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.     

Topic Modeling and Text Analysis for Qualitative Policy Research

This paper contributes to a critical methodological discussion that has direct ramifications for policy studies: how computational methods can be concretely incorporated into existing processes of textual analysis and interpretation without compromising scientific integrity. We focus on the computational method of topic modeling and investigate how it interacts with two larger families of qualitative methods: content and classification methods characterized by interest in words as communication units and discourse and representation methods characterized by interest in the meaning of communicative acts. Based on analysis of recent academic publications that have used topic modeling for textual analysis, our findings show that different mixed‐method research designs are appropriate when combining topic modeling with the two groups of methods. Our main concluding argument is that topic modeling enables scholars to apply policy theories and concepts to much larger sets of data. That said, the use of computational methods requires genuine understanding of these techniques to obtain substantially meaningful results. We encourage policy scholars to reflect carefully on methodological issues, and offer a simple heuristic to help identify and address critical points when designing a study using topic modeling.     

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.     

Punishing wars of aggression: conceptualising Nazi State criminality and the US policy behind shaping the crime against peace, 1943-1945

This paper refocuses attention on what has been seen as one of the most important limbs of the Nuremberg Charter – the crime against peace, or aggressive war. It looks at the legal and political dimensions that motivated such a characterisation by figures behind the debate, and the various, at times uncertain steps, in bringing forth the designation based on breaches of the Kellogg–Briand Pact within the milieu of other traditional offences. Particular attention is given to the philosophical underpinnings of the crime against peace regarding individual German guilt, notably members of the Nazi leadership, with an examination of influences that proved critical in creating a punishable crime at international law. This paper argues that, despite being of continuing interest to civic groups, such an offence continues to trouble legislators and lawyers, rooted as it is in the focus on war as itself criminal.     

Bringing the study of warfare into theories of nationalism

This article argues that warfare has been marginalised in theories of nationalism but that in conjunction with nationalism is vital for understanding the rise of nation‐states, the formation of nations and the nature of the international system. It offers a critique of statist approaches, suggests mechanisms through which warfare may sacralise nations and explores different patterns of nation‐state formation as they affect the interstate system. In particular, it emphasises tensions between state and nation‐formation as activated by the fortunes of war and the destabilising effects of waves of imperial dissolution, which are accompanied by patterns of re‐imperialization. It suggests that it is simplistic both to claim that war has led to a transition from empires to nation‐states and that contemporary practices of war‐making have led to a postnational era.     

The influence of an integrated PBL format on geography students’ perceptions of their self-directedness in learning

Problem-based learning can be implemented in South African geography teacher education to foster geography students’ self-directed learning skills. The purpose of this longitudinal case study was to determine B.Ed. geography students’ (n = 45) perceptions of their self-directedness in learning in integrated problem-based learning experiences over a three-year period. The study used quantitative and qualitative research methods based on questionnaire application and semi-structured focus group interviews. The students completed a standardized questionnaire at regular intervals with the implementation of integrated problem-based learning experiences in geography modules over a three-year period. Focus group interviews with participants (n = 8) were employed to get a deeper understanding of the results of quantitative data. The results indicated that the geography students’ self-directed learning scores increased with the implementation of an integrated problem-based learning format in geography over the three-year period. The students who measured average, below average and low levels of self-directed learning at the beginning of the study had the highest increase in self-directed learning scores over the three years. The female students’ perceptions of their self-directedness in learning had higher increases in their self-directed learning scores after the problem-based learning interventions when compared to the male students.     

To understand and be understood: facilitating interdisciplinary learning through the promotion of communicative competence

Whilst interdisciplinarity has become a central concern of research and learning in geography, few from the discipline have considered the practical facilitation of interdisciplinarity in the classroom. Module convenors, I argue, must pay greater attention to how learners engage and negotiate with peers and perspectives from other disciplines. In this paper, I focus on my own efforts in designing and teaching a second year undergraduate course on health, biomedicine, and society, to illuminate the opportunities and challenges facing teaching staff who seek to provide opportunities for interdisciplinary learning in the classroom. Drawing upon theories of communication, I demonstrate the significance of developing “communicative competence” as a pathway to successful interdisciplinary learning. Unless learners from one discipline can understand, and be understood by, peers from other disciplines, the accomplishment of interdisciplinary learning is undermined. Interdisciplinary modules should include learning outcomes that facilitate student development in this area. Approaching interdisciplinary learning through the lens of communicative competence casts critical attention upon the central abilities and cultural sensitivities that are the hallmarks of interdisciplinary collaboration – from negotiating meaning to critical disciplinary awareness – and highlights the lessons that interdisciplinarity poses for disciplines, such as geography, tasked with preparing students for interdisciplinary learning.     

Going beyond the grid: literary mapping as creative reading

Drawing from the importance of narrative inquiry in contemporary geographical reasoning and teaching, this paper focuses on some practices set around the relationship between maps and literature. Reader-generated maps, maps produced starting from the reading of a literary text, are at the core of a reflection on the potentialities of literary mapping in higher education; relating maps and literature in an educational environment, I suggest creative reading and creative mapping as co-constructive practices that are able to guide students in addressing and internalising the complexity of spatial categories. Reflecting on the students’ literary mappings, I focus on the various ways that the literary map contributes to mobilising the space of the text, guiding students in approaching spatial issues from a different (and creative) perspective. Time, point of view and literary trans-scalarity are the key narrative concepts that guide and inform possible inductive ruminations on literary mapping as a learning strategy. Following the core question of “what literary mapping might be and do in the digital age”, I aim to resituate contemporary discussions on literary mapping in an educational environment.