The Spaces of Graduate Student Labor: The Times for a New Union

This paper offers a critical analysis of how pressures to "corporatize" universities are affecting graduate student employees and public higher education in the United States. The argument is that the corporatization of universities is a not a new phenomenon, but is occurring in a very different political, economic, and technological context than in previousdecades. After addressing the definition of corporatization with regard to universities in general and those in the state of Washington in particular, the paper discusses the author's perceptions of the activities and spaces of universities and how the university and the people who work there are connected to larger economic processes and power relations. The paper provides the author's perspective on the current situation of graduate student employees in relation to processes of corporatization, and focuses on the ambiguities of the double identity of graduate student employees and how this relates to current struggles to form graduate student employee unions. The paper considers ways that graduate student employee unions reflect a desire to change the ways that "business" is conducted on university campuses, and could work to build coalitions across employee divides. The paper concludes by outlining some thoughts on the role of academics in addressing pressures to corporatize higher education and suggesting possible ideas for action in the struggle to keep public universities open and democratic.     

The drivers to Erasmus work placement mobility for UK students

This paper examines the drivers to UK student work placement mobility through the Erasmus programme (European Action Scheme for the Mobility of University Students). This research was stimulated by the overrepresentation of UK students in the Erasmus work placement programme since its introduction in 2007. Using a multi-methods approach, based on student interviews and report analysis, five main drivers to Erasmus work placement mobility are revealed: employability, the economic downturn and subsequent failure to secure a placement in the UK, language, finance and personal factors. This paper discusses these five factors to reveal the complex and interlinked influences that encourage UK students to undertake an Erasmus work placement. Overall, employability is identified as the main driver to the mobility of Erasmus work placement students. It is argued that the neoliberal agenda in UK higher education, to streamline away from education for the public good, towards education for employability purposes, is a key factor in explaining the popularity of Erasmus work placements in the UK. Importantly, this paper argues that the drivers to work placement mobility are different to the motivations to study abroad. It is, therefore, essential that they are dealt with separately in order to explore the differences and similarities between sub-types of student mobility.     

Competition for talent: retaining graduates in the Euregio Meuse-Rhine

Graduates are considered a convenient source of human capital in today’s knowledge-based economy. It is therefore crucial to understand what drives their mobility intentions to retain larger numbers of graduates. This is particularly true for peripheral regions, which need to compete with economic centres that are assumed to be more attractive. This paper adds a euregional perspective to the existing literature on graduate migration by investigating whether or not students intend to stay in the Euregio Meuse-Rhine (EMR) after graduation. It takes into account the role of hard and soft locational factors, social factors as well as individual characteristics in shaping future graduates’ mobility preferences. Using survey data from 2015 from five higher education institutions in the EMR, this paper finds that mobility intentions are determined by students’ perceptions of the quality of life, openness and career opportunities in the euroregion. In addition, distance to the partner and other social ties such as family and friends influence migration intentions.     

Cross-border higher education in the Australia–Japan relationship

Over the last three decades there has been a significant increase in higher education student mobility between Australia and Japan and a proliferation of formal exchange agreements between institutions. Yet education issues have not been prominent in the official bilateral relationship and initiatives of substance have been limited. The growing scale of student mobility, despite this, is testimony to the broader strength of the bilateral relationship, a well developed Australia-bound private education services industry, and complementarities between the two education sectors. There is considerable scope for further initiatives, both at the intergovernmental and educational institution levels, to capitalise on established bilateral patterns of individual student mobility. Australia–Japan higher education linkages remain incommensurate with the scale, complexity and importance of the broader economic and political partnership. Australia and Japan, as leading study abroad destinations in the region and with internationally mobile populations, can do more to enhance the public and private institutional architecture of cross-border education, both within and beyond the Asia–Pacific region.     

Why Do Firms Relocate? Lessons from a Regional Analysis

In recent years, the qualitative evolution of relocations (from low-cost offshoring to more technologically intensive relocations) has become a new concern in political debate. Focusing on these new trends, the aim of this paper is to better understand relocations from the firms’ point of view. The concept of relocation is reformulated by adopting a broad definition considering it as a specific dimension of firms’ mobility options. We consider three analytical dimensions: relocation as a productive problem (“relational space” for coordination), relocation in a territorial dimension (“geographical space”) and relocation as a complex decision-making process (“political space”). On this basis, we combine two strands of literature (economics of proximity and institutional approaches of the firm) for a better understanding of the decision-making process and the resulting diversity of situations. The framework is finally applied to the specific case of the Aquitaine region of southwest France in order to identify the conditions of anchoring and mobility of firms in spatial terms. Our aim is to show that the decision-making process of relocations cannot be reduced to a simple cost calculation, leaving room for local public policies.     

