Geographic Information Systems Training Research Articles

An analysis of qualifications and requirements for geographic information systems (GIS) positions in the United States

AbstractAs the demand for geospatial analytics continues to grow, geographic information systems (GIS) professionals are needed to build, operate, and maintain GIS technologies, data, and software to provide geospatial insights for modern industries and organizations. To best train the next generation of GIS professionals, an understanding of qualifications and requirements of GIS positions is needed. Thus, this work analyzes 508 GIS positions, grouped by position type (analysts, developers, educators, managers, specialists, technicians) to provide insights on key pre‐requisite requirements, such as education, experience, certifications, soft communication skills, programming skills, and knowledge of GIS or IT. In general, possession of a bachelor's degree in GIS, geography, or computer science, prior professional experience, and knowledge of GIS and IT software were common pre‐requisites for most GIS roles. Soft communication skills were also frequently desired for GIS roles. We also found that some position requirements tended to vary by position type, such as manager and developer roles requiring on average 5 years or higher prior experience, while analyst, specialist, and technician roles had much lower experience and education requirements. Higher education institutions and GIS training programs should note the desired requirements for GIS position types and continue to refine programs and develop pathways for success for aspiring GIS professionals.

The Applications of Geographic Information Systems (GIS) in Public Health

Purpose: The main objective of this study was to investigate the applications of Geographical Information Systems (GIS) in public health.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings revealed that there exists a contextual and methodological gap relating to the applications of Geographical Information Systems (GIS) in public health. Preliminary empirical review revealed how GIS facilitates disease mapping and surveillance, improves healthcare access, addresses health disparities, assesses environmental health risks, and aids in understanding the effects of climate change on public health. The findings underscore GIS as a transformative tool, offering valuable insights and solutions for public health practitioners and policymakers striving to improve health outcomes and create more equitable communities in the face of evolving challenges.
 Unique Contribution to Theory, Practice and Policy: The Diffusion of Innovations Theory (DOI), Health Belief Model (HBM) and the Ecological Systems Theory may be used to anchor future studies on the application of Geographic Information System, (GIS) recommendations made include investing in GIS training for public health professionals, integrating GIS into policymaking, and conducting region-specific research to tailor GIS applications to local contexts. These measures aim to strengthen the capacity of public health agencies, enhance decision-making processes, and develop evidence-based guidelines for the effective use of GIS in public health, ultimately improving health outcomes and equity.

Characterizing the neighborhood risk environment in multisite clinic-based cohort studies: A practical geocoding and data linkages protocol for protected health information.

Maintaining patient privacy when geocoding and linking residential address information with neighborhood-level data can create challenges during research. Challenges may arise when study staff have limited training in geocoding and linking data, or when non-study staff with appropriate expertise have limited availability, are unfamiliar with a study's population or objectives, or are not affordable for the study team. Opportunities for data breaches may also arise when working with non-study staff who are not on-site. We detail a free, user-friendly protocol for constructing indices of the neighborhood risk environment during multisite, clinic-based cohort studies that rely on participants' protected health information. This protocol can be implemented by study staff who do not have prior training in Geographic Information Systems (GIS) and can help minimize the operational costs of integrating geographic data into public health projects. This protocol demonstrates how to: (1) securely geocode patients' residential addresses in a clinic setting and match geocoded addresses to census tracts using Geographic Information System software (Esri, Redlands, CA); (2) ascertain contextual variables of the risk environment from the American Community Survey and ArcGIS Business Analyst (Esri, Redlands, CA); (3) use geoidentifiers to link neighborhood risk data to census tracts containing geocoded addresses; and (4) assign randomly generated identifiers to census tracts and strip census tracts of their geoidentifiers to maintain patient confidentiality. Completion of this protocol generates three neighborhood risk indices (i.e., Neighborhood Disadvantage Index, Murder Rate Index, and Assault Rate Index) for patients' coded census tract locations. This protocol can be used by research personnel without prior GIS experience to easily create objective indices of the neighborhood risk environment while upholding patient confidentiality. Future studies can adapt this protocol to fit their specific patient populations and analytic objectives.

