatial web services, OpenEO and Jupyter Notebooks for processing satellite data and Docker for the provision and scaling of GIS applications.

The course is designed as a supervised, asynchronous self-study course. The course content is provided via the Moodle learning management system of the Ruhr University Bochum. Participants work on the content independently and then upload the results to the platform. The lecturers are available during the course to answer technical and content-related questions. Kick-off and finalisation will take place in person.

Will be announced in the seminar.

Worldwide trade interdependencies, the genesis and structure of global city and company networks, the interdependencies of so-called industrialised and developing countries as well as the topic of globalisation embedded in current geopolitical distortions are always linked to spatially related or spatially effective questions. Regional disparities and differentiations are correspondingly spatially effective manifestations of these structures, functions and processes. In the lecture World Economic Geography, these topics are taken up, discussed and analysed in order to expand the economic-social science dimension of a globally interacting world economy by the spatial perspective.
The lecture is integrated into the teaching programme of the Institute of Geography, in particular the Chair of Economic Geography. Accordingly, the economic geographic - thus (economic) spatial - perspective is at the centre of the scientific consideration. 
In addition to the causes, manifestations and dynamics of globalisation, the spatial impacts such as the formation of transnational economic blocs, global supply chains and production networks, or the dissolution and relocation of production complexes, as well as the role of so-called global players and global sourcing, are also addressed. Thematic fields of application come from the areas of raw materials, agriculture, industry and services, including finance and tourism. In addition, overarching cross-cutting fields such as geographical sustainability, environmental and development research, geopolitical conflicts and specific types of space, e.g. from the Global South, are addressed. Regional examples are used to illustrate the topics.

Module: Lecture + Seminar

Preliminary discussion of ALL seminars at the end of the lecture on 12.05.2026. The dates of the block seminars will also be determined there.

In addition to the presentation topics, the dates for the block seminars will also be finalised during the preliminary seminar discussions. 
Attendance is compulsory without exception! 
Scope of work in the seminars: active participation, presentation & handout, term paper depending on the degree programme; further details will be provided in the respective preliminary discussions.

Bachelor students of Business Administration, Economics and Geography (RUB) take part in the compulsory block seminar (‘Special Topics of WorldWiGeo’) by Mr Lotz.

The block seminar (module consisting of lecture and seminar: 6 CP) by Prof. Juchelka, which focuses specifically on issues relating to the global economic-geographical dimensions of logistics, is compulsory for Master's students of Technical Logistics.

In addition to the lecture, Master's students of Socioeconomics can also attend the seminar ‘Geographical Development Research’ offered by Mr Schulte-Derne. It is not possible to attend the seminar alone without attending the lecture.

Students of the Master's programme International Relations and Development Policy (IBEP) can attend Mr Schulte-Derne's seminar ‘Geographical Development Research’ as part of the practical module (3 CP) WITHOUT attending the lecture. However, attendance of the lecture is strongly recommended in order to build up a scientific basis and in connection with the seminar.

Students on the Globalisation and Migration Master's course can also attend the seminar ‘Geographical Development Research’ offered by Mr Schulte-Derne in addition to the lecture. It is not possible to attend the seminar alone without attending the lecture.

Lecture plan:

20.04.2026 1.Introduction, concept & organisation of the lecture
                        Basics of a world economic geography

27.04.2026 2. globalisation and space: term, preconditions, processes, effects

05.05.2026 3. theoretical approaches and concepts of a world economic geography
                     
12.05.2026 4. world trade: spatial interdependencies, embeddings, implications
                         Seminar discussion at the end of the lecture

19.05.2026 5. ‘Global governance’ perspective: role of politics and spatial effectiveness

26.05.2026      Whitsun holidays: no lecture

02.06.2026 6.Perspective I: Raw materials and energy - disparities between global supply and demand

09.06.2026 7.Perspective II: Agriculture between globalisation and regionalisation