Geospatial Technologies as a Vehicle for Enhancing Graduate Education and Promoting the Value of Geography

Geospatial technologies (GSTs), such as geographic information systems, global positioning systems and remote sensing, present an avenue for expanding the already strong interdisciplinary nature of geography. This paper discusses how GSTs served as a common thread for a crosscutting faculty institute that was established to enhance graduate student teaching and learning at a comprehensive university. Results of this institute demonstrate that this effort advanced graduate education and promoted the value of geographic scholarship across the university.     

“Who teaches,learns”: writing groups in geographical education

Abstract

The ability to communicate is acknowledged by employers to be a valuable attribute of a university graduate. That ability is also vital in fulfilling geography discipline objectives of mutual understanding and emancipation. Writing groups have been used in geography departments in Australia and the USA as a means of improving student skills in written communication as well as to stimulate positive attitudes to writing, intellectual growth and rhetorical skills. From the point of view of teachers, writing groups were employed to fulfil pedagogic objectives and to free up time for instructional improvements and other academic business. This paper outlines the rationale for using writing groups in geography courses, means by which they might be applied, and their merits and shortcomings.     

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.     

印度绿色革命国外研究:路径、观点和问题

在国际学术界,印度的绿色革命成了多门社会科学研究的对象。国际学术界对印度绿色革命的研究通常采取反思的方式,即在与经济、社会和政治发展的联系当中去考察印度的绿色革命问题。本文详细介绍了他们的研究路径、问题和观点,指出农业转型研究构成了国外学术界相关研究中的一个重要面向。但是,他们没有把农业转型当作农业现代化的方式来看待。笔者认为,这是他们在考察印度农业转型时存在的根本问题,而从这样一种新的观点出发去考察印度的农业转型还是一件尚待完成的工作。     

Exploring student mobility and graduate migration: undergraduate mobility propensities in two economic crisis contexts

This article explores the issue of mobility propensity among undergraduates, focusing on plans for long-term and short-term movement, including migration after the completion of present course of study. We also assess the strength of the relationship between a decision to move abroad and the personal impact of the ongoing economic crisis, using evidence from two recent surveys conducted with students in the capital cities of Portugal and the Republic of Ireland. Results provide an indication of the popularity of moving abroad and identify justifications for seeking an exit, potential destinations and anticipated lengths of stays. Regression analysis further confirms that the crisis is having a significant bearing on mobility decisions among respondents in Portugal but not the Republic of Ireland, with the concluding discussion integrating the main findings into existing debates on international student mobility.     

Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom?

The connection between fieldwork and development of graduate attributes is explored in this paper. Digital technologies present opportunities to potentially enhance the learning experience of students undertaking fieldwork, and develop core digital attributes and competencies required by Higher Education Institutions (HEIs) and employers. This paper reports the success of adopting digital video capture in technology-rich field experiments that form part of final year undergraduate courses in Physical Geography at an HEI in New Zealand. Student perceptions were obtained via a range of approaches. Results suggest that deployment of digital video reinforces student learning and connects with core graduate attributes.     

Teaching Economic Geography in Two Contrasting Asian Contexts: Decentering Anglo-American Economic Geography in China and Singapore

Teaching economic geography outside Anglo-American countries presents a particular pedagogical challenge, as theories and concepts developed in these countries might not be directly applicable outside their intellectual and national contexts. In this paper, the authors show how the peculiar institutional and development environments in China and Singapore have shaped the ways in which the economic geography curriculum is developed and taught in institutions of higher education. They also examine how students respond to the intellectual challenges presented to them. In their view, successful pedagogy in teaching economic geography requires a significant degree of localization of the curriculum.     

The transformative potential of migration: Polish migrants’ everyday life experiences in Belfast,Northern Ireland

In this article, we analyse the processes of migration from the perspective of agency-structure debate. In particular, we focus on the reflexive and emotional aspects of geographical movement and the complex relations between the settlement context, Belfast, Northern Ireland, and migrating people, with their biographies, gender positioning, resources and agency. The movement across space is biographically significant, as it is often meant to resolve economic, family or personal difficulties. However, the geographical movement in itself is not necessarily empowering. We bring the notion of migration as potentially transformative but only when it is accompanied by structural enablements and agential powers of reflexivity. The reflection on one’s life course and the relations between self and the changing context of action shapes the migration experiences profoundly, which may further lead to shifts in gender positioning. The dynamics of shaping and being shaped is constantly present between migrants and the new context: the place influences everyday practices and, at the same time, the place is influenced by everyday actions and their reflexive elaboration. This article sheds light on these reflexive processes through the lens of gender.     

Reflective Journals as a Tool for Auto-Ethnographic Learning: A Case Study of Student Experiences With Individualized Sustainability

This paper critically evaluates the use of journals as a pedagogic tool to encourage reflection, critique and self-analysis by students. Based within a postgraduate teaching module that has operated annually since 2008 and was awarded the Royal Town Planning Institute's Award for Teaching Excellence in 2009, reflexive journals were employed as a method of assessment which, supplemented by conventional lectures and student focus groups, sought to explore the relations, opportunities and obstacles for sustainable development at the individual level.     

