When conducting qualitative research, the modern-day researcher has a variety of options available in order to collect data from participants. Although traditional face-to-face interviews remain prominent, innovative communication technologies, such as Skype, have facilitated new modes of communication. While potential research populations have become increasingly geographically dispersed, technological advancements and software have made communicating over large distances more feasible. Because of this, research is no longer limited to face-to-face accessible participants, as online methods have facilitated access to global research participants. This article presents the experiences of two PhD researchers using Skype to interview participants. While findings show that there are benefits and drawbacks to the utility of Skype, this article argues that synchronous online interviewing is a useful supplement or replacement to face-to-face interviews. Concluding comments acknowledge that more research is required to more comprehensively understand how technologies challenge the basic assumptions of the traditional face-to-face interview.

Modern day students are said to hold a toolbox of technical knowledge, which can assist them with their undergraduate studies. The 'net generation' is more technologically capable than ever before and crave interactivity and image-rich environments, which has created a need for higher education institutions to diversify assessment practices. Digital stories (this refers to a collection of still images, audio and video) as a means for assessing Geography undergraduates, lend themselves well to fieldwork activities, and this paper provides practical advice and guidance to students on how to create the best digital stories for assessment.

Since 2007, the Geography and Development Studies department at the University of Chester has incorporated the use of student-generated digital stories into a core 20 credit, first year module 'Foundations for Successful Studentship'. This innovative approach to the fieldwork element of the module provides students with the opportunity to design and create their own digital story. This paper considers student and staff perceptions of this technology and reflects upon the practice of bringing digital stories into assessment and the techniques used.

Amidst rapid socioeconomic change, higher education academics across the world face major challenges to its organisation, finance and management. This paper discusses the role of transnational networking in higher education. Data from 40 interviews with geographically distributed academics engaged in learning and teaching transnational networks were analysed using a grounded methodological approach. The findings show that in an increasingly globalised higher education system, transnational networking goes beyond conference attendance to entail multiple combinations of offline and online activities. We do not think that current concepts of communities of practice or networks of practice accurately describe these phenomena. Instead, we suggest that these activities entail different and varying levels of tangibility, more accurately defined by us as transnational networks (TNN). Moreover, we argue that the term 'network' in this context facilitates the individualistic pursuit of a career increasingly essential in a pressurised higher education environment.

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