Teaching financial geography

With the growing importance of the financial sector in the socio-economic landscape, financial geography has rapidly emerged as a key subfield within economic geography. However, in the Chinese mainland, few higher education institutions offer courses specifically focused on financial geography. In 2017, Beijing Normal University launched the “Service and Financial Geography” course, the first undergraduate course in financial geography in Chinese mainland. The course emphasizes the spatial aspects of financial and commercial services, central business districts (CBDs), financial centers, and financialization. Notably, it incorporates a practical fieldtrip component, where students conduct on-site investigations of Beijing CBD and the Financial Street, integrating theoretical frameworks with empirical research. This article systematically reviews the course design and content and analyses its potential for broader adoption. It argues that developing financial geography education in this context requires navigating the tension between Anglo-American theoretical dominance and local realities. While this course contributes to the dissemination of financial geography and the development of similar courses at other universities, teaching financial geography in China still faces certain challenges.

We take stock of theory and explanation in financial geographies between 2001 and 2020. Our analysis confirms the lone ascent of financialisation to the status of leading theory and shows that economics, particularly the financial variety, has been gradually pushed away from financial geographies in a shift that accompanied the decline of quantitative research approaches. We explain how these developments are interrelated and argue that they pose challenges to the role of explanatory theory, particularly in terms of its practical adequacy, understood as analytical robustness in explaining empirical outcomes, and usefulness for the practice of positive social change. We propose that these challenges need to be addressed by strengthening relationships between financial geographies and varieties of economics. We illustrate opportunities for such engagement in three broad areas: quantifying financialisation, sustainable finance, and decentralised finance.

Containing over 6,400 entries on all aspects of both human and physical geography, this best-selling dictionary is the most comprehensive single-volume reference work of its kind. It includes coverage of cartography, surveying, meteorology, climatology, ecology, population, industry, and development, as well as up-to-date treatment of fast-changing topics such as plate tectonics, remote sensing, geographic information systems, and aerial differentiation.For this new edition, all existing entries have been fully revised and updated, and there is now expanded coverage of economic geography (e.g. neo-liberalism), recent developments in geopolitics (e.g. 9/11 responses and the geographical implications of war on terror), and geography of finance (e.g. global production). It also focuses on the increasingly prominent areas of globalization and the anti-globalization movement, landscape restoration, the digital divide, and issues of governance. This edition also contains recommended web links for many entries.Loaded with clear, concise, and authoritative information, this A-Z reference work is essential for all students and teachers of geography.

The increasing salience of sustainability concerns in financial markets has led to growing demand by financial institutions, regulatory authorities and other stakeholders for information on the Environmental, Social and Governance (ESG) credentials of companies. To address these demands, private firms providing ESG data and related products have expanded in size and in number. Reflecting the increased importance of ESG data, academics, sustainable finance practitioners and financial regulators have surveyed the emerging industry of these ESG information firms. However, to date no structured dataset on the characteristics of ESG information firms is available. The ESG Information Firms Dataset (ESGFiDa) presented in this article is a first step to address this gap. ESGFiDa consolidates the findings from the academic and gray literature on the ESG information industry and augments these with additional data gathered through desk research. Based on this multi-stage data collection process, the dataset provides 1) a meta-analysis of existing accounts of ESG information firms from a variety of sources and 2) consolidated and augmented data about 128 ESG information firms. The meta-analysis part of the dataset contains amongst others information on different estimates regarding the size of the ESG information industry that have been proposed in the literature. The second part of ESGFiDa provides data on 128 ESG information firms that have been identified from the literature and consists of five variables (Name, Type, Country, Continent, Year of incorporation, and Headquarters). In addition, mergers and acquisitions among the 128 ESG information firms are recorded in a dated and geolocated edgelist with 65 entries. These relational data can be used for network analysis. In summary, ESGFiDa offers a first systematized description of the dynamics of the emerging ESG information industry. As such, it can be of interest to students of sustainable finance from fields including finance and economics, political science, organization studies, sustainability studies and financial geography. Moreover, practitioners from financial institutions interested in the backgrounds and differences of ESG information firms as well as policymakers and financial regulators tasked with overseeing and regulating the emerging ESG information industry might find the presented dataset useful.