Basic GIS training for upgrading local government spatial planning

The existence of the Indonesian government's One Map Policy (OMP) demands synergy to the regions. Sumatra is one of the areas that captures this opportunity. One of the follow-up actions to this policy is regional readiness in preparing qualified human resources in the geospatial field. Sriwijaya University as one of the universities in Indonesia that focuses on developing human resources in South Sumatra, facilitates local governments in developing employee capacity. This program was carried out for 5 days to learn about the basic level Geographic Information System (GIS) for Bappeda Lahat employees. This program is carried out in 3 stages, namely identification of partner problems, training, and evaluation. This training program has a positive impact on employees in Bappeda Lahat, namely being able to make location points for regional planning with SmartGPS, making spatial shapefile data and making thematic spatial maps according to the main tasks of the job fields of employees in Bappeda Lahat.

The educational research landscape on GIS integration and challenges – globally and in South Africa

As Geographic Information Systems (GIS) have only been included in the curriculum in the last decade, many educators globally struggle to integrate GIS practice into their teaching strategies. Following the global trend, South African educators might feel ill-equipped as they did not receive formal GIS training in a higher education institution. This paper highlights key global and South African challenges regarding GIS integration. To compare the challenges that South Africa faces with those experienced elsewhere, this mixed-method study gleaned data from student educators (n=78) who completed a questionnaire regarding their GIS FET Phase education, followed by in-depth interviews with FET Phase educators (n=10) and two provincial heads of Geography for the Department of Basic Education (DBE). Results from this study indicate a clear global and national pattern of barrier categories.

The educational research landscape on GIS integration and challenges – globally and in South Africa

As Geographic Information Systems (GIS) have only been included in the curriculum in the last decade, many educators globally struggle to integrate GIS practice into their teaching strategies. Following the global trend, South African educators might feel ill equipped as they did not receive formal GIS training in a higher education institution. This paper highlights key global and South African challenges regarding GIS integration. To compare the challenges that South Africa faces with those experienced elsewhere, this mixed method study gleaned data from student educators (n=78) who completed a questionnaire regarding their GIS FET Phase education, followed by in-depth interviews with FET Phase educators (n=10) and two provincial heads of Geography for the Department of Basic Education (DBE). Results from this study indicate a clear global and national pattern of barrier categories.

Comparing Geoinformation and Geography Students’ Spatial Thinking Skills with a Human-Geography Pedagogical Approach in a Chinese Context

We conducted a standardized spatial thinking ability test (STAT) to examine the spatial thinking abilities of a group of Chinese undergraduates with a focus on their spatial reasoning, which is a very important component of critical spatial thinking. The college subject of human geography in China is often geared toward the preparation of students for government consultancy and policy-making tasks, known as the “tasks leading disciplines” (renwu dai xueke), where the pedagogies are problem-solving based and sustainability centered. Geographic Information Systems (GIS) has become the universal tool for problem solving in geography and other areas, thus human geography in this situation gives us a context to test and investigate whether and to what extent GIS implementation is able to improve undergraduate spatial thinking levels. Our comparative analysis reported the marginally significant difference of STAT test scores between GIS application (geoinformation group) and its control group (geography group without GIS training). It was also found that the Chinese students performed the spatial reasoning better in this test than American participants as reported in prior study, displaying their higher spatial cognition in terms of problem solving and Boolean logics. Futhermore, a strong negative correlation was reported between STAT test scores and final exam rank. It is possible that the higher geography education in a context of China may not fully embrace the spatial thinking capacity as the strategic goal. The results can help us to better understand the Oriental and Western gaps in higher geography education. Policy suggestions are given in the conclusion.

Evolving technology, shifting expectations: cultivating pedagogy for a rapidly changing GIS landscape

As humans and natural processes continuously reshape the surface of the Earth, there is an unceasing need to document and analyze them through the use of Geographic Information Systems (GIS). The public is gaining more access to spatial technologies that were once only available to highly trained professionals. With technological evolution comes a requirement to transition traditional GIS training for the next generation of GIS professionals. Traditional GIS combined with non-traditional GIS (i.e. mobile and location media) and CyberGIS educational materials could attract new and diverse students into Geography departments while informing the next generation of geospatial tool builders and users. Here we pose an applied pedagogical framework for teaching cutting-edge GIS material to diverse student populations with varying levels of technological experience and professional goals. The framework was developed as part of the National Science Foundation (NSF) CyberGIS Fellows program and was applied as a course template at the University of Washington Tacoma’s Master’s of Science in Geospatial Technologies. We chart how the framework developed into a cyclical structure from our original conceptualization as a hierarchy. This changed the epistemological orientation accommodating the shifting technological terrain of the GIS landscape to improve the skills of those driving the machines.

