Challenges to geography's public and practitioners

Abstract

Economic geography is in a state of flux. This paper argues that there is a need to develop a relevant and theoretically informed economic geography. Some of the more difficult challenges facing both teachers and students are outlined, and the author describes how such difficulties have been tackled through an Enterprise in Higher Education initiative centering on innovative assessment procedures for group research projects. The project is evaluated in terms of potential gains to both staff and students.     

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.     

Qualitative Methods for the Study of Policy Diffusion: Challenges and Available Solutions

This article deals with the question whether and how processes of policy diffusion can be examined with qualitative methods. More specifically, how can qualitative methods address the “twin challenge of interdependence,” namely the challenge to identify diffusion, on the one hand, and the challenge to discriminate between mechanisms of diffusion, on the other? I argue, first, that there are three distinct qualitative techniques that can be used, namely cross‐case analysis (often based on systematic case selection), within‐case process tracing, and counterfactual reasoning. I demonstrate how these techniques can be adapted to the study of policy diffusion. Second, a combination of these methods is the best practice, since they are largely complementary in terms of the twin challenge of diffusion. The discussion draws on numerous illustrations from recent qualitative policy diffusion studies. The article closes with some suggestions for further methodological development in the study of policy diffusion, including the combination of quantitative and qualitative methods.     

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.     

Physical Geography and the Geographic Thought Course

The positioning of residential fieldwork early in students' higher education is an established way of attempting to build and engage them in a community of learning. In the study reported here, the benefits of such early residential fieldwork were investigated using Krausse and Coates's seven scales of engagement. These scales consider a number of key indicators – specifically transition, academic, beyond-class, peer, staff–student, online and intellectual engagement. Data on these scales were collected via questionnaires completed by groups of students who did and did not attend such a residential fieldwork event, both before and after the event. A Wilcoxon test of these data showed significant increases in peer and student–staff engagement in the post-fieldwork group only. A Kruskal–Wallis analysis provides evidence that students who had been on residential fieldwork became more involved in a community of learning with both their peers and virtual communities than those who had not. These results support the hypothesis that early residential fieldwork is an effective way of engaging students new to higher education in a community of learning.     

Women who DARE: driving attitudes and road experiences among ultraorthodox women in Israel

This study seeks to gain insight into a unique group, ultraorthodox women in Israel, and their views and attitudes on driving and road experiences. Ultraorthodox women are generally contending with spatial and mobility restrictions due to stringent gendered spaces and social norms in their communities. Specifically in Israel, throughout the ultraorthodox sector, women are strictly forbidden to drive. In this research, we put the emphasis on driving dilemmas that have received marginal attention both socially and empirically. A qualitative method was used, based on face-to-face in-depth interviews, with women from three major ultraorthodox communities. The findings reveal that the driving ban for ultraorthodox women in Israel generates ambivalence and conflict, and exacts a heavy social price. Moreover, in line with approaches of feminist geography, it raises issues of gender relations and cultural implications, such as restricting the space and the mobility of women in order to keep them in a subordinate position. The results are discussed in terms of gender roles, cultural exclusion, and spatiality, on both the practical and emotional levels. The study opens a window to a unique sector of the Israeli population, revealing unique dilemmas with which ultraorthodox women grapple daily in their community.     

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.     

The Challenges and Opportunities of Foreign-born Instructors in the Classroom

Foreign-born instructors are an integral part of the US education system. While universities see them as contributing to internationalization, many students, parents and legislators are concerned about their impact on students' educational achievement. Supported by data collected from students and professors, the author identifies the main problems students experience with foreign-born instructors, as well as the main challenges foreign-born instructors face in adjusting to the US education system. Recommendations are developed aimed at improving classroom interactions between American students and foreign-born instructors and it is shown how the instructor's ‘foreignness’ can be an important teaching resource, particularly in disciplines such as geography.     