This thesis investigates geography education curricular changes throughout history. The specific research objectives include: (1) the review of literature in geography education and the discipline at large; (2) analysis of the effects that social and educational changes had on geography education; and (3) critical synthesis of primary and secondary sources. Chapter one outlines the statement of the problem, research questions, and theoretical framework. Chapter two investigates the historical social and educational underpinnings that affected U.S. geography education between 1776 and 2000. Chapter three outlines the specific challenges and curricular changes that geography education went through, with regards to historical events. Chapter four identifies the major university and scholars that contributed to geography education. Chapter five concludes that social and educational demands affected the development and the types of curricular changes that occurred in geography education.

Environmental, Social and Governance (ESG) rating agencies have been instrumental in mainstreaming sustainability in the investment industry. Traditionally, they have relied on company disclosure and human analysis to produce their ratings. More recently however, technological innovation in data scraping and Artificial Intelligence (AI) have undercut the traditional approach. Tech-driven Alternative ESG ratings are becoming increasingly influential yet remain critically underexplored in sustainable finance scholarship. Grounded within financial geography and using mixed methods, this paper fills this gap by comparing a set of Traditional ratings, sourced from MSCI ESG, with an Alternative AI-based set of ESG ratings sourced from Truvalue Labs. Our results expand upon recent research on ESG ratings by shedding new light on low commensurability between Traditional and Alternative ESG ratings. Specifically, we show that differences in ratings are driven by four main factors: differences in ESG theorisation based on key issue selection, differences in data sources analysed, differences in weighting structures for rating aggregation, and finally differences in controversy analysis. Our findings are contextualised using participatory observations collected during fieldwork at a leading asset manager in the City of London. Overall, we show that the advantages of Alternative ESG ratings include higher levels of standardisation, a transparent ‘outside-in’ perspective on ratings, a more democratic aggregation process, and rigorous real-time analytics. We argue that these characteristics reflect a geographic reconfiguration of ESG rating construction, expanding from financial agglomerations to technological and digital spaces of innovation. While Alternative ESG ratings make major promises on how technology can reform sustainable investing, we recognise that risks remain.

Economic, social and cultural changes generate new challenges on the labour market for teachers in every country. Poland has recently witnessed significant changes in factors that were identified in literature as crucial to the situation of teachers on the labour market, such as systemic reforms, demographic trends, the overall situation on the labour market and occupational prestige. The scale and impact of some of these factors can be precisely measured and statistically accounted for, yet there are others that remain somehow hidden. The objective of the article is to present and analyse the current situation of geography teachers in Poland, taking into account the impact of both overt and covert factors. The paper is based on an analysis of primary and secondary data. Primary data were collected during our own research on online job advertisements and revolved around information on the real demand for geography teachers. Secondary data were official reports and statistics related to the social and professional standing of teachers in Poland. The analysis proves that in the last ten years the population of teachers has aged and experienced a drop in real wages. There has also been an increase in staff turnover and patchwork careers. Moreover, we have observed that it is highly unlikely to secure a full-time position as a geography teacher and that there have been huge fluctuations in the prestige of geography as a school subject. The identified changes can result in a shortage of qualified geography teachers in the short term, particularly in cities

In the literature, analysing job adverts is considered to be a credible method for collecting data about the real demand for employees with higher education. Studies on the demand for teachers based on this data source have been conducted in many countries, but never in Poland. On this basis, the research objective was to identify regional and temporal changes in the demand for geography teachers. As part of the study we tracked all job adverts addressed to geography teachers which were published online over a period of nearly two years. It turned out there were 3,438 such job vacancies in Poland, which included part-time and full-time positions. The study results indicated vast temporal and regional differences in the demand for teachers, and also a clear imbalance in the demand for geographers between Warsaw – the capital city – and the rest of the country. It should be highlighted that both the methodology and the results presented in the paper are pioneering.