The Interactive-GIS-Tutor (IGIST): an option for GIS teaching in resource-poor South African schools

This paper reports findings from a study that examined geographic information system (GIS) knowledge development after the introduction of an Interactive-GIS-Tutor (IGIST) as a multimedia teaching tool. Although GIS has been included in the curriculum over the past decade, the majority of teachers continue to lack formal GIS training, resources, and support. As a potential solution to this problem, the IGIST offers teachers the option of using either a computer connected to a digital projector or a computer laboratory within the same application. Nine classes of grade 11 geography learners (n = 215) were selected and separated into three groups: a projector group (IP), a computer group (IC) and a textbook group (C), which also acted as the control group. After the IGIST intervention, the IP group revealed a statistically significant effect with regard to knowledge development, whereas the IC group demonstrated a significant practical effect. Participant interviews confirmed that the use of IGIST in combination with a digital projector, or within a computer laboratory, is a workable GIS teaching and learning option. Future IGIST development recommendations include providing multi-language options and more video clips with exploratory activities in Quantum GIS. This work provides a foundation upon which to expand dialogue among GIS developers, academia, teachers and the Department of Basic Education on the development of workable GIS teaching options.

DotMapper: an open source tool for creating interactive disease point maps.

BackgroundMolecular strain typing of tuberculosis isolates has led to increased understanding of the epidemiological characteristics of the disease and improvements in its control, diagnosis and treatment. However, molecular cluster investigations, which aim to detect previously unidentified cases, remain challenging. Interactive dot mapping is a simple approach which could aid investigations by highlighting cases likely to share epidemiological links. Current tools generally require technical expertise or lack interactivity.ResultsWe designed a flexible application for producing disease dot maps using Shiny, a web application framework for the statistical software, R. The application displays locations of cases on an interactive map colour coded according to levels of categorical variables such as demographics and risk factors. Cases can be filtered by selecting combinations of these characteristics and by notification date. It can be used to rapidly identify geographic patterns amongst cases in molecular clusters of tuberculosis in space and time; generate hypotheses about disease transmission; identify outliers, and guide targeted control measures.ConclusionsDotMapper is a user-friendly application which enables rapid production of maps displaying locations of cases and their epidemiological characteristics without the need for specialist training in geographic information systems. Enhanced understanding of tuberculosis transmission using this application could facilitate improved detection of cases with epidemiological links and therefore lessen the public health impacts of the disease. It is a flexible system and also has broad international potential application to other investigations using geo-coded health information.Electronic supplementary materialThe online version of this article (doi:10.1186/s12879-016-1475-5) contains supplementary material, which is available to authorized users.

Factors Affecting the Adoption of GIS Systems in the Public Sector in Saudi Arabia and Their Impact on Organizational Performance

This study investigates the adoption of the new phenomenon of Geographic Information Systems (GIS) in an organizational context in an emerging economy, namely Saudi Arabia. It explores the determinants of employees’ perceptions of GIS, their actual usage and expected outcomes when they use it. A model was developed for this study based on relevant theories and existing literature. In total 221 responses were collected from the Ministry of Water and Electricity (MOWE) in Saudi Arabia using a structured survey questionnaire. Several statistical techniques were applied to the data collected. Results show that factors having the most significant impact on employees’ perceptions of GIS are managerial support, IT expertise and exposure to GIS. However, some factors did not have any significant impact on employees’ perceptions, these being GIS training and incentives. It also emerges that attitude to GIS has an impact on and relationship with the actual usage of GIS. In the outcomes of GIS adoption, results indicate that its usage influences enhanced risk management and better customer relationships. However, no significant relationship was found that led to more efficient decision-making and saving of costs. This paper also highlights implications and discusses the limitations and suggestions for future research.