16.06.2026 8.Perspective III: Industry - Locations, regional dynamics and networks

23.06.2026 9.Perspective IV: Services: Trade, logistics, finance and tourism in a global spatial context

30.06.2026 10.Global Problem Areas & Space I: Geographical Development Research and Perspectives on the Integration of the so-called Global South

07.07.2026 11.Global Problem Areas & Space II: Environment and Sustainability

14.07.2026 12.Global Problem Areas & Space III: Wars, Crime, Terrorism, Geopolitics

21.07.2026 13th closed session (12.15-13.15)

Seminar programme for the lecture:

Programme Seminar Management
BA BWL compulsory (module) M.A.-Geogr. Steffen Lotz: Block seminar: Special topics in world economic geography
BA VWL Compulsory (module) M.A.-Geogr. Steffen Lotz: Block seminar: Special topics in world economic geography
BA/BSc Geography (RUB) Compulsory (module) M.A.-Geogr. Steffen Lotz: Block seminar: Special topics in world economic geography

MSc TLog recommended Prof. Rudolf Juchelka: Block seminar especially for TLog

MA Socioeconomics see below Dipl.-Geogr. Friedrich Schulte-Derne: Block seminar: Geographical Development Research
MA IBEP see below Dipl.-Geogr. Friedrich Schulte-Derne: Block seminar: Geographical Development Research
MA Globalisation + Migration see below Dipl.-Geogr. Friedrich Schulte-Derne: Block seminar: Geographical Development Research

References will follow in the lecture.

• Learning about current lighting practice, the environmental impact of light, and lighting conflicts
• Basic introduction to nighttime light satellite data
• Independent study of geographic differences in light emissions
• Further experience with GIS systems

The course makes use of the night and the way it is artificially lit by humans as an “interdisciplinary object”. Concepts from physical geography, human geography, and geomatics will be brought together with additional information from ecology, vision science, and lighting practice and technology. Individual themes covered during the course include:

• Night climate
• Human vision and the history of outdoor lighting
• Current lighting applications and technology
• Lighting conflicts
• Light pollution and darkness conservation
• Geographical patterns of light use in Germany
• Night lights instruments and data
• Night lights remote sensing

The seminar will take place weekly and will start with an introductory lecture. During the first part of the course, homework will include some independent night fieldwork to learn about and document lights. As the course progresses, students will select two German regions with differing per capita light outputs and will try to explain the reasons for the differences based on various sources of geodata. Towards the end of the semester, each student will present their findings to the class (Studienleistung), and the students work will be graded based on a portfolio built up gradually over the term. The class will be interactive, and students will regularly share elements of their developing portfolio with the rest of the class.

• Kyba, C., Garz, S., Kuechly, H., De Miguel, A. S., Zamorano, J., Fischer, J., & Hölker, F. (2015). High-resolution imagery of earth at night: New sources, opportunities and challenges. Remote Sensing, 7(1), 1-23
• Pritchard, S. B. (2017). The trouble with darkness: NASA’s Suomi satellite images of Earth at night. Environmental History, 22, 312-330
• Meier, J. M. (2018). Contentious light: an analytical framework for lighting conflicts. International Journal of Sustainable Lighting, 20(2), 62-77.
• Team Nachtlichter (2025). Citizen science illuminates the nature of city lights. Nature Cities 2, 496–505
• Pease, B. S., & Gilbert, N. A. (2025). Light pollution prolongs avian activity. Science, 389(6762), 818-821.
• Radiance Light Trends: https://lighttrends.lightpollutionmap.info
• ALAN Literature Database: https://www.zotero.org/groups/2913367/alan_db/

The research workshop at the GI is intended to enable students to work on research projects both individually and in small groups, not bound to a specific seminar, or to initiate their own small projects outside of a project seminar. The projects can be carried out in a wide variety of subject areas, can be regional or international, purely geographical but preferably interdisciplinary.
Involving students in research practice as early as possible offers them both a broader and deeper horizon of learning and experience, which will have a positive effect on the choice of a topic for their Master's thesis as well as their later career decision. Practising self-organisation, independent work and the assumption of responsibility are important goals that should lead to greater motivation and a stronger commitment to their studies and geography.