The purpose of the article is to explore the current experience of geography teacher training in Czechia and Ukraine based on the experience of the University of West Bohemia and V.N. Karazin Kharkiv National University. The main material. In the Czech educational system, becoming a qualified teacher typically involves completing a three-year Bachelor’s program (180 credits) followed by two-year Master’s program (120 credits) while in Ukraine a Bachelor’s program lasts for four years (240 credits) and a Master’s program lasts for one and a half years (90 credits) or 2 years (120 credits). Geography teacher training at the Department of Geosciences of the University of West Bohemia is offered at the Master’s level (following a preparatory Bachelor’s program) and allows for combinations with other teaching subjects. The Bachelor’s program in Geography for Education emphasizes academic preparation in geographic and pedagogical founda­tions, preparing students for advanced study. It includes fieldwork, a research-based thesis, and a state exam. The follow-up Master’s program focuses heavily on geography teaching methodology and includes regionally oriented subjects, three stages of pedagogical practice, and innovative training using a virtual reality-based classroom simulator. The final state exam uniquely simulates real teaching, requiring students to demonstrate both their geographic knowledge and teaching competencies. Geography teacher training at the School of Geology, Geography, Recreation and Tourism of V.N. Karazin Kharkiv National University is offered at both Bachelor’s and Master’s levels through specialized programs combining geographic, pedagogical, and practical components. The Bachelor’s program prepares students to teach Geography, Nature Study, and Economics, focusing on core geographic knowledge, pedagogy, and substantial fieldwork. The Master’s programs offer two tracks – one with a natural science focus and another with an economic orientation – allowing students to deepen their expertise and teaching skills. Both levels emphasize pedagogical practice and conclude with the public defense of a thesis. Conclusions. The analysis of geography teacher training in Czechia (University of West Bohemia) and Ukraine (V.N. Karazin Kharkiv National University) demonstrates both the progress that has been made and the challenges that remain. Both countries have established strong foundations for preparing future geography teachers, with a focus on integrating pedagogy and content knowledge, practical experience, and fieldwork. Looking ahead, further modernization of curricula, increased use of VR technology, and international cooperation will be key to ensuring that geography teachers are well-prepared to meet the demands of 21st-century education.

<p>The research was distributed by the demands of professional teachers in carrying out the mandate to develop and implement creative and productive learning involving learners as well as their role actively. The learning process that facilitates the needs of learners and of innovative designed will be able to create an atmosphere of learning fun and meaningful for learners. Especially for geography teachers who want to create a geography learning with fun and meaningful then must master the application of model-based learning environment. This initial research is the study of the introduction in the form of needs analysis in the development of a prototype model of learning geography-based environment for creating school fun. Needs analysis is done to strengthen basic product development model so that the expected results have great benefits for teachers. In the needs analysis will be known the level of understanding of the geography teacher in Surakarta City against the application of the model of learning geography-based environment. This learning model of product development done because of early observations of known low learning motivation of the learners follow learning geography in school.</p><p>The research method used was Research and Development version of the Borg and Gall. Phases of this research is the first step of the model of Research and Development. At this stage of the preliminary study it, researchers attempted to dig in depth about the perception, skill, and the suitability of the curriculum learning focussed experiences related to the geography-based environment for creating school fun. Engineering data collection done by interview and Focus Group Discussion (FGD) and geography teachers in the city of Surakarta.</p><p>From research conducted, produced conclusions that: 1) the perception of teachers in understanding the concept of geography-based learning model development environment is already good enough. Teachers describe teaching experience by leveraging the model-based learning environment. 2) teacher skills in teaching using model-based geography learning environment is already quite good, though there is still that have not been put into practice appropriate procedures systematically. This has an impact on the learning process becomes not interesting for learners. 3) Utilizing the geography learning resource in the form of an environment capable of answering the demands of the scientific approach to skills achievement Curriculum on 2013.</p><p> </p>