Off Course? A Career in Archaeology Outside of the Academy

Off Course? A Career in Archaeology Outside of the Academy

GIS In-Service Teacher Training Based on TPACK

This article introduces the geographic information systems (GIS) in-service teacher training, focusing on the intersection of technological, pedagogical, and content knowledge (TPACK) for successful implementation of GIS in the classroom. Eleven social studies teachers in Georgia learned GIS technologies, inquiry-based learning, and social studies so that they could create technology-enhanced and inquiry-based lessons using GIS technologies. This article reports participating teachers’ opinions and attitudes of the TPACK-based GIS training. It also reports useful pedagogical methods of introducing GIS technologies to students and additional support for teachers to help them use GIS in their classrooms more often.

GIS Adoption Among Senior High School Geography Teachers in Taiwan

This article explores the adoption of geographic information system (GIS) knowledge and skills through in-service training for high school geography teachers in Taiwan. Through statistical analysis of primary data collected from a census of Taiwan's high school geography teachers, it explores what motivates these teachers to undertake GIS training. The design of the questionnaire was largely inspired by the technology acceptance model (TAM) and the social influence model (SIM). The former model postulates the influence of perceived usefulness (PU) and perceived ease of use (PEOU) of GIS on teachers' actual adoption of the technology. The latter, in contrast, postulates that teachers' usage of GIS is affected by their peers and their schools. Statistical findings indicate that PU and school support are important factors influencing teachers' adoption of GIS in Taiwan.

Triple Feedback Hybrid (TFH) GIS Learning Framework: A Learning-Crime Solution Amalgamation

In the past decades, Geographic Information System (GIS) became a powerful tool in policing. However, a niche in the andragogy of GIS training was found. Thus, a Triple Feedback Hybrid (TFH) GIS Learning Framework was formulated to facilitate the learning process. A GIS utility model (GUM) was developed based on a real and specific problem scenario. Afterwards, the learning objectives of the training module syllabus were conveniently contrived as a simulation of the GUM procedure. In connection, module testing through trainings was conducted to equip police personnel with GIS application. It was found that participant attitude and leadership commitment played a central role in GIS learning and implementation. Moreover, focus groups with staggered phasing of trainings provided more attainable learning objectives, adequate time for mastery, and opportunity for reflective learning. As a result, the implementation of GIS in the Baguio City Police (BCPO) became a policy. Furthermore, the humble start of the research made an imprint as a best practice in rationalizing police operations, enhancing crime prevention, and engaging community policing in the regional and national level.

What influences geography teachers' usage of geographic information systems? A structural equation analysis

Understanding the usage of the geographic information system (GIS) among geography teachers is a crucial step in evaluating the current dissemination of GIS knowledge and skills in Taiwan's educational system. The primary contribution of this research is to further our understanding of the factors that affect teachers' GIS usage. The structural equation model was employed to analyze the data collected from 725 senior high school geography teachers. This was done using a survey questionnaire inspired by the Technology Acceptance Model (TAM), which postulates the importance of how teachers perceived the usefulness and ease of use of GIS. Further, this study investigates the direct effect of GIS workshop attendance on actual GIS usage and assesses whether GIS workshop attendance mediates the relationship between perceived ease of use, perceived usefulness, and actual usage. Structural equation modeling results suggest that the perceived usefulness of adopting GIS is vital as it directly affects teachers' attendance at GIS training, and can further prompt their application of GIS in lectures. The perceived ease of GIS use does not influence actual usage directly, but does affect teachers' GIS usage in teaching through perceived usefulness and workshop attendance. Finally, workshop attendance can increase teachers' usage of GIS and mediate the association between perceived usefulness and actual usage.

