The Research-Teaching Nexus in Geography, Earth and Environmental Sciences (GEES)

Healey, Mick; Blumhof, Jennifer; Thomas, Neil

doi:10.11120/plan.2003.00110005

Cited by 15 publications

(6 citation statements)

References 23 publications

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“…Because academic staff are the prime drivers and deliverers of education (teaching and advising), setting up an international curriculum should consider staff research as much as their past course offerings. This is also in accord with the trend towards teaching that is centered along staff research, which may include several approaches along an active to passive spectrum, including research-led, research-oriented, research-based and research-informed teaching (see Healey, Blumhof, & Thomas, 2003).…”

Section: Faculty Origin and Researchmentioning

confidence: 71%

The integration of geography in a curriculum focused to internationalization: an interdisciplinary liberal arts perspective from the Netherlands

Hudson

Hinman

2017

Journal of Geography in Higher Education

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Internationalization has been an important concept in higher education over the past two decades. The way that internationalization is manifest has consequences to academic disciplines, including geography. A new system of liberal arts colleges in the Netherlands has created opportunities for interdisciplinary education, representing a departure from the traditional model of European higher education. At Leiden University College the focus on global challenges created an opportunity for geography to be integrated into a diverse interdisciplinary and international curriculum. The positioning of geography into the curriculum, however, occurred because its adaptability and breadth, which enabled it to be incorporated into diverse facets of the overall teaching programme. To be successful, however, geographers should be cognizant of specific facets of the discipline suited for an international context. The case study herein reviewed highlights important differences between the U.S. and Dutch (European) context. Additionally, important points for academic geographers (academics) who are in interdisciplinary programmes (i.e. not a geography department) are emphasized, which relates to the development of course materials to suit an international context. The identification of key thematic and methodological disciplinary strands serves as bridges to interdisciplinary opportunities, which was essential to geography's successful establishment within an international curriculum.

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Section: Faculty Origin and Researchmentioning

confidence: 71%

The integration of geography in a curriculum focused to internationalization: an interdisciplinary liberal arts perspective from the Netherlands

Hudson

Hinman

2017

Journal of Geography in Higher Education

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“…The Otago model acknowledges the value of problem solving, enquiry-based learning, and participatory group work (Kent et al, 1997;Healey et al, 2003). This includes a form of supervised autonomy where groups are responsible for the design and implementation of a study, but where staff act as a resource and a final authority for overseeing groups' compliance with ethical and health and safety procedures and the practical ways groups conduct public interaction, data collection and analysis.…”

Section: R Panelli and Rv Welchmentioning

confidence: 99%

Teaching Research Through Field Studies: A Cumulative Opportunity for Teaching Methodology to Human Geography Undergraduates

Panelli¹,

Welch²

2005

Journal of Geography in Higher Education

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Notwithstanding its iconic status within geography, the debate continues about how fieldwork should be taught to undergraduate students. The authors engage with this debate and argue that field studies should follow the teaching of research methodology. In this paper they review relevant literature on the place of fieldwork in geography training, the importance of problem solving and the challenges of group learning. Drawing on these themes they outline the 300-level human geography fieldwork course taught at Otago University (NZ) and review student responses to this curriculum. They record observations on both the field studies course and the linkages between it and the preceding research methodology training students receive. They show that while the wish for more 'real' or 'hands on' field practice is widely expressed by their students, so is satisfaction with the group learning approach adopted in the 300-level course and with the range of personal skills covered in the research methodology and field studies training received.

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“…How students interact with the material informs Healey's second dimension; either through passive receipt, such as lecture-based delivery, or active engagement through inquiry-based learning. These dimensions are integrated into the curriculum in different ways (Healey, Blumhof, & Thomas, 2003) such as students producing research proposals or analysing data supplied by their lecturers, through to more vocational methods such as work-based learning and dissertation modules ( Figure 1). …”

Section: Teaching-research Nexusmentioning

confidence: 99%

An investigation into higher education student and lecturer views on research publication and their interest in the production of a college partnership science journal

Schofield

Burton

2013

Innovations in Education and Teaching International

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The primary aim of this research was to investigate students' views of using published research and their attitudes towards the research activities of their lecturers. Although this has been examined often in university settings the focus here was on science students undertaking foundation degrees in Further Education Colleges (FECs). This was done through open question questionnaires at three FECs in one college partnership. A secondary aim was to examine the feasibility of developing a journal for the college partnership which would enable staff and students to submit manuscripts. Attitudes were sought through homogeneous focus groups with science students and staff at colleges within one college partnership. Lecturers and students showed strong support for the proposal. Students indicated that lecturers who had published would be seen as more credible and would link their research activity to the learning experience more effectively. Students believed that the possibility of publishing their work in such a journal would be a wonderful opportunity which would make them work harder. Staff saw the journal as an opportunity to publish work they had undertaken for postgraduate qualifications and encourage them to seek other research opportunities. It now needs strategic investigation regarding the practicalities of producing such a journal.

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The Research-Teaching Nexus in Geography, Earth and Environmental Sciences (GEES)

Cited by 15 publications

References 23 publications

The integration of geography in a curriculum focused to internationalization: an interdisciplinary liberal arts perspective from the Netherlands

The integration of geography in a curriculum focused to internationalization: an interdisciplinary liberal arts perspective from the Netherlands

Teaching Research Through Field Studies: A Cumulative Opportunity for Teaching Methodology to Human Geography Undergraduates

An investigation into higher education student and lecturer views on research publication and their interest in the production of a college partnership science journal

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