An Exploration of Peer-to-Peer Teaching and Learning at Postgraduate Level: The Experience of Two Student-Led NVivo Workshops

This paper explores peer-to-peer teaching and learning at a postgraduate level using the example of two NVivo workshops run by geography postgraduate students. The workshops took place in March and May 2011 and feedback was collected from all attendees in both sessions. This paper aims to provide a practical guide to organizing and facilitating such an informal workshop on the NVivo software for postgraduate students based on the outcomes of the two workshops. Hints and tips for others considering running similar events are provided based on the feedback received following the sessions and reflections on the organizers experiences.     

Causal Assessment in Small‐N Policy Studies

The identification of cause‐and‐effect relationships plays an indispensable role in policy research, both for applied problem solving and for building theories of policy processes. Historical process tracing has emerged as a promising method for revealing causal mechanisms at a level of precision unattainable through statistical techniques. Yet historical analyses often produce dauntingly complex causal explanations, with numerous factors emerging as necessary but insufficient causes of an outcome. This article describes an approach that renders complex causal narratives more analytically tractable by establishing measurement criteria for ranking the relative importance of component causes. By focusing on subjectively useful measurement attributes, the approach is well suited to the policy sciences' unique combination of explicitly normative aspirations and a commitment to the systematic assessment of causal claims.     

Using Focus Group Research to Support Teaching and Learning

Using qualitative research methodologies for pedagogic research can provide informative insights into student experiences of the teaching and learning environment in Higher Education. This paper considers the practicalities of undertaking a pedagogic study using focus groups by outlining strategies for effective focus group organization, highlighting good practice from the social sciences and pedagogic literature and providing a critique of a recent geographical study, in which focus groups were used as the sole research method. Furthermore, the paper illustrates how a pedagogic research study can be used to enhance teaching and learning and to inform curriculum planning and course management.     

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.     

Three geographers in an archive: positions, predilections and passing comment on transient lives

Despite the existence of research conducted by geographers eschewing or professing religious faith, the influence of researchers and their methods have yet to receive critical attention within the study of religion. The experience of three geographers working on a three-year research project suggests that it is vital to reflect upon the inter-subjective relationships and methodologies used to reconstruct the religious past. How do different subject positions influence our selections from historical records? We also consider whether the spatialities of putatively 'religious' archives, whether formally or informally constituted, make a difference to the construction of historiographical knowledge. In attempting to answer these questions, the paper argues that developing an awareness of different types of positionality, vis-à-vis religious faith and practice, combined with reflexivity, vis-à-vis methodology, can enrich the interpretative reconstruction of the religious past.     

Gender representation and participation in Dutch human geography departments

Since the beginning of the 1970s the under‐representation of women in geography has been questioned in several publications. Most articles refer to the situation in English‐speaking countries. This paper examines the vertical and horizontal gender segregation in human geography departments in Dutch universities. In spite of several policy measures to promote equal opportunity, women form only 19 per cent of all human geography faculty. In the conclusion, consequences and dilemmas related to gender representation and segregation are discussed.     

eBay and research in historical geography

The electronic trading forum eBay presents fascinating but under-examined possibilities for research in historical geography. With literally millions of items for sale and millions of users participating in on-line auctions there seems little limit to what one might find. In this essay, three authors briefly trace the history of auctions and of eBay, before explaining how eBay works, and then describing some of the ways that buying (or not buying) research materials on eBay has changed the ways that we think about our work. We further explore some of the implications—empirical, theoretical, methodological and ethical—that the availability of such items to the highest bidder presents, address some of the consequences for the socially constructed and place-specific nature of value that on-line auctioning reveals, and ponder some of the implications of this for contemporary consumption.     

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.     

How and why we should encourage undergraduate geography students to participate in the Erasmus programme

Studying or working abroad during the course of an undergraduate degree has been associated with many positive outcomes and benefits. Despite this, there is scant literature on the role higher education institution (HEIs) play in encouraging outgoing student mobility. There is subsequently limited practical guidance for individuals within HEIs wishing to increase student participation in mobility programmes. Using evidence from the existing literature, and primary research conducted for a PhD study, this paper addresses this gap and offers guidance for encouraging students' participation in the European region action scheme for the mobility of university students (Erasmus). This paper focuses on the mobility of geography students who underperform in terms of participation in the Erasmus programme.