Skills in Professional Geography: An Assessment of Workforce Needs and Expectations

Graduate attributes: implications for higher education practice and policy

“…They have been integrated via the "Graduates for the twenty-first Century" Enhancement Theme into the Scottish Quality Enhancement Framework, embedded in England within individual institutions following the HEFCE skills agenda, and promoted in Europe following the Bologna Process (Barrie, 2007;Drummond, Nixon, & Wiltshire, 1998;Hounsell, 2011). There is ongoing and renewed interest in graduate skills in the United States (Solem, Cheung, & Schlemper, 2008). In New Zealand, however, graduate attributes have gained momentum more recently following development of the New Zealand Qualifications Framework (Spronken-Smith et al, 2015).…”

Strategic cultures of philanthropy: English universities and the changing geographies of giving

“…This has involved recruitment and training of advancement staff, establishing databases and networking with colleagues in other universities (Belfield and Beney, 2000;Proper, 2009;More Partnership, 2012;NatCen, 2014). Hall, in her investigation of MBA alumni networks, and drawing on the work of Bourdieu, argued that one focus of HEI activity in this area was to 'convert the social (Solem and Foote, 2004;Solem et al, 2008;Foote, 2010). This is in contrast to investigations by geographers into the operation of professional associations in the business world, particularly in law, advertising and entrepreneurship (Saxenian and Hsu, 2001;Faulconbridge, 2007a;Faulconbridge and Hall, 2012).…”

Applying Sequential Fieldwork Skills Across Two International Field Courses

“…Fieldwork skills incorporate a broad range of organizational, interpersonal, and intellectual activities (Higgitt 1996;Kent, Gilbertson, and Hunt 1997), timemanagement and presentation skills (Kneale 1996;Mistry, White, and Berardi 2006); observation (May 1999;Martin 2003); transferable skills, such as teamwork, communication, autonomous learning, and computer literacy (Kent, , Gilbertson, and Hunt 1997;Brown 1998;Light and Phinnemore 1998;Haigh and Kilmartin 1999;Guertin 2006;Solem, Cheung, and Schlemper 2008); and independent and small group interaction (Mooney 2006;Aitchison and Ali 2007). Edmondson et al (2009) demonstrates the utility of such skills in international field courses.…”