Construction of Student Groups Using Belbin: Supporting Group Work in Environmental Management

Belbin team role self and observer perceptions were applied to a large cohort (145) of Geography, Earth and Environmental Sciences undergraduates in a module assessed through two separate group projects. Students self-selected groups for the first project; for the second, groups were more ‘balanced.’ Results show slight improvement in group performance compared with that of previous years, with a significant increase in first-class grades. No evidence was found linking group balance to performance; however, students recognized the value of their Belbin report when entering the job market. Belbin usefully contextualizes regularly occurring group work issues and provides students with ways of managing these issues.     

People,Space and Place: a Multidimensional Analysis of Unemployment in Metropolitan Labour Markets

It is becoming increasingly apparent that, in order to understand a range of socio-economic outcomes, research needs to be focused on a multi-dimensional approach that accounts for individual characteristics and behaviours together with locality and activity within space and place. Within labour market analysis there is a need to situate empirical analysis within a conceptual framework that considers both the assets of individuals within the labour force and the social and local labour market contexts in which they find themselves. Using a broad notion of employability, this paper develops an analysis of unemployment in Australia's metropolitan labour markets. Specifically it uses a combination of individual survey data and aggregate labour market data to consider the associations between these multi-level factors. It finds that, while individual characteristics are important in understanding unemployment in metropolitan areas, it is equally the case that the strength of spatially distinct labour markets also plays a role. The paper reaches the conclusion that, while contemporary labour market policy tends to focus on individual characteristics, there is a need to widen the policy understanding of labour market outcomes so that other broader contexts, including the impact of space and place, are also seen as being influential.     

Mapping the New Deal: local disparities in the performance of Welfare-to-Work

In recent years, following the lead of the US, several OECD countries have introduced 'workfare' policies that link receipt of unemployment and related social benefits to compulsory participation on state-administered work and training schemes. The UK's New Deal (Welfare-to-Work) for Young People is one of the largest and most developed of these workfare programmes. Official evaluations of the UK's New Deal for Young People claim that it has been a national success, but overlook local variations in its results. This paper uses the Government's own performance measures, data on local unemployment flows, numbers of New Deal participants recycled through the scheme as second starts, and interviews with both local policy managers and participants, to demonstrate that these local variations have been substantial. These different indicators suggest that the programme has been noticeably less effective in many inner urban and depressed industrial labour markets. In such areas the 'recycling and churning' of participants through the programme are more significant, and suggest that local labour market structures play a significant role in shaping policy outcomes. The paper argues that recent additions to the New Deal to improve job search and matching fail to address this local variation, and that a longer-term approach is required that seeks to improve not only the employability of individuals, but also the local employment opportunities open to them. One key implication is clear: that local labour market conditions can exert a significant influence on the outcomes of national workfare type policies, not only in terms of geographical variations in the problem to be solved, but also in shaping and constraining the local nature of policy outcomes.     

Developing graduate attributes through participation in undergraduate research conferences

Graduate attributes are a framework of skills, attitudes, values and knowledge that graduates should develop by the end of their degree programmes. Adopting a largely qualitative approach and using semi-structured interviews, this paper outlines students’ experiences at a national undergraduate research conference over three years and evidences the graduate attributes developed. The students demonstrated intellectual autonomy, repurposing their work for presentation to a multidisciplinary audience through conversation with and benchmarking against peers. They gained confidence in expressing their identity as researchers and moved towards self-authorship, consciously balancing the contextual nature of their disciplinary knowledge with intra-personally grounded goals and values.     

Out of the comfort zone: enhancing work-based learning about employability through student reflection on work placements

This paper examines the work-based learning about employability reported by 26 undergraduate Geography and Environmental Management students on part-time, unpaid work placements. The students' “reflective essays” emphasized their learning more in terms of emotional challenges than in terms of skills, as being pushed out of their “comfort zone” forced them to be more proactive, tackle unfamiliar activities and develop emotionally. This conceptualizes employability as more than skills and as integrative, reflective and adaptable. This also emphasizes that higher education institutions must support employability and work-based learning outside the academic zone and better integrate off-campus work-based learning with on-campus reflection.     

Student perspectives on the teaching of geographical information systems (GIS) in geography degrees

In an era when graduate employability is a key concern, the teaching of geographical information systems (GIS) has become a subject of considerable interest. This paper reports on a study of the GIS student learning experience using student survey data from six UK geography undergraduate programmes. The findings show that although students’ satisfaction levels are generally encouraging, more could be done to capitalize on the opportunities GIS offers both for the discipline and for our students. Recommendations are made for further enhancing the profile and quality of GIS pedagogy in geography curricula.     

Geography students' assessment of internship experience at a Kenyan university

This paper reports findings of Moi University's geography students' assessment of their internship, which underscore the importance of internship in bridging the gap between theoretical knowledge and its application in the real world of work. Not only were the majority of the students able to apply geographical knowledge and skills in their work situations, they also acquired new competences, gained work experience and were able to map their career paths and make contacts with relevant professionals and potential employers. As a result, most students came out of internship more upbeat about the geography programme and their career and job prospects.     

Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes

The increasing importance of employability in Higher Education curricula and the prevalence of using mobile devices for field-based learning prompted an investigation into student awareness of the relationship between the use of mobile apps for learning and the development of graduate attributes (GAs) (and the link to employability). The results from post-fieldwork focus groups from four field courses indicated that students could make clear links between the use of a variety of mobile apps and graduate attribute development. The study suggests a number of mobile apps can align simultaneously with more than one graduate attribute. Furthermore, prior experience and the context of use can influence students’ perceptions of an app and its link with different GAs.     

Geography,GIS and employability in Turkey

Although higher education in Turkey does not have especially well-advanced systems and resources for addressing graduate employability, two developments are making it particularly important for Turkish geography departments to give increased priority to this agenda. One is the country’s new Higher Education Qualifications Framework and the other is a major increase in geography student numbers, which means that geographers seeking school teaching posts (traditionally seen as the natural career pathway) now hugely outnumber the posts available. Against this background, this paper proceeds to explore the potential of geographic information systems (GIS) to contribute to geographers’ employability in Turkey through a study involving the views and experiences of academic staff, students and employers. The paper reveals a mixed picture of both opportunities and challenges. It ends with a series of employability recommendations for geography and GIS in Turkey, a number of which could also be of wider relevance elsewhere.