转变旅游教育观念，培养跨世纪创新人才——澳大利亚国际旅馆学校的启示

澳大利亚国际旅馆学校附属于美国康奈尔大学。是亚太地区颇具影响的旅游管理专业学校。本文由该校的启示,提出我国旅游教育应转变教育思想,重视和加强学生创造力、表现力以及专业知识应用能力的培养,树立智力以及非智力协调发展的教育观念．改进教学方法和手段,逐步使我国高等旅游教育与国际接轨。     

A Preliminary Investigation into the Challenges of Learning GIS in Interdisciplinary Research

A geographic information system (GIS) can be a valuable research tool, helping scientists understand location and bridge the gaps between subjects in interdisciplinary research (IDR), which has been promoted for its real-world solutions. However, a GIS can be difficult to use and may require understanding of a number of concepts as well as tools and technology. This complexity is compounded by additional challenges commonly encountered in IDR. This paper examines some of the challenges facing learners of GIS in IDR projects, with a particular focus on the appropriateness of current teaching methods in this context.     

Publishing graduate student research in geography: the fundamentals

This paper offers practical advice on publishing graduate student research within the discipline of geography, addressing the following questions: why, when, where, what, how and with whom? Section ‘The paper chase’ delineates the importance of publishing, identifies potential material to publish, suggests venues in which to publish and offers pragmatic advice on how to negotiate the publishing process (with regard to peers, supervisors and editors). Section ‘In library resources’, discusses the effective use of library resources, demystifies the significance of impact factors and elucidates the history of Open Access publishing.     

Facing the future,surviving the present: strategies for women graduate students in geography

Abstract

Women graduate students in geography programs in US universities face a variety of constraints and opportunities as they work towards advanced degrees and struggle to find a place for themselves in academia. The themes discussed in this paper concern understanding and challenging power relationships, networking, developing communication skills and effective mentoring. The paper concludes with suggestions for positive action and change.     

Politically Engaged Geographical Research with the Community Sector: Is It Encouraged by Australia's Higher Education and Research Institutions?

With the application of neoliberal thinking to the higher education sector, measures of research quality and utility have proliferated in efforts to increase academic accountability, innovation, and contributions to public policy. We intend to reignite discussion about community activism and the role of the academic in response to trends in higher education policy and recent debate in Australia about research quality assessment and policy relevance. We challenge the common portrayal of the public sector as the sole locus of policy‐making and argue the case for greater recognition of the role of the community sector and its research partners in policy development and implementation – one that is not given due attention in the discourse on or in measures of research value and impact. Informed by recent literature on governance and interpretative approaches to policy analysis, we draw on our combined experience conducting research with two Australian movements at the forefront of reforms to property rights institutions, legal standards, and norms relating to social and economic equity to outline the institutional tensions and structural impediments facing researchers working with the non‐government sector. The paper documents the progressive roles the academic can play in such work, arguing that institutional change is required within the tertiary sector to support researchers to build closer, more trusting research partnerships in which due attention is given to social impact and relevance.     

Debating the geographies of contemporary higher education students: diversity,resilience, resistance?

ABSTRACT

Nearly 20 years have passed since the publication of Cool Places: Geographies of Youth Cultures and the debates surrounding belonging, identity, resistance and marginalisation raised by Skelton and Valentine have become ever more vital. As a result, youth Geographers have been fundamental in pushing the boundaries of research in these areas. Through this paper, I argue for more critical reconsideration of how such debates can be enlivened further through investigation into the geographies of higher education students. In doing so, I elucidate upon how we might more effectively examine notions of post-adolescent mobilities and experiences.     

Fieldwork and disabled students: discourses of exclusion and inclusion

Disabled students form a significant but under represented minority in higher education in the UK. Participation appears to be particularly low in disciplines that contain a fieldwork component. Fieldwork has been recognized as a barrier to the participation of disabled students. This paper emphasizes a critical perspective on fieldwork, highlighting the way in which fieldcourses as currently conceived, enacted and experienced, can exclude disabled students. It discusses a survey of the experiences of providing learning support to disabled students undertaking fieldwork in geography, earth and environmental science departments in the UK. It also considers the various ways in which the images, spaces, practices and cultures of fieldwork may exclude or marginalize disabled students and the different ways in which fieldwork may be made more inclusive.     

Fieldwork and disabled students: discourses of exclusion and inclusion

Disabled students from a significant but under represented minority in higher education in the UK. Participation appears to be particularly low in disciplines that contain a fieldwork component. Fieldwork has been recognized as a barrier to the participation of disabled students. This paper emphasizes a critical perspective on fieldwork, highlighting the way in which fieldcourses as currently conceived, enacted and experienced, can exclude disabled students. It discusses a survey of the experiences of providing learning support to disabled students undertaking fieldwork in geography, earth and environmental science departments in the UK. It also considers the various ways in which the images, spaces, practices and cultures of fieldwork may exclude or marginalize disabled students and the different ways in which fieldwork may be made more inclusive.     

