Co-learning: Re-linking Research and Teaching in Geography

Focusing on Digital Worlds, a first-year geography blended learning course at the University of Auckland, this paper gives voice to the students, examining how they perceived e-learning versus traditional learning mechanisms; how e-learning mechanisms have affected their learning behaviour; and why certain e-learning mechanisms offered in the course were more appealing than others. It demonstrates that students' views are determined by their individual learning styles and how they perceive the university experience. Information and communication technologies were recognized to provide complementary learning benefits, especially when other factors inhibited learning, but traditional mechanisms such as lectures were still greatly valued.     

Video Documentaries in the Assessment of Human Geography Field Courses

This paper critically reviews the use of video documentaries in the assessment of human geography field courses. It aims to contribute to recent debates about the role of visual methods for developing active and deep learning in student-centred teaching. Based on four days of group work in Crete, 30 third-year students produced individual 10-minute video documentaries on ‘Mediterranean Rural Spaces’. Analysing students' experiences of video production highlights the need for innovative teaching and assessment methods and the importance of creating independent and creative students equipped with a broad set of skills for an increasingly flexible job market.     

Effective Teaching of Research Design in Physical Geography: a case study

A problem-solving approach to the teaching of research design in physical geography is introduced. Focusing on the study of the effectiveness of a local river restoration scheme, students are empowered with the responsibility for and control of their learning by means of group discussions and decision making in a series of workshops. With carefully staged guidance by tutors, students devise research questions and execute their project, analysing data collected on a field day. Although students may find this approach to be challenging and demanding, they acquire research experience and develop key skills, such as visualisation of problems and capacity for logical thought, aided by critical self-appraisal of their performance. Such an approach is particularly relevant today because of subject benchmarking skills. Developing transferable skills, such as initiative and teamwork, valued by employers also promotes self-confidence. Using a case study, this paper considers the experiences of students and staff with this approach, identifying its strengths and weaknesses, and offers possible options for its development.     

A Practical Guide to Focus-Group Research

This article guides readers through the decisions and considerations involved in conducting focus-group research investigations into students' learning experiences. One previously published focus-group study is used as an illustrative example, along with other examples from the field of pedagogic research in geography higher education. An approach to deciding whether to use focus groups is suggested, which includes a consideration of when focus groups are preferred over one-to-one interviews. Guidelines for setting up and designing focus-group studies are outlined, ethical issues are highlighted, the purpose of a pilot study is reviewed, and common focus-group analysis and reporting styles are outlined.     

近70年来中国历史城市地理研究进展

历史城市地理是历史地理学的重要分支之一.近70年来,中国历史城市地理研究经历了奠基与探索、缓滞、复苏与拓展、深化与融合等发展阶段,在研究内容拓展、理论与方法总结、新技术探索等方面取得了长足进步和丰硕成果,促进了中国历史地理学的整体发展.基于近70年来历史城市地理领域的代表性研究论著,总结了中国历史城市地理研究的阶段性特...     

Teaching Research Methodology to Geography Undergraduates: rationale and practice in a human geography programme

Recent acknowledgement that geography students should gain knowledge and experience in the research process has not been matched by accounts of how this experience should be taught. In human geography, apart from a small selection of informative textbooks, scholars have remained relatively quiet on the matter of curriculum design and teaching programmes that would provide this experience. Instead, attention has been devoted to specific, individual research skills or selected intersections between teaching and research. In contrast, this paper argues that it is important to consider how we might best teach research methodology in a comprehensive manner to human geography undergraduates. The authors identify pedagogic and pragmatic reasons for teaching this material and then address some of the difficulties and challenges associated with this endeavour. Taking one New Zealand human geography example, the aims and structure of a 200-level course that attempts to provide such an example of research methodology teaching are then sketched out. Responses to the course are noted and followed by reflections on the pragmatic and disciplinary challenges that continue to exist.     

