Rethinking Postgraduate Education in Geography: The Case of the Netherlands

This paper discusses reforms in postgraduate education in geography in the Netherlands in the context of Europeanization and globalization. Europeanization and globalization have resulted in challenges as well as opportunities for students and universities. In terms of internationalization, Europeanization and the global economic crisis have opposite effects. Although Europeanization has resulted in an increased international orientation of postgraduate students in geography, the global economic crisis and the resulting cuts in the university and students' budgets hamper other aspects of the internationalization of postgraduate education in the Netherlands.     

Are South African Geography education students ready for problem-based learning?

Problem-based learning (PBL) is one of the possible training strategies that could be more fully implemented in the South African formal education system. The intention to migrate from teacher-centred to learner-centred instructions in higher education institutions and schools makes PBL a plausible option. Geography education students might be exposed to PBL because their training implies the acquisition of abilities to solve real-world situations at various geographical scales. This paper explores the perception of second- and third-year students in a BEd programme in Potchefstroom, South Africa. The study uses a mixed-method research approach based on questionnaire application, students' learning journal entries and field notes. Findings from the study indicate that students show very positive perceptions of PBL as a training strategy for teaching and learning. A gender difference regarding general aspects of PBL, independent learning, workload, assessment rubrics and the different role-players in PBL indicates that female students hold more positive perceptions of the PBL experience. Overall, the results indicate that students with higher academic performances in most instances hold more positive perceptions of the PBL experience.     

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.     

The Protestant working class in Belfast: education and civic erosion – an alternative analysis

This paper explores and reassesses the issues of social decline, educational underachievement and civic erosion in relation to the Protestant working class in Belfast. Prior to the ‘Troubles’ the Protestant working class in Belfast had at its heart a civic-mindedness which was in tune with working-class communities across the UK at the time. This civic-mindedness encouraged the growth of extended communities and placed an importance on church attendance and educational achievement; something which has been conveniently ignored in most analyses. Owing to population movements in Greater Belfast which followed the violence that followed the introduction of internment without trial in August 1971 Protestant church congregations dwindled and school attendances dropped significantly. The paper ultimately seeks to provide a ‘long view’ of the Protestant working-class experience in order to assist those who are concerned with the problems facing it in the current era.     

Transformative learning in community college human geography: a mixed methods study

ABSTRACT

The study explores the extent to which transformative learning occurs using quantitative and qualitative methods in a human geography course (N = 35) and explores student affect in relation to the learning environment. We used the eight-scale Transformative Learning Environments Survey (TLES) instrument for the quantitative analysis and an aligned analysis of student reflective work to capture the “voice” of the student as a qualitative approach that provided a rounded perspective of transformative learning. The TLES proved reliable where the sub-scale Alpha reliability ranged from 0.71 to 0.93 and a separate affect scale of Satisfaction was 0.95. The standardized regression coefficient between Satisfaction and the sub-scale of Student-Acting demonstrated the strongest positive association (0.27), followed closely by Disorienting Dilemma-Environment (0.24). The qualitative results supported the quantitative associations in most cases, but not all. The qualitative aspect to this present study offers a deeper look – beyond just statistical outcomes – using students’ own voices to explain their perspectives related to transformative learning.     

Fieldwork@40: fieldwork in geography higher education

ABSTRACT

Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education. This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960s) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990s) are modes that involve active learning and focus on the development of students as investigators and at the near end (2010s) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE’s gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn “from doing” Geography to “do” Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.     

Defining competences for future geography students in relation to low carbon societies

ABSTRACT

This paper presents the results of an analysis of the most important skills and competences that will be important in the coming years for future geographers involved in assessing and managing low-carbon societies. The analysed information was extracted from a questionnaire answered by professionals working in low-carbon management in three European countries (Finland, Poland and Catalonia, Spain). From the results, we have identified not only the most requisite abilities and skills, but also differences between countries on a European scale. Among the findings, we would highlight the general agreement that “soft skills”, as opposed to “hard skills”, are critical for future professionals addressing policies in relation to low carbon societies.     

对加强大学生安全教育的思考

安全是人生中非常重要的一部分,是人们生存发展的保障。安全对于每个人而言都是人生的一门必修课,社会中的每个个体都应纳入安全教育体系中。但是近年来,校园安全事故频频发生,让人震惊。所以在诸多安全问题中,大学生的安全问题凸显出来。大学生的安全意识为何如此淡薄,学校的安全教育存在哪些问题,这已经成为人们关注的焦点。大学生的安全教育不仅是大学生自我保护的需要,也是确保高校秩序稳定,促进国家发展、构建和谐社会的需要。因此,学校必须从多方面加强对大学生的安全教育,落到实处,只有这样才能真正提高大学生的安全意识,促进其身心健康发展。     

Capacity for Freedom – Using a New Poverty Measure to Look at Regional Differences in Living Standards within Australia

Using a recently developed measure of multidimensional poverty, the Freedom Poverty Measure, the difference in poverty rates of major cities, inner regional, and other areas have been compared. The population living in ‘other areas’ had the highest proportion of individuals living in freedom poverty. Those in inner regional areas (P = 0.0303) and those in major cities (P < 0.0001) were significantly less likely to be in freedom poverty than those in ‘other areas’. However, when breaking the analysis down to look at the different poverty rates for different age groups across the three regional classifications, it was found that there was no difference in the likelihood of being in freedom poverty between children in inner regional and other areas, adults in inner regional and other areas, and older people in inner regional and other areas. This may indicate that the disadvantage experienced by those living in regional centres has been overlooked in the past and is an emerging contemporary issue for health and education equity as well as economic equality.     

世博后高校思想政治教育工作研究

2010年上海世博会的成功举办给我国高校思想政治教育工作带来了新情况和新挑战。高校思想政治教育工作在这种情况下如要发挥其应有的作用,就一定要适时创新。从而适应时代和社会进步的需要。