This paper engages with Hanson Thiem’s (2009) critique of geographies of education. Accepting the premise that education warrants fuller attention by geographers, the paper nonetheless argues that engaging with research on children, youth and families reshapes understanding of what has been, and might be, achieved. Foregrounding young people as the subjects rather than objects of education demands that attention be paid to their current and future life-worlds, in both inward and outward looking geographies of education. It also requires a broadening of our spatial lens, in terms of what ‘count’ as educational spaces, and the places where we study these.

Developing students’ systems thinking is an often-posed demand in education for sustainable development (ESD) and science literacy. Several studies have shown that systems thinking can be fostered in students of different education levels. Therefore, science teachers who are required to teach ESD-relevant topics should be proficient in systems thinking and be able to transfer that knowledge effectively to their students. The research project SysThema (Systems Thinking in Ecological and Multidimensional Areas) investigated the effect of three courses designed to foster systems thinking in student teachers of biology and geography. Courses varied in their proportions of technical fundamentals of system science and didactical content for teaching systems thinking. To conceptualise systems thinking, a heuristic structural competence model for systems thinking was developed. This model served as the basis for a test in evaluating the courses in a quasi-experimental intervention study that employed a pre-, post- and follow-up test control group design. After the completion of the courses, a high effect of fostering systems thinking was found in all treatment groups compared to the control group.

Organizational downsizing and alcohol use: A national study of U.S. workers during the Great Recession

Geomorphology is a complex and dynamic science, and its teaching demands, in addition to specific knowledge, the use of strategies that facilitate this process, so that the understanding of the forms, processes and genesis of relief happens fully. In this context, the objective of the present work is to investigate and present theoretical and methodological contributions to the teaching of geomorphology in the context of undergraduate teaching in geography, through research about geomorphological thinking and its unfolding in the teaching process, especially from the use of technological didactic resources. The development of the research is based on the retrospective approach to the construction of Geomorphology as part of the human knowledge and subject, establishing possible relationships with the evolution of the teaching of Geomorphology. In this way, we emphasize the didactic importance of the resources used in the teaching of Geomorphology, besides exploring, describing and evaluating the use of different technological tools, especially Google Earth, considering moderns day In conjunction with the bibliographical research, a questionnaire was drawn up with geomorphology teachers of 48 diferent public institutions. In this way, the theoretical assumptions and the methodological procedures developed by the teachers were explored and evaluated. In addition, information about the difficulties faced by the students, their causal factors and the teachers' evaluation regarding the use of didactic resources were collected. Thus, it was possible to identify that the use of technological didactic tools is of great value for the teaching of Geomorphology, since these potentialize the use in the teaching and learning process and promote an enrichment in the quality and effectiveness of the teaching provided to the students. However, the relevance of these as resources and not as an end is emphasized, and even though, the use of technological didactic resources should be done by valuing previous knowledge and structuring geomorphological concepts, as well as providing the student's autonomy and the teacher's conscious performance in this process.

This paper presents a pedagogical approach to teaching financial geography that centers on reflective writing and the emotional dimensions of students’ lived financial experiences. It argues that integrating affect and reflection into teaching can bridge disciplinary divides, enabling students to see themselves not merely as observers of the financial world but as active participants within it. Drawing on a case study of a course for engineering students, the paper reframes finance from a purely technical domain to a socio-spatial and affect-laden phenomenon. Through structured reflective writing, students critically examined how financial systems shape – and are shaped by – their everyday lives. Their reflections surfaced powerful emotional narratives, which in turn deepened engagement with theoretical concepts and strengthened critical thinking. By creating space for students to explore their financial subjectivities, the course demystified abstract financial systems, made geography more relevant and accessible to non-majors, and demonstrated the transformative potential of a lived experience approach to teaching geography in higher education.