本土高星级饭店员工培训需求调查研究——以浙江省为例

员工培训是提高人力资源效率的最有效手段之一。在经济全球化的时代,在旅游业日趋国际化、竞争越来越激烈的浙江,以培训促进员工素质和工作质量的提升,成为本土饭店强化管理和竞争能力的重要手段。本研究以浙江省13家五星级饭店为样本,以问卷调查的方法,研究了高星级饭店员工的培训需求,并提出了有效培训的对策。     

Implementing a Problem-Based Learning Approach for Teaching Research Methods in Geography

This paper first describes problem-based learning; second describes how a research methods course in geography is taught using a problem-based learning approach; and finally relates student and staff experiences of this approach. The course is run through regular group meetings, two residential field trips and optional skills-based workshops. Course evaluations improved markedly following the introduction of this approach and students appreciated the benefits of the problem-based learning approach, particularly through working in groups on authentic problems that were relevant to future workplace scenarios. They were also able to further develop a range of transferable skills, particularly in teamwork. However, they may not have increased other transferable skills (such as in oral communication) as much as desired due to the tendency for groups to draw on individual strengths to complete collaborative group tasks. Other concerns were group size, the high workload and coping with group dynamics. Tutors found the teaching to be enjoyable, relaxing and very rewarding but there were some anxieties due to the unpredictable nature of the course as well as frustration at knowing when to intervene. However, despite these difficulties for both students and staff, the authors are sufficiently encouraged by the response to continue teaching using a problem-based learning approach.     

Responses to classroom needs: the US Census Bureau's college curriculum support project

Abstract

An approach to improving teaching is described which consists of simply offering teachers a wide range of alternative classroom techniques. Extracts from two collections of teaching techniques, on lecturing and on seminars and tutorials, are presented and commented on to illustrate the approach. Doubts concerning the advisability of offering ‘tips’ to teachers are discussed.     

Multidisciplinary field training in undergraduate Physical Geography: Russian experience

Field training is seen as a central component of the discipline of Physical Geography and an essential part of the undergraduate curriculum. This paper explores the structure and relationships between fieldwork and theoretical courses and the abundant experiences of field training in the undergraduate curriculum of 37 Russian universities. It details a case study of the Faculty of Geography, Lomonosov Moscow State University, Russia's largest center of geographical scholarship and training with 860 employees, which admits about 1000 undergraduates and 180 PhD students annually. Here, the total duration of field training extends up to 18 weeks annually and involves 14 (11 Physical Geography) specialist departments.     

Reassessing Human Geography in the Wake of China's Rise

A prominent human geographer, introducing a series of papers in a Eurasian Geography and Economics mini-symposium devoted to China's emergence, surveys the myriad global impacts of that country's rapid recent rise. The topics covered include the economic (i.e., rapid growth in the size of China's economy, preeminence as an exporter of manufactured goods, and role as a major natural resource consumer, overseas investor, and purchaser of U.S. debt obligations), the geopolitical (increasing involvement in international organizations, rising assertiveness in defense of territorial claims), and the environmental (e.g., carbon footprint, accelerated urbanization, dam building), as well as the implications of China's rise for the study of geography and development. He argues that assessment of the consequences of the country's emergence should not be based on simple extrapolation of present trends, but must take into account a number of looming questions relating to the competitiveness of China's manufacturing labor force (vis-à-vis other developing countries), capacity to innovate (as well as imitate), and transformative societal impacts of modernization and development.     

Creating Critical Mass of Research Excellence in the Region: The Case of Scottish Research Pooling Initiatives

This article examines the recent development of, and policy rationale for “research pooling” initiatives in Scotland. Research pooling initiatives have been started with financial support from the Scottish Funding Council in order to form inter-organizational “international critical mass” of research excellence at universities at the regional level. This article examines the development of university cooperations at the regional level as vehicles for obtaining “strategic resources”. Then the “multi-level governance” structure of research pooling is explored in light of the future development of a Scottish regional innovation system (RIS). Particular attention is drawn to challenges concerning knowledge transfer, which is critical in integrating research pooling initiatives in the development of RIS in Scotland.     

