Student-led seminars are commonplace within higher education but few are allowed the opportunity of being delivered in situ. Presentations in situ widen the experience of students and develop a range of transferable skills, encouraging a greater sense of place and facilitating reflective learning. This case study describes the experiences of a group of undergraduate tourism management students who embark on a field course to southern Italy and take responsibility for leading the delivery of tutor-assessed student presentations at a variety of selected sites, including the Mount Vesuvius National Park. Students reflect on their own experiences through written comments in an assessed field course notebook that reveals the positive aspects and challenges to presenting in situ.
In November 2019, the Higher Education Research Group (HERG) of the Royal Geographical Society (with the Institute of British Geographers) (RGS-IBG) formally changed its name to the Geography and Education Research Group (GeogEd). This revision was a response to an initiative, led by Matt Finn (University of Exeter) and Itta Bauer (University of Zurich), which involved consultation across different Research Groups, before and during the 2018 RGS-IBG Annual International Conference (AIC). Matt and Itta wanted to explore the possibility of a space for researchers with an interest in the geographies of education and non-HE geography education. Discussions at the 2018 AIC were followed
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