我们说什么?我们对谁去说?——在美国地理学家协会1987年年会上的讲话

地理学家的演讲与他们运用文字、图象所作的交流同样值得重视.美国的地理学可以通过下述途径得到加强,即围绕地点、地区和全球联系发展实质性演讲,促进自然地理的发展,恢复地理生态的传统.地理信息系统(geographic information systems)对于完成上述任务,对于改进地理学科以满足不断出现的需要,将是一个非常有用的工具.如果我们能够避免自己拆自己的台,避免不现实的空想,避免玩弄语言技巧,而是坚持在大学里进行高质量的教学,并在教师和从事地理实践工作的人员之间开展学术交流,那么地理学将会变得更加有效.我们有一个前所未有的机会来帮助改进美国的中小学地理教育.     

Doctoral dissertations in human geography from Swedish universities 1884–2015: demographics,formats and productivity

The doctoral dissertation is a key component of postgraduate education that plays an important role for knowledge production and hence the development of a discipline. Swedish human geography currently lacks an overview of dissertations. This article fills this knowledge gap by reporting findings from a unique database covering all doctoral dissertations between 1884 and 2015. The paper focuses on the demographics of the authors (age, gender), the format of the dissertation and explores productivity variations for authors of compilation dissertations. The findings show a notable increase in the number of doctoral dissertations since the late 1960s but a decreasing share of doctoral dissertations in the social sciences since the 1970s. In terms of demographics, we show that while the age of the authors remains relatively stable, the gender-balance has improved considerably. In terms of format, the monograph has rapidly given way to compilation dissertations, which now account for half the number of dissertations. More than 70% of all dissertations are now published in English. Statistical results suggest that the likelihood of completing a compilation dissertation is greater if the doctoral candidate is young and if attending Umeå University. But individual author productivity for compilation dissertations is mainly influenced by unobservables.     

“Academic War” over Geography? Death of Human Geography at the Australian National University

This article analyses how neoliberal economic policies decide what particular aspects of knowledge are valuable and what are not, and who might be the true holder of that knowledge within the tertiary education system. This assessment leads to some disciplines being seen as less valuable to the system. It argues that the more recent “academic wars” in geography are over the very concept of the university and its role in the contemporary society, what comprises useful knowledge, and who comprises the authoritative figure in the production and distribution of that knowledge. Gender of the geographer therefore becomes a crucial element that determines “authority” in the production of geographical knowledge. To substantiate this argument, the paper takes up the important task of analysing the complex career trajectory of geography within the Australian National University (ANU), the department that was gradually reduced leading eventually to its unfortunate closure in 2009.     

Internationalization: Institutions,People and Programmes in Colorado

This paper focuses on the internationalization of curricula, faculty and campus activities in a case study of colleges and universities in Colorado. ‘Internationalization’ is a recent trend in US higher education and is sometimes given as a reason for hiring foreign-born faculty. A survey was used to explore how the definition and degree of internationalization would vary by institutional mission, goals and size as well as by the interests and expertise of key administrators and staff. None of these factors accounted for the survey results. Instead, the results indicate inconsistencies in institutional definitions of internationalization and in the implementation of resulting programmes. These inconsistencies may be a reason why foreign-born faculty can receive a mixed reception and encounter varied support on US campuses and raise a number of issues for further research on the discourse of contemporary US higher education.     

中国高等教育国际化与双语教学

日新月异的科技更新与世界各国经济政治文化的交汇融合使得“国际化”成为了中国高等教育发展的重要内容之一。因此作为传播全球先进科研成果和培养国际性人才最行之有效的手段之一——“双语教学”应始终不忘“支持中国高等教育国际化”的时代使命,并坚持以国际化的视野探讨其推广的意义,目的及应采用的方式手段。研究中国高等教育国际化与双语教学的联系不仅是大势所趋,还能为两者发展历程中所遇到的问题及争议提供解决方案,从而为中国高等教育步入世界舞台,接受世界挑战贡献力量。     

Geography in Higher Education in Australia

Within the last 30 years, geographical information systems (GIS) have been used increasingly in the training of geographers. On the basis of the philosophy of technology and instrumental genesis, we sketch how the use of instruments interacts with learning processes and outline how this can be studied. We empirically analyse students' learning processes and the influences of teaching practice in an introductory course in GIS. We show that students have different strategies for creating their personal instrument for spatial thinking and how teaching interacts with the students' learning processes. Finally, we discuss how GIS may gradually alter future professional development of geographers.