Participative critical enquiry in graduate field-based learning

This paper outlines a critical pedagogic approach to field-based learning (FBL) at graduate level. Drawing on student experience stemming from a FBL module and as part of an MA programme in Environment, Society and Development, the paper addresses the complexities associated with student-led, participative critical enquiry during fieldwork in Sarajevo, Bosnia-Herzegovina. The paper examines emerging student discourses through a group assessment and a series of individual reflective journals. Both are contextualised in relation to FBL module learning outcomes. Finally, aspects of fieldwork influencing the feasibility and effectiveness of participative critical enquiry as a field-based pedagogic endeavour are considered.     

An Economic Regionalization of North Vietnam

A North Vietnamese graduate student at Moscow University offers a division of North Vietnam into four economic regions and assesses their future development in terms of energy-and-production cycles (groups of technologically interrelated activities proposed by N. N. Kolosovskiy). In a second paper, the author conceptualizes economic regions as consisting of a core or center, accounting for most of the production; an inner shell dependent on the core, and an outer shell that may gravitate to any of a number of adjoining core areas depending on the purpose of the study. The original boundaries of the four-region system of North Vietnam are reviewed in light of the “outer shell” concept. The four-region system is essentially confirmed, but the allocation of some provinces in the “outer shell” is found to be disputable, and regional boundaries have been adjusted.     

Teaching critical reflexivity in short-term international field courses: practices and problems

This study critiques the use of critical reflexivity in short-term international field courses. Critical reflexivity’s benefits include preparing students for professional research, deepening their learning, and giving the chance to see how student perspectives on fieldwork sites are influenced by their own identity and positionality. I use an inter-disciplinary review of reflexivity to describe four challenges faculty must address if they wish to train students to use reflexive practices in the field. I then describe student observations from a short-term field course to Southeast Asia that incorporated reflexivity and argue that faculty should include reflexivity cautiously on short-term field courses.     

The Ethics Minefield: Issues of responsibility in learning and research

Google Glass was deployed in an Urban Studies field course to gather videographic data for team-based student research projects. We evaluate the potential for wearable computing technology such as Glass, in combination with other mobile computing devices, to enhance reflexive research skills, and videography in particular, during field research. The utility as well as the limitations of Google Glass are discussed, including its actual and potential application for teaching and data gathering purposes in the field. As such, this article constitutes one of the first instances of evaluating Google Glass as a social science research tool.     

Teaching English in South Korea: mobility norms and higher education outcomes in youth migration

In many Western contexts, travel has a long historical association with youth, young adults and coming of age, an association that often connects temporary mobility with the lives of the educated middle classes and elite. Indeed, from the colonial adventure and the ‘grand tour’, to contemporary ideas of the ‘gap year’ or ‘overseas experience’, the mobility of Western youth and young adults is often considered voluntary and based on a desire to explore places and develop positive personal attributes, marking a stark contrast to depictions of migration from the developing world as directly or indirectly forced and driven primarily by economic considerations. This paper questions this depiction of developed world mobility in the context of the changing economic conditions that face young graduates in many Western countries. Drawing on survey and interview data I focus on the profiles and biographies of young adults from English-speaking countries working as foreign language instructors in South Korea. Although the personal narrative of travel and exploration amongst these individuals remains significant, findings from this research also suggest that many of these young graduates are also driven by economic circumstances: unemployment or underemployment and high levels of debt usually associated with tertiary studies. This tension between the opportunities available to young people and the constraints imposed by their own circumstances raises important questions about the multiple layers of social and economic differentiation operating through higher education and international mobility in the lives of young people.     

A gender analysis of everyday mobility in urban and rural territories: from challenges to sustainability

Gender differences in mobility patterns between women and men have long been acknowledged. This study analyses how these differences are reproduced in different urban and rural contexts. Using mobility data from a large travel survey taken in 2006 in Spain, we examine the differences between gender mobility through age, modal split and trip purposes. Special attention is paid to how territory shapes mobility and how these territorial settings differently affect gendered mobilities. The use of this data source allows the comparison of all trips made by the total population, including all means of transport. By taking a global view on mobility, the uneven relationships that men and women have with different means of transport become more visible. After disaggregating data by age and territorial settings, results show that women are using sustainable transport modes more often than men, and travelling for more diverse reasons. Gender is thus a fundamental variable in understanding modal split and, by extension, transport sustainability, in terms of energy consumption and the emission of greenhouse gases. From this point of view, we consider women's mobility knowledge and practices – typically related to the most sustainable means of transport – as factors with rising value that could effectively guide public policy in its way to promote more sustainable mobility patterns.