Prerequisite:

Second-cycle Bologna degree or a university (level VII) degree.

Content (Syllabus outline):

The subject deals with the socio-economic development of peripheral areas, which include smaller settlements, small towns, and rural areas. These are often less developed regions, lagging regions, or so-called left-behind places or “places that don’t matter.” The focus is on spatial and social inequalities, processes of peripheralization and polarisation, and the impact of global and national development trends on local communities.

In terms of content, the course draws on fundamental theoretical concepts developed by evolutionary economic geography and regional planning, and uses methodological tools for analysing the demographic, economic, and social characteristics of peripheral areas. It examines development paths and scenarios, development traps, migration processes, the role of local culture and local agency, and the formulation of place-sensitive policies. Particular emphasis is placed on understanding how to maintain or develop demographic strength, economic competitiveness, and quality of life in these areas.

Readings:

• MacKinnon, D., Béal, V., Leibert, T. (2024). Rethinking ‘left-behind’ places in a context of rising spatial inequalities and political discontent. Regional Studies, 58(6), 1161–1166. https://doi.org/10.1080/00343404.2023.2291581
• Nared, J., Repolusk, P., Kavaš, D., Zavodnik Lamovšek, A., Čok, G., Mrak, G. (2022). Spodbujanje razvoja obmejnih problemskih območij v Sloveniji [Promoting the development of disadvantaged border areas in Slovenia]. Ljubljana: Založba ZRC. https://doi.org/10.3986/9789610506713
• Nilsen, T., Grillitsch, M., Hauge, A. (2022). Varieties of periphery and local agency in regional development. Regional Studies, 57(4), 749–762. https://doi.org/10.1080/00343404.2022.2106364
• Nared, J. (ed.) (2021). Atlas on Quality of Life in Slovenia. Luxembourg: ESPON.
• Storti, L., Urso, G., Reid, N. (2023). Exiting the periphery: Possible pathways towards a socio‐economic and institutional de‐marginalization of places. Regional Science Policy & Practice, 15(7), 1406–1424. https://doi.org/10.1111/rsp3.12708
• Coe, N. M., Kelly, P. F., Yeung, H., W., C. (2020). Economic Geography: A Contemporary Introduction. Malden: Blackwell Publishing.
• Lang, T., Henn, S., Sgibnev, W., Ehrlich, K. (eds.) (2015). Understanding Geographies of Polarization and Peripheralization. London: Palgrave Macmillan. https://doi.org/10.1057/9781137415080
• Musterd, S., Kovács, Z. (eds.) (2013). Place-making and Policies for Competitive Cities. Oxford: Wiley-Blackwell. https://doi.org/10.1002/9781118554579
• Karlsson, C., Johansson, B., Stough, R. (eds.) (2013). Entrepreneurial Knowledge, Technology and the Transformation of Regions. London: Routledge

Objectives and competences:

The aim of the course is to provide an in-depth understanding of the socio-economic development of peripheral areas and to develop the ability to comprehensively analyse and interpret them. Within the theoretical framework of evolutionary economic geography and regional planning, the course examines the impacts of global and national processes on demographic, economic, and social conditions and promotes an understanding of the complexity of spatial and social inequalities, processes of peripheralization, and polarization in the context of spatial and regional development.

General competences include critical thinking, independent research work, academic expression, and interdisciplinary integration of geographical, economic, and social knowledge. Students develop the ability to comprehensively evaluate socio-spatial phenomena and link theoretical approaches with empirical analyses.

Subject-specific competencies include knowledge and understanding of key concepts, theories, and development models of peripheral areas, the use of methodological tools for analysing their demographic, economic, and social characteristics, and the identification of development pitfalls and potentials. They also include the formulation of spatially sensitive development policies, critical evaluation of existing strategies, and understanding of the role of local actors and culture in guiding development paths, which equips students for professional work in research, planning, and political contexts.

Intended learning outcomes:

Upon successful completion of the course, students will understand key theoretical approaches and development models of peripheral areas, as well as processes of peripheralization, polarization, and spatial inequalities. They are proficient in the use of methodological tools for analysing demographic, economic, and social characteristics and are able to link theoretical starting points with empirical findings.

They are able to critically assess development strategies, identify pitfalls and potential, and formulate place-sensitive policies for the sustainable and inclusive development of peripheral areas. They understand the importance of local actors, culture, and the institutional environment and are able to incorporate them into the planning of development paths.

They are able to present the acquired knowledge in a professional manner and apply it in interdisciplinary cooperation, which qualifies them for research, planning, or consulting work in the field of peripheral area development at various spatial levels.

Learning and teaching methods:

Types of learning/teaching:

• Independent students work
• e-learning

Teaching methods:

• Conversation/discussion/debate
• Work with texts
• Case studies
• Field work (e.g. company visits)

Assessment:

• Long written assignments (80 %)
• Final examination (written/oral) (20 %)

Lecturer’s references:

• Harfst,J., Kozina, J., Sandriester, J., Tiran, J., Bole, D., Pizzera, J. (2025) Problematization and policy responses to youth (out)migration in small and medium-sized industrial towns. European Planning Studies. https://doi.org/10.1080/09654313.2024.2438964
• Mayer, H., Bole, D., Morisson, A., Cima, O., Goluža, M., Kozina, J. (2025) Going beyond city size: Agency and multiscalarity in the transformation of industrial towns in Slovenia and Switzerland. Regional Studies. https://doi.org/10.1080/00343404.2025.2462714
• Bole, D., Goluža, M., Kozina, J. (2024). Linking industrial culture and human agency in three (post)industrial towns: Collective and individual agency shaping development paths. Geoforum, 150. https://doi.org/10.1016/j.geoforum.2024.103993
• Tiran, J., Kozina, J., Bole, D. (2023). Industrial culture as an agent of social innovation: reflections from Velenje, Slovenia. Innovation: The European Journal of Social Science Research, 36(2), 333-356. https://doi.org/10.1080/13511610.2022.2026212
• Bole, D., Kozina, J., Tiran, J. (2020). The socioeconomic performance of small and medium-sized industrial towns: Slovenian perspectives. Moravian Geographical Reports, 28(1), 16-28. https://doi.org/10.2478/mgr-2020-0002
• Kozina, J., Bole, D. (2018). The impact of territorial policies on the distribution of the creative economy: tracking spatial patterns of innovation in Slovenia. Hungarian Geographical Bulletin, 67(3), 259-273. https://doi.org/10.15201/hungeobull.67.3.4