GIS: an annotated guide to selected resources

PurposeThis article aims to provide an annotated bibliography of some of the geographic information system (GIS) resources, specifically data sets, available to libraries and researchers. Drawing on the collective authors' experience working with the GIS resources, this article aims to help librarians interested in developing and building their GIS collection.Design/methodology/approachA literature review was performed using library databases, as well as consulting various library subject guides on the topic. Idaho State University is home to the GIS Training and Research Center and the university offers Master's degrees in Geographic Information Science and Historical Resources Management; the authors consulted graduate GIS students on resources used in the program.FindingsThere is a large body of literature on GIS. This annotated guide, while not comprehensive, is a solid start to a GIS resources collection.Originality/valueNo other annotated bibliography currently exists for those interested in building a library collection of GIS data sets.

Research on three-dimension ocean observation data integration and service technology

Currently, ocean data portals are being developed around the world based on Geographic Information Systems (GIS) as a source of ocean data and information. However, given the relatively high temporal frequency and the intrinsic spatial nature of ocean data and information, no current GIS software is adequate to deal effectively and efficiently with spatiotemporal data. Furthermore, while existing ocean data portals are generally designed to meet the basic needs of a broad range of users, they are sometimes very complicated for general audiences, especially for those without training in GIS. In this paper, a new technical architecture for an ocean data integration and service system is put forward that consists of four layers: the operation layer, the extract, transform, and load (ETL) layer, the data warehouse layer, and the presentation layer. The integration technology based on the XML, ontology, and spatiotemporal data organization scheme for the data warehouse layer is then discussed. In addition, the ocean observing data service technology realized in the presentation layer is also discussed in detail, including the development of the web portal and ocean data sharing platform. The application on the Taiwan Strait shows that the technology studied in this paper can facilitate sharing, access, and use of ocean observation data. The paper is based on an ongoing research project for the development of an ocean observing information system for the Taiwan Strait that will facilitate the prevention of ocean disasters.

The place of geographic information systems (GIS) in the new geography curriculum of Turkey and relevant textbooks: Is GIS contributing to geography education in secondary schools?

The national geography curriculum of Turkey has undergone radical changes and new secondary school programs were introduced by The Turkish Ministry of National Education (MEB) in 2005. The new geography curriculum recommends greater incorporation of technology in geography classes, in particular, emphasizing the deep integration of the geographic information systems (GIS) into courses. In spite of having some constraints such as limited GIS background of geography teachers, contextual issues, financial conditions and inadequate infrastructure, the new curriculum advises at least 20 GIS-based course activities at all levels of secondary geography education. Similarly, the geography textbooks which were prepared by MEB also disregard these limitations. So, the responsibility to arrange required GIS software and hardware, and get necessary training in GIS completely falls on geography teachers. The essential problem is that most geography teachers have insufficient GIS background and thus do not know how to integrate GIS into the classroom or generate GIS-based activities in geography courses. Consequently, notwithstanding the existence of a set of obstacles to be eliminated, geography teaching and learning with GIS will remain as one of the prominent objectives for the new geography curriculum. Key words: Geographic information systems (GIS), secondary geography education, geography curriculum, geography textbooks.

Assessment of Geographic Information Systems and Data Confidentiality Guidelines in STD Programs.

Advancements in technology, such as geographic information systems (GIS), expand sexually transmitted disease (STD) program capacity for data analysis and visualization, and introduce additional confidentiality considerations. We developed a survey to examine GIS use among STD programs and to better understand existing data confidentiality practices. A Web-based survey of eight to 22 questions, depending on program-specific GIS capacity, was e-mailed to all STD program directors through the National Coalition of STD Directors in November 2004. Survey responses were accepted until April 15, 2005. Eighty-five percent of the 65 currently funded STD programs responded to the survey. Of those, 58% used GIS and 54% used geocoding. STD programs that did not use GIS (42%) identified lack of training and insufficient staff as primary barriers. Mapping, spatial analyses, and targeting program interventions were the main reasons for geocoding data. Nineteen of the 25 programs that responded to questions related to statistical disclosure rules employed a numerator rule, and 56% of those used a variation of the "Rule of 5." Of the 28 programs that responded to questions pertaining to confidentiality guidelines, 82% addressed confidentiality of GIS data informally. Survey findings showed the increasing use of GIS and highlighted the struggles STD programs face in employing GIS and protecting confidentiality. Guidance related to data confidentiality and additional access to GIS software and training could assist programs in optimizing use of spatial data.