UK Geography Research Articles

The Rural Geography Research Group at 50: Reflections on an evolving community of practice

This paper explores the development and work of the Rural Geography Research Group (RGRG) of the Royal Geographical Society over the last fifty years since its inception in 1972. It draws on the minutes of the RGRG's Annual General Meetings, content in its biannual newsletters, and reports of conferences. Using the concept of academic communities of practice (CoP), the paper explores the RGRG's contributions to UK and international geography and allied disciplines. It charts the evolution of the RGRG as a CoP through the influence of its members in (re)shaping rural geography. The roles of quadrennial conferences dating to 1991 between rural geographers from the United Kingdom, Canada and the United States, and a series of bilateral conferences with Dutch, French, German and Spanish geographers are explored. These conferences produced a series of books which help illustrate the evolution of ideas and research in rural geography. In addition, the paper outlines how the RGRG functions as a space for personal and professional development, and the influence its office holders have had both within and beyond the Research Group. The paper concludes with a consideration of the future of rural geography, including the position of the Research Group within contemporary critical debates and likely themes for future research.

Care and the academy: Navigating fieldwork, funding and care responsibilities

AbstractThis commentary reflects on research jointly conducted by the Development Geographies Research Group (DevGRG) and the Gender and Feminist Geographies Research Group (GFGRG) of the RGS‐IBG, which aimed to understand the challenges faced by academics with care responsibilities. We set out the effects of research funding policies and practices on researchers' ability to combine careers as academic geographers with care responsibilities, highlighting the specific effects in a field‐based subject such as Geography. We gathered data about a range of research funders' policies and how these are implemented (in various ways) in UK Geography departments. We also surveyed all UK university Geography departments to understand experiences of parental and adoption leave, including support from employers, impacts on career progression, and recommendations for support. Our data show that there is a need for a more consistent and comprehensive approach to recognising the costs of academics' caring responsibilities, to support their career progression and to mitigate the impacts disproportionately experienced by women. Funders and higher education institutes (HEIs) need to work collaboratively to develop policies and practices to address the individualised way in which (predominantly female) academics currently experience navigating the provision of funding for parental leave, and for covering costs of care during fieldwork. Our research highlights the need for consistent and progressive policies in relation to care and parental leave across all funding bodies – that can subsequently be embedded into institutional frameworks – in order to provide equity and consistency for staff across the UK higher education (HE) sector. We also emphasise the need for these policies to be more visible and transparent, making the task of navigating them more manageable for staff at an often uncertain time in their working lives.

Enquiry-based skills education for sustainable development in a UK geography module as a catalyst for organisational change

PurposeHigher education institutions have a significant role in preparing future generations for the world of work and sustainable development. This paper aims to present a curriculum model of an enquiry-based learning pedagogy and a sustainable development conceptual context as a mechanism for teaching skills in a geography module. Potential influences of this model on organisational change towards integrating sustainable development are explored.Design/methodology/approachFollowing the design and implementation of the curriculum model, semi-structured interviews of the module teaching team were conducted. Thematic analysis was undertaken against a priori objectives determined from existing theoretical frameworks.FindingsThematic analysis suggests powerful synergies exist between enquiry-based learning, education for sustainable development and skills teaching. Potential impacts are as follows: conceptual perspectives enhance cognitive potential around systems thinking, learning methods promote behavioural potential around professional capability and agency and cultural encounters raise affective potential around inclusive curricula.Practical implicationsFindings indicate potential for bottom-up curriculum intervention to enhance individual learner capability and outcomes, to promote the role of Geography in responsible futures, to build teaching team capacity for active learning pedagogies, to influence individual and institutional behaviour change towards sustainability practices, diversity and inclusion, and to catalyse organisational change around sector priorities including integrating education for sustainable development, active learning, inclusive education and enhanced graduate outcomes.Originality/valueThis paper identifies multiple benefits from a curriculum model combining skills teaching in a synergistic pedagogical and conceptual framework and its bottom-up potential to catalyse organisational change in higher education.

Anthropogenic emissions or just a lot of hot air? Using air pollution to teach quantitative methods to “mathophobic” first-year geography students

ABSTRACT Debates about how best to support students’ transition from school to university have re-emerged periodically since at least the 1970s. This paper focuses upon one aspect of this transition: how to develop the quantitative skills students acquire at school throughout the first year of their degree. We report on an attempt to inject pedagogic innovation into the teaching of quantitative methods to first-year geography undergraduates at a large Russell Group university in the UK. More specifically, we report on moving to a pedagogic approach of student-centred, inquiry-based learning, which uses quantitative methods to investigate the issue of air pollution. We explore whether “statistical anxiety” is still a common experience of undergraduate geographers and the extent to which pedagogical innovation can help to alleviate this. Although the focus is on UK Geography, the paper has wider relevance to anywhere geographical research methods are taught.

Poetry: A Means of Creating Deeper Place Connections

The article shares poems written by 13 to 14 years old Year 9 UK geography students to communicate a sense of place. Poetry writing forms part of an exploratory investigation into ways of engaging a geography class with the study of a place. The students glean their contextual understanding from research and a day’s multisensory fieldwork. Poetry writing through its careful choice of words supports the students to represent the individual ways in which they connect with a place’s past, present, and in some instances consider its future. The activity encourages the students to express their affective and cognitive place understanding. The students use different modes to support the representation of their poems. The process of creatively representing their poems reinforces the students’ ability to communicate their unique place messages. Poetry writing allows the students to engage with a place and informs their conceptual understanding of its diverse elements.

Teaching (super) wicked problems: authentic learning about climate change

ABSTRACT Climate change is a ‘super-wicked’ problem associated with challenges including food security, mass migration and biodiversity loss. Young people are increasingly expecting their university education to prepare them to address these challenges. This requires universities to go beyond scientific accounts of climate change, and to engage students in the complex interactions between social, economic and environmental systems. Authentic learning develops students’ understanding of ‘real-world’ challenges and is well aligned with pedagogical traditions in geography. We researched the extent to which climate change is framed as a wicked problem and how students undertake authentic learning about it in UK and Ireland undergraduate geography programmes. Our findings show that while authentic approaches to teaching climate change can be well developed at module level, programme design lacks coherence. Teaching focuses on climate problems rather than progressively scaffolding students’ skills for finding effective solutions. We propose that academic developers have significant potential to enhance climate change teaching. We present seven principles for geography programme teams to improve climate change teaching in degree programmes. The wicked problems concept emerged at a time of social unrest and growing environmental consciousness and so remains a powerful way to frame teaching about global challenges.

Degree outcomes and national calibration: Debating academic standards in UK Geography

In this short intervention we report on work in progress by Advance HE (formerly the Higher Education Academy) in collaboration with professional bodies such as the RGS‐IBG, which seeks to respond to public concerns about “grade inflation” in relation to degree outcomes. We present an updated analysis of degree outcomes in UK geography for 2010–2016 showing a strong correlation between average A‐level points score on entry and the proportion of good degrees awarded by UK geography