PurposeThe purpose of this paper is to explore the extent and type of extra‐curricular ESD‐related practice in UK universities and to record opinions about the utility of such work.Design/methodology/approachA postal questionnaire survey of all UK universities was undertaken in 2006. Over half (51 per cent) of the UK's 140 universities with degree‐awarding powers responded.FindingsExtra‐curricular ESD‐related interventions were found to be widespread and in 31 per cent of cases were the primary approach to ESD. Respondent opinions highlight a paradox whereby the voluntary nature of extra‐curricular interventions can both extend and limit the reach of ESD.Research limitations/implicationsThe survey approach gathers impressions of UK practice at one point in time, only. Further case study research to look at the impact of such practice is now under way.Practical implicationsIn the UK, much recent work to support ESD has focused on efforts to support curriculum change. The paper suggests that attention should also be directed at the extra‐curricular sphere in parallel.Originality/valueThis paper partly fills a gap in the literature, there being little empirical enquiry into extra‐curricular ESD in higher education.
BSc Single Subject Geography students at University College Chester enrol for a core module that involves the acquisition of fieldwork data, data analysis and project design. One of this module's assessment exercises requires students to 'write up' a field-based research project as a functioning website. This paper explores the practicalities of delivering this type of assessment and of providing support for students. It then discusses tutor perceptions and student feedback, both of which suggest that the website assignment 'adds value' to the core module aims by facilitating the development of C & IT skills, in addition to providing intellectual challenges associated with the selection, integration, presentation and structuring of information.
This paper examines the role and significance of co-operation (clustering) between small primary schools in rural areas across England and Wales. By increasing the range of resources available and enlarging staff and pupil peer groups, clustering can counter many of the challenges that confront curriculum delivery in small schools. However, effective inter-school liaison can be impeded by fears surrounding the loss of individual school autonomy and logistical barriers caused by the nature of rural localities. Just as significantly, reductions in local authority support for cluster schemes combined with increased incentives to compete for pupils may be curtailing useful co-operation. Findings from a sample of small-school headteachers suggest, however, that despite recognition of these detrimental pressures, clustering is likely to remain central to a wider set of local coping strategies which are making a significant contribution to the viability of rural education provision.
This paper explores the effectiveness of a tutorial based approach in supporting the development of geography undergraduates' ethical thinking. It was found that overall the intervention had a statistically significant impact on students' ethical thinking scores as assessed using Clarkeburn et al.'s (2003) Meta-Ethical Questionnaire (MEQ). The initiative led to a convergence of scores, having a bigger impact on those who had a relatively low score prior to the intervention. Interestingly the approach had the biggest impact on students who self-identified as physical geographers. Unlike some previous research there was little evidence of difference between male and female students.
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