Using the Internet to Support International Collaborations for Global Geography Education

This paper reports the results of a pilot study that evaluated a prototype instructional module designed to support international collaborative learning in the World Wide Web. The module, Migration, was tested at four higher education institu tions in the United States, Canada, and Australia. Students valued the opportunity to learn global geography by collaborating electronically in multinational teams, yet many students complained about confusing instructional procedures and uncooperative team members. The results of the module evaluation provide useful suggestions for managing pedagogical issues related to the process of online international collaborative learning.     

Research collaboration beyond the boundary: Evidence from university patents in China

Geographical distance constitutes friction in searching for research collaborators. Taking advantage of a quasinatural experiment featured by High-Speed Railway (HSR) lines in China, this paper employs the difference-in-differences model to identify the causal impact of a substantial improvement in the intercity transportation infrastructure on collaborative innovation across cities. The data pertain to a universe of patent applications filed by Chinese universities and their citations. We find that HSR contributes to a substantial increase in the innovation quantity and quality of collaborative patenting innovation between universities and corporates. It contributes to industry collaboration by utilizing university academic disciplines in the related technology fields. Lastly, HSR facilitates universities to search for new research partners with better quality beyond the geographical boundary.     

Outside the Wage: Seeing Politics and Possibilities with Critical Comparisons

Emerging debates on the contemporary reconfigurations of work question previous understandings of the relationships among and between waged, unwaged, and reproductive labour, situated processes of value formation and/or enclosure, and the constitution and limits of contemporary capitalism. Taking Cindi Katz's notion of countertopographies and Gillian Hart's notion of relational comparison as inspirations, this Symposium draws attention to new and existing conceptual frames and modes of analysis to situate contemporary permutations of work within the shifting dynamics of uneven development in specific state, local, and institutional contexts. This Introduction summarises the interrelated and overlapping contributions that papers in this Symposium offer methodologically, analytically, and politically. The open-ended aspiration that emerges from these contributions is that close attention to heterogeneous formations of work outside the wage might help to multiply forms of vigilance and critical praxis necessary to resist the co-optation and enclosure of people's creative energies, and move toward realising the latent liberatory potentials that several of the contributions suggest.     

A love story: for ‘Buddy System’ research in the academy

This article makes a case for a ‘buddy system’ approach to research and scholarship, or a kind of ‘caring with’ our colleagues, as feminist praxis and as an intentional, politicized response to the neoliberalization of the academy. Through autoethnographic writing on our travels together into farmed animal auction yards, we explain the buddy system as a mode of caring, solidarity, and love that differs from collaborative research, focused as it is on caring for and about our colleagues and their research even (or especially) when we have no direct stakes in the research being conducted. We contribute to three feminist conversations with this approach: feminist care ethics in geography; emotional geographies; and critical perspectives on the neoliberalization of the academy. We advocate the buddy system as an extension of feminist care ethics, enriching how feminists think about ‘doing’ research. We draw on feminist geographies of emotion and our own emotions (grief especially) experienced while witnessing processes of nonhuman animal commodification to politicize the act of researching and to develop a more caring way of inhabiting the academy. This is particularly important, we argue, in the context of deepening neoliberal logics that turn the academy into a place where care and love become radical acts of resistance and transformation.     

Tracing Process to Performance of Collaborative Governance: A Comparative Case Study of Federal Hydropower Licensing

Despite collaborative governance's popularity, whether collaboration improves policy performance remains uncertain. This study assesses the link between collaborative decision making and licensed environmental management protocols in the Federal Energy Regulatory Commission's (FERC's) process for licensing hydropower facilities in the United States. Using results from a previous study of FERC relicensing (Ulibarri, forthcoming), one high‐, one medium‐, and one low‐collaboration case were selected. Using documents including meeting minutes, public comments, and issued licenses, I assessed collaboration and license outputs, then conducted process tracing to examine whether and how differences in collaboration produced differences in license quality. High collaboration resulted in jointly developed and highly implementable operating regimes designed to improve numerous resources, while low collaboration resulted in operating requirements that ignored environmental concerns raised by stakeholders and lacked implementation provisions. These results support the hypothesis that collaboration can improve environmental outcomes, revealing the pragmatic value of collaboration. [Correction added on 13 January 2015, after first online publication: the occurrences of ‘0’ in the abstract were erroneous and have now been corrected.]     

Collaborative Networks for Effective Ecosystem‐Based Management: A Set of Working Hypotheses

Ecosystem‐based management (EBM) represents a comprehensive approach to better govern the environment that also illustrates the collaborative trend in policy and public administration. The need for stakeholder involvement and collaboration is strongly articulated, yet how and for what purposes collaboration would be effective remains largely untested. We address this gap by developing and evaluating a set of hypotheses specifying how certain patterns of collaborations among actors affect their joint ability to accomplish EBM. Content analyses of management plans drawn from five EBM planning processes in Sweden are combined with analyses of the collaborative networks through which these plans have been developed. Our results indicate that system thinking and the ability to integrate across different management phases are favored by collaborations between different kinds of actors, and by project leaders being centrally located in the networks. We also find that dense substructures of collaboration increase the level of specificity in the plans in regards to explicating constraints on human activities. Having many collaborative ties does however not enhance the overall level of specificity. Our results also show that different network characteristics can give rise to similar EBM outcomes. This observed equifinality suggests there is no single blueprint for well‐performing collaborative networks.     

We Finished the Plan,So Now What? Impacts of Collaborative Stakeholder Participation on Land Use Policy

There is a growing movement toward collaborative stakeholder participation in environmental policy. Rather than calling for a reliance on government officials to solve environmental problems, this approach calls for empowering a community of stakeholders to contribute meaningfully. Scholars examining citizen participation have investigated the performance of such efforts. This study examines one important aspect of performance, the impact of stakeholder participation on policymaking at the local level. A multiple‐case analysis of county‐level, community‐based task forces working on farmland preservation planning in Ohio, U.S., reveals patterns of policymaking processes and the near‐term impacts of collaborative planning. These patterns are linked to scholarship using prior empirical studies as well as the Institutional Analysis and Development framework, which integrates physical, social, and institutional variables to examine collective decision‐making related to natural resources. Results indicate that the degree of policy change is associated closely with local contextual factors, rather than internal group factors often emphasized in studies of citizen advisory committees and collaborative groups.     

From Hawaii to Glasgow: The International Network for Learning and Teaching Geography in Higher Education (INLT) Five Years On

This paper examines and reflects on the activities of the International Network for Learning and Teaching Geography in Higher Education (INLT) from its founding at the Association of American Geographers' Annual Conference in Hawaii in 1999 to the post-International Geographical Congress workshop in Glasgow five years later. It provides a context and introduction to the following six papers, which resulted from the Glasgow workshop. It is suggested that, despite some of the proposals in Hawaii proving over-ambitious, several other projects have emerged and the INLT continues largely to meet the goals and purposes set out in 1999. Although the desire of the INLT to move beyond its Anglo-American and Australasian origins largely remains a challenge to be met, the INLT has established itself as a valuable forum for the geography higher education community to identify and reflect on similarities and differences in national practices, to engage in debate virtually and face-to-face on issues concerned with learning and teaching, and to bring geographers from different countries to work together on educational projects.     

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.