Foundation Degrees in Geography and Tourism: A Critical Reflection on Student Experiences and the Implications for Undergraduate Degree Courses

Over the last decade, some UK Geography Departments have diversified their range of courses to offer Foundation degrees (Fds), providing students with alternative routes through higher education (HE). These courses are delivered either offsite at further education colleges (FECs), embedded within an undergraduate programme at higher education institutions (HEIs), or by work-based learning. These pathways present students, staff and institutions with new opportunities, issues and challenges. This study examines contrasting pathways of offsite and onsite Fds in Tourism Management and Development Geography offered by two HEIs and two FECs in southwest England. The needs and experiences of Fd students are varied, related to the individual's personal and academic background, the course pathway taken, institution-specific issues and the degree of support and preparedness for HE. The contrasting academic cultures, teaching methods and assessments encountered in FECs and HEIs, and the availability of resources, raise generic and specific issues, such as confidence building and learning to become independent and autonomous learners, which challenge Geography and Tourism students during their academic careers. This study concludes that closer collaboration between the HEI and the partner FEC is necessary for Geography and Tourism courses, and highlights the need for better alignment and reinforcement of HE systems in FECs, for instance through fieldwork, and the offering effective induction and support in study skills. Finally, it is important to facilitate the smooth transitions of students ‘topping-up’ to Year 3 of an Honours degree at the parent HEI. Managers of undergraduate courses in Geography and associated subjects can also learn from the vocational and contextualized learning promoted by Fd courses and direct entry students to undergraduate courses.     

Evaluating Qualitative Research in Social Geography: Establishing 'Rigour' in Interview Analysis

A review of 31 empirical and eighteen substantive papers by qualitative social geographers mainly using in-depth interviews reveals little explicit reference to the principle(s) adopted to enhance 'rigour' and to ensure meaningful inference. Given the modest explicit discussion of evaluative criteria in these papers, a scheme from evaluation research itself is critically reviewed. A set of evaluation questions derived from this review and their application to an empirical piece of qualitative work frame an argument for a general set of criteria rather than rigid rules for assessing qualitative work. Such criteria can serve as anchor points for qualitative evaluation.     

由"言今"到"证古"--从徐松看道光朝西北史地研究的一个侧面

渊源于新疆方志修撰的清代西北史地研究,在嘉庆末年至道光初年即表现出面向现实的特点。其中,龚自珍、魏源等人关注清政府西北统治政策的得当与否,而徐松等人则重在讲求西北山川形势的真实客观。道光中期以后,随着徐松等人在这一研究中的持续努力,西北史地研究转向对蒙元史及传统史志的研究,表现出由“言今”向“证古”的转变。     

Research Article: Getting Shot of Elves: Healing,Witchcraft and Fairies in the Scottish Witchcraft Trials

This paper re-examines the evidence of the Scottish witchcraft trials for beliefs associated by scholars with “elf-shot.” Some supposed evidence for elf-shot is dismissed, but other material illuminates the interplay between illness, healing and fairylore in early modern Scotland, and the relationship of these beliefs to witchcraft itself.     

苏北海岸线变迁的考古地理研究

地理学通常是利用地理要素进行海岸线变迁研究,但大量考古遗址的发现为海岸线变迁研究提供了新的信息。本文运用地理学和考古学交叉研究方法,综合分析了史前苏北海岸线的变迁,得出了距今七千年以来海岸线缓慢东扩,但基本稳定,偶有波动等初步认识。     

我国会展专业的课程设置与人才培养

本文以新世纪中国会展业发展为背景,对目前我国会展教育发展的特点及存在的问题加以解析,从会展业发展对人才需求的素质要求入手,提出了我国会展专业课程设置的一项原则、两种能力、三大层面、四个定位以及五个模块,旨在为我国会展专业设置与人才培养提供有益借鉴。