Building Localized Interactions Between Universities and Cities Through University Spatial Development

Universities are important players in the global development of knowledge economy, alongside being significant contributors to the economic development of their host cities. They are both significant knowledge enterprises and the suppliers of the human and intellectual capital on which the knowledge-based economy depends. What seems under-explored is how deliberative partnerships between universities and city authorities can develop around projects of mutual benefit, especially based on campus development. In this paper, with the help of five case studies (QUT, MIT, Harvard, Twente and Newcastle universities), we investigate how the spatial development of universities can be one of the main meeting points between the city and university and how it can be used for stimulating economic development and managing growth. These cases show that university—city collaborative initiatives focused on the university properties represent a desire to produce creative and competitive new urban spaces, which reinforce the position of the university and the city in global economy. They also show that these developments need to be jointly managed to avoid undesirable impacts on either side.     

The Langkawi Global Geopark: local community’s perspectives on public education

The study reported in this paper represents one of the first attempts at exploring the perspectives of the local communities on the designation of Langkawi Island in Malaysia as a UNESCO Global Geopark. It is premised on the widely acknowledged assertion that the local communities constitute an important group of stakeholders in the planning and implementation of development activities. Hence, the communities living in the geopark areas in Langkawi are considered important stakeholders who play a crucial role in the development of heritage tourism in Langkawi Global Geopark. This paper examines their views on their appreciation of the geopark as heritage, the interpretation of their shared values, the benefits and opportunities afforded by the geopark, and the extent of their involvement in the implementation of geopark activities. The findings point to the need for more support for public education programmes, and awareness initiatives aimed not only at ensuring community engagement with the development of Langkawi Geopark but also at generating stewardship actions from the community.     

The impact of mobile augmented reality in geography education: achievements,cognitive loads and views of university students

Augmented reality (AR) technology is commonly used in education. AR offers a combination of the virtual and real world; thus, it can help students in learning abstract and complex subjects. The purpose of the current study was to determine the impact of mobile AR technology on achievement, cognitive load levels and views of 95 first-year university students (40 in the experimental group and 55 in the control group) enrolled in a geography course in the social sciences education department of the education faculty of a university in Turkey. A sequential explanatory design, a mixed method type of research, was used. The data were collected using an achievement test, a cognitive load scale, and a semi-structured interview form. The results of the study showed that AR increases students’ achievement and decreases their cognitive load levels, and the students’ views about AR technology were positive. Consequently, it can be stated that mobile AR technology is a useful tool for teaching geography, especially geomorphology topics.