The content can be requested individually from other lecturers.

Andreas Pflitsch:

For the summer term 2026, I am offering the following topics and locations:

Alaska

As part of research in the glacier caves and former copper mines of Kennekott/McCarthy in Wrangell St. Elias National Park in Alaska, a 12-day research trip will be conducted (planned for 23.09. to 04.10.2026). Up to seven students can participate in this trip.

The expedition will focus on recording various climatological parameters such as air and surface temperature and air currents in glacier caves and in the frozen copper mines of Kennecott/McCarthy.

The trip has a certain adventurous character. The research work is quite strenuous, as we sometimes have to hike for several hours to reach the study sites. We are accommodated in tents, without much comfort. We will reach one of the research sites by small plane, where we will then stay for a few days. At least there is a simple hut with a stove, so we can warm up in the evening and dry our wet clothes. In addition, you should be prepared for outhouses and washing in glacier water. However, there is hardly a better way to experience the breathtaking landscapes and glaciers of Alaska.

The cost will be approximately €1,100 to €1,300 (excluding flights to the USA but including flights within Alaska).

Dechenhöhle Iserlohn and other topics:

On individual request

If you have any further questions, please contact me by e-mail (andreas.pflitsch@rub.de).

If you are interested, please contact the respective lecturer personally and discuss the further procedure individually.

Will be announced by the lecturers.

• Students gain an overview of soils and biodiversity in urban and private gardens.
• Students learn how ecological data can be collected in gardens (practical monitoring methods).
• Students learn how social science data relating to gardens can be collected (interviews, use of gardens).
• Linking social aspects with ecological data
• Promoting independent planning, implementation, and evaluation of scientific observations
• Presentation of results and scientific reflection in term papers

• Introduction and background information on (1) the importance of gardens as habitats for plants, insects, birds, and mammals, (2) measures to promote biodiversity in gardens, (3) soils at the interface between nutrient cycles and crops, and (4) the use of gardens by humans in a social and ecological context.
• Methodological basics: (1) Recording birds (e.g., with Merlin Bird ID or classic bird watching), (2) Recording mammals (wildlife cameras, sightings), (3) Insect monitoring (e.g., colorful bowls, observation, identification), (4) Plant inventory (flowering plants, grasses, shrubs), (5) Recording soil quality and possible impairments, (6) Interviews with garden owners about use, perception, maintenance, and biodiversity measures, and (7) Conducting a larger online survey on biodiversity and garden use.
• Data preparation and evaluation: Consolidation of the data collected from all groups. Analysis of patterns, frequencies, and correlations between use and biodiversity. Visualization of the results (tables, diagrams).

• Introduction to biodiversity and soils in gardens, social aspects, and monitoring methods, as well as presentation of the planned survey methods.
• Independent data collection in gardens: Students independently plan when and how they will observe/record specific species groups, soil aspects, and social aspects, and create corresponding protocols.
• Data consolidation and analysis: Preparation of the collected data; discussion of trends and special features.
• Presentation of results: Groups present their topic-related data and findings.
•  Each student writes a scientific paper that links two topic areas (e.g., “Soils & Plants,” “Interviews & Mammals”).

Will be announced in the seminar

For years, inner-city development has been the magic word for the sustainable transformation of our cities. For some time now, it has been burdened with three requirements that are not exactly free of conflict with each other:
structural densification, upgrading of blue-green infrastructure, and solving mobility issues. It is intended to prevent the further sprawl of cities into the surrounding areas and at the same time enable growth processes
in an environmentally friendly manner.

