2001 Index
Journal
of Geography in Higher Education Cumulative Index
ABSTRACT
This paper examines the status of geography in higher education in Hungary.
Stress is placed on reforms begun in the 1990s to launch new curricula for training
professional geographers. The authors played an important role in developing
this new curriculum by introducing new subjects into geography programmes, working
out the scope and sequence of courses, obtaining accreditation and carrying
out market research for graduates. The project was motivated by a decline in
demand for geography and geography teachers in secondary schools accompanied
by an increase in demand for geographers trained to work in public administration,
government and business. The graduates of the new professional geographer curriculum
receive a practice-oriented education designed to cultivate their spatial problem
solving and applied geographical skills. In this paper the authors present the
steps in the curriculum reform and suggest that it may serve as a model for
reform in a number of nearby countries planning to join the EU.
KEYWORDS
Hungary, curriculum reform, employment trends, market research.
ABSTRACT
Internationally there is concern about assessment standards and the qualities
of graduating students. In the UK this is resulting in the introduction of benchmarking
by disciplinary communities, including that of geography. In that context the
authors report on a project across social science disciplines, including geography,
in one UK university, to examine and improve the assessment of undergraduate
dissertations. The project examined what assessment criteria are currently published
to students and identified some sources of inconsistency in applying them. It
identified some potential core criteria and recommended ways of increasing transparency
in applying them, so as to reduce inconsistencies and potential unfairness in
marking. Implications for geography departments and the international disciplinary
community are suggested and for the benchmarking exercise in British geography.
KEYWORDS
Benchmarking, dissertation, assessment, standards, geographical education.
ROBERT SUMMERBY-MURRAY, Mount Allison University, Sackville, Canada
ABSTRACT
This article examines a practical classroom experience using GIS technologies
to analyse aspects of a local heritage landscape. An inventory of historic buildings
comprising architectural and construction details was revised in the field and
then analysed using GIS software. Elements of the geographies of these buildings
were displayed using thematic mapping and students used these maps to develop
explanatory hypotheses and to suggest policy options for future management of
the heritage landscape. Practically, the project demonstrated the contribution
GIS can make to historical geography methods, engaged students in an externally
supported research partnership working with real-world data, and suggested directions
for local public policy formation. Pedagogically, the project demonstrated that
historical GIS can be used effectively to shape problem-based inquiry and constructivist
learning.
KEYWORDS
Historical GIS, heritage buildings, student research, constructivist pedagogy.
ALBERT D. HYERS, Massachusetts College of Liberal Arts, North Adams, USA
ABSTRACT
Student journals encourage more frequent thinking about course topics, foster
development of writing skills, provide feedback about course content and administration,
and mitigate exam anxiety. Measures of academic 'ability' and other student
characteristics were found to correlate with journal grades. This was unexpected.
For example, grades correlated positively with exam scores and GPA, and correlations
varied widely among the disciplines represented by the students. Females consistently
earned higher journal grades than males. Segmentation modelling (SPSS) identified
important subgroups involving gender, age, exam scores and major subject. The
journal assignment is, therefore, not equally beneficial for all students.
KEYWORDS
Journals, assessment, grades, writing, intervention.
SHELAGH B. WADDINGTON, National University of Ireland, Maynooth, Ireland
ABSTRACT
The need for students to develop skills that are of use in the wider labour
market, as well as those specifically related to their degree subjects, has
been widely accepted for a considerable period of time. It has also been noted
that unless these skills are practised and are contextualised they tend neither
to be learned, except at the most superficial level, nor transferred to other
situations where their use would be appropriate. This paper reports the use
of projects extending over a number of sessions, involving working with local
community groups, carried out within a discrete module specifically designed
to facilitate the learning and practice of both geographical and transferable
skills. The problems of providing an integrated approach to the learning of
skills for a large group of students, with limited resources and in the context
of timetable restrictions imposed by a two-subject degree structure, are addressed.
The degree of learning perceived by the students is evaluated and suggestions
are made for further development of this approach.
KEYWORDS
Active learning, key skills, community, group work.
BETTINA VAN HOVEN & ESTHER DE BOER, University of Groningen, The Netherlands
ABSTRACT
As a result of the teaching quality assessment at the Faculty of Spatial Sciences
in Groningen (Netherlands), the course 'Gebiedsanalyse' (Area Analysis) was
set up in spring 1998. The aim was to provide an opportunity for the development
of transferable and geographical skills in the context of a group-based research
project at level II. In addition, an effort was made to move from tutor-led
to student-led learning. Experiences from the past 3 years have shown that Area
Analysis has been largely successful in providing an opportunity for the application
of geographical and transferable skills but also for the 'deep empowerment'
of undergraduate students.
KEYWORDS
Group work, field research, student empowerment, student’s role, tutor’s
role.
S. MAGUIRE, University of Ulster, Coleraine, Northern Ireland,
UK
S. E. EVANS & L. DYAS, Liverpool Hope University College, UK
ABSTRACT
This paper reports the findings of a survey conducted to investigate how a cohort
of geography undergraduates approach learning. The learning approaches they
adopt and how their perceived confidence levels change after one year in higher
education are discussed. The students were exposed to a geography-based skills-development
programme which emphasised a deep approach to learning. Results demonstrate
that, although students' confidence levels in their ability to study and learn
improved, they became increasingly instrumental in their approach to learning.
KEYWORDS
Learning approach, confidence, Geography for the New Undergraduate (GNU).
ELAINE OWEN, Ordnance Survey, Southampton, UK
ABSTRACT
This paper explores key skills required by potential employers of geography
graduates. Academic ability combined with a variety of transferable skills such
as communication, organisation and self-motivation appeal to many of the employers
questioned. Graduates can face potential difficulties expressing these key skills
in standard application forms and interviews. Extracurricular activities and
previous employment can provide impressive ways to display skills relevant to
the job. Key skills are dynamic; graduates need to keep pace with ever changing
expectations particularly with regard to information technology.
KEYWORDS
Key skills, transferable skills, employment.
Page created 26 February 2001