Numerous crises and disasters await effective responses. Calls for help quickly resound through the lowest level of government, the cities, especially the large cities. Close to the citizens and with the most direct access to
implementation tools, they seem to be the most important authority for conflict resolution. Yet the current situation could hardly be more difficult: the power of state institutions and trust in their ability to find solutions are dwindling. The great
promises of modernity for everlasting progress and the welfare effects of comprehensive universalization and standardization have evaporated. Deep social uncertainties and the waning power of institutions are coupled with ecological,
economic, and social crises, presenting cities with new challenges, especially now. The Basic Law does not grant German municipalities any binding right to comprehensive capacity to act, but they are allowed to independently control their development through planning authority. They make use of this in a variety of ways and try to use their respective talents and opportunities as effectively as possible to overcome problems and further their development. The primacy of internal development is both a requirement and an obstacle for all of them.

The central learning objective of studying the topic of inner development lies in recognizing the “sandwich situation” of cities between model-oriented requirements and the rather restorative or at least status-preserving expectations of the urban population, as well as the difficulties of finding the right planning approaches in order to be able to act in a highly complex situation with conflicting requirements. By examining the approaches taken by selected cities, students recognize the multi-complexity of planning. They
can apply and practice what they have learned so far and expand their knowledge with new aspects. 

The seminar will examine the four dimensions of inner-city development: space, actors, processes, and tools, using selected large cities and their activities as examples. The focus will be on the planning content, the practicability and impact of the selected approaches and courses of action, and the question of what generalizable perspectives they offer. Further questions will address the respective starting points and conceptual approaches to sensibly bundling the problems, as well as the choice of means for accomplishing the tasks at hand. To this end, the formal and informal planning instruments and the activities of the actors involved, as well as political and private decision-makers, are considered with the aim of determining how sustainable and ambitious development can be systematically led to success within the given time frame and with the available methodological, legal, and financial resources.

• The first, brief step involves analyzing selected tasks of varying content, large and small, from the field of inner development.
• In the second step, students gain access to current and diverse case studies from interviews with municipal representatives from the fields of urban, mobility, and environmental planning, contributing their insights gained during internships and from studying the literature. A few key questions quickly reveal the approaches taken in inner-city development planning, such as: What tasks, main and sub-goals, and priorities do cities use to tackle inner-city development? What strategies do cities use to overcome their respective challenges? Can success factors be derived from the wide variety of approaches, and for which issues are they particularly suitable? 
• The next step is to develop generally applicable strategies and approaches for a wide variety of problems and objectives. To this end, individual work steps are to be identified and underpinned with the necessary resources on a timeline.
• In the final step, the results will be critically evaluated and an answer will be formulated to the question of whether and to what extent cities can successfully overcome the current challenges of inner development.

• Altrock, Uwe 2018: Stadterneuerung. In: ARL- Akademie für Raumforschung und Landesplanung (Hrsg.): Handwörterbuch der Stadt- und Regionalentwicklung. Hannover
• Becker, Heidede / Sander, Robert / Jessen, Johann (Hrsg.) 1999: Ohne Leitbild? Stuttgart.
• Bundesamt für Naturschutz (2017): Doppelte Innenentwicklung – Perspektiven für das urbane Grün. Bonn.
• BMUB – Bundesministerium für Umwelt, Naturschutz, Bau und Reaktorsicherheit (Hrsg.) (2015): Grün in der Stadt – Für eine lebenswerte Zukunft. Grünbuch Stadtgrün. Berlin.
• Kegler, Harald 2021: Resilienz. Strategien und Perspektiven für die widerstandsfähige und lernende Stadt. Braunschweig
• Reinke, Markus (2016): Doppelte Innenentwicklung – Wie soll das gehen? In: Meinel, G. / Schwarz, S. / Krüger, T. (Hrsg.): Flächenmonitoring VIII. Flächensparen – Ökosystemleistung – Handlungsstrategien. Berlin.
• Umweltbundesamt (Hrsg.) 2022: Dreifache Innenentwicklung. Definition, Aufgabe und Chancen für eine umweltorientierte Stadtentwicklung.
• Publikationen von verschiedenen deutschen Großstädten. Besichtigungen, Interviews sowie Teilnahme an Diskussionen und Veranstaltungen

Further references/sources/notes will follow at the start of the seminar.

The course aims to introduce some of the main critical perspectives in the fields of cultural and development studies, as well as urban and regional planning in the context of geography and spatial sciences.The students will familiarize themselves with authors and theories that challenge the hegemonic view, or that inspired and supported the emergence of counter-narratives. The final outcome of the course is to enable students to produce and reflect critically on spatial creation through the production of counter cartographies, informed by the discussions conducted during the classes. 

The course is divided into blocks focused on specific themes that will be covered during the sessions.

The themes will be discussed based on academic and non-academic texts, and personal experiences will be encouraged to be shared during dynamic talks. 

The themes that will guide the sessions are:

• Systems Theory / Systemic Thinking
• Critical Spatial Theories
• Political Ecology
• Globalization(s) and Developments
• Power and space
• Gender, ethnicity, and the non-hegemonic being.

The seminar structure is based on presentations, readings, collective discussions, and practical application of the concepts.

Every session will have an introduction presenting the topic, followed by students' presentations and discussions guided by the guiding texts.

Based on the topics raised during the discussions and personal experiences, in groups, the students will develop a final project that consists of a counter-cartography of a freely elected topic. Specific sessions will be scheduled to present the project's development and to receive input from other participants.

This is a suggested list; other supplementary readings will be given before the sessions.

Introduction

Website: https://geoactivismo.org/

Berg, L. D., Best, U., Gilmartin, M., & Larsen, H. G. (2021). Introduction: Placing critical geographies. In L. D. Berg, U. Best, M. Gilmartin, & H. G. Larsen (Eds.), Placing Critical Geography: Historical Geographies of Critical Geography (pp. 1-8). Routledge. https://doi.org/10.4324/9781315600635-1

Systems Theory / Systemic Thinking

Meadows, Donella H. (2015). "Thinking in Systems". White River Junction, VT: Chelsea Green Publishing.

Website: https://donellameadows.org/

Costa, J. (2023). Chapter 1 – Niklas Luhmann’s Social Systems Theory – Concepts. In Health as a Social System: Luhmann's Theory Applied to Health Systems. An Introduction (pp. 27-52). Bielefeld: transcript Verlag. https://doi.org/10.1515/9783839466933-003

Critical Spatial Theories

Neil Brenner and Nikos Katsikis, (2020). "Operational landscapes: hinterlands of the capitalocene," Architectural Design / AD 90, no. 1: 22-31.

Ajl, M. (2014). The Hypertrophic City vs The Planet of Fields. 

https://www.researchgate.net/publication/331802340_The_Hypertrophic_City_vs_The_Planet_of_Fields

Schmid, Christian. (2013). "Networks, Borders, Differences: Towards a Theory of the Urban" In Implosions /Explosions: Towards a Study of Planetary Urbanization edited by Neil Brenner, 67-81. Berlin, Boston: JOVIS. https://doi.org/10.1515/9783868598933-005

Political Ecology 

Robbins, Paul. (2012). Political Ecology: A Critical Introduction, Second Edition. John Wiley & Sons, Ltd.

Glassman, J. (2006). Primitive accumulation, accumulation by dispossession, accumulation by ‘extra-economic’ means. Progress in Human Geography, 30(5), 608-625.

Harvey, David. (2009). The new Imperialism. Accumulation by dispossession. Vol. 40: Socialist Register

Movie: Total Recall (1990) Dir. Verhoeven, Paul.

Website: https://www.situatedecologies.net/films/

Globalizations and Development

Hickel, Jason. (2015). https://www.theguardian.com/global-development-professionals-network/2015/sep/23/developing-poor-countries-de-develop-rich-countries-sdgs

Santos, Milton. (2017) Toward an Other Globalization: From the Single Thought to Universal Conscience. 1st ed.

Kothari, Ashish. (2019). Pluriverse : A Post-Development Dictionary. First published. New Delhi, India: Tulika Books.

Escobar, A. (2015). Degrowth, postdevelopment, and transitions: a preliminary conversation. Sustain Sci 10, 451–462

Power and space

Foucault, Michel. (1982). "The Subject and Power." Critical Inquiry 8, no. 4.

Crampton, J. W., & Elden, S. (Eds.). (2007). Space, knowledge, and power: Foucault and geography. Ashgate.

Gender, ethnicity, and the non-hegemonic being.

Kinkaid, E., & Emard, K. (2024). Judith Butler. In M. Gilmartin, P. Hubbard, R. Kitchin, S. M. Roberts (Eds.) (3 ed., Vol. 0, pp. 76-82). SAGE Publications Ltd, https://doi.org/10.4135/9781036231323.n11

Sharp, Joanne P. (2000). Entanglements of Power : Geographies of Domination/Resistance. London: Routledge.

Lugones, M. (2008). The Coloniality of Gender. Worlds & Knowledges Otherwise

Based on European ecosystems, the students deepen their knowledge in biodiversity, ecosystem change and restoration, with a focus on plant-related ecological processes. They learn about the differences between near-natural and highly modified/urbanised ecosystems, and what these differences mean for managing and conserving nature.

Ecosystems and their species communities are strongly influenced by the management of natural resources. The way we use, manage and design ecosystems impacts the biodiversity and the ecological processes that we can observe and measure, and we see these changes especially in highly-modified and novel ecosystems. This course will cover different anthropogenic impacts as well as restoration strategies to advance the understanding of ecological processes and patterns, with an emphasis on water management and urbanisation.

Will be provided during the course

Having successfully passed the module, the students

• Perform hydrological field measurements, including streamflow, water quality, soil moisture, and microclimate monitoring.
• Collect high-quality georeferenced datasets within the Cajas Biosphere Reserve for analysis.
• Understand the fundamentals of optical, radar, and thermal remote sensing relevant to mountain ecosystems.
• Process satellite data (e.g., Sentinel, Landsat) and compute vegetation, water, and land-surface indices for biodiversity and hydrology studies.
• Apply remote-sensing approaches to monitor ecosystem health, glacier remnants, páramo dynamics, and hydrological patterns.
• Conduct spatial analyses in QGIS/ArcGIS Pro, including classification, terrain modeling, hydrological modelling, and habitat mapping.
• Produce high-quality maps, visualizations, and spatial datasets suitable for scientific reporting.
• Understand the ecological significance of the Andean páramo and lake systems within the Cajas Biosphere Reserve.
• Identify key biodiversity indicators and environmental pressures within high-mountain tropical ecosystems.
• Assess human–environment interactions and conservation challenges in biosphere reserves.

The summer school provides an integrated program combining field-based training in the Cajas Biosphere Reserve near Cuenca, Ecuador, with analytical and technological skills in remote sensing, GIS, biodiversity research, and hydrological monitoring. Participants engage in hands-on fieldwork, sensor deployment, and geospatial analysis, supported by expert instruction and collaborative project work. Key contents include:

• Remote Sensing for Mountain Ecosystem Monitoring
• GIS and Spatial Data Analysis
• Biodiversity and Ecosystem Dynamics
• Hydrology and Catchment Processes
• Fieldwork in the Cajas Biosphere Reserve

The summer school will take place at the Universidad del Azuay (UDA) in Cuenca, Ecuador between 22.9. – 26.9.2026, Training will be on Campus, field research to Cajas Biosphere Reserve will be realized for data collection. Costs for travel, accommodation and field trip will be covered.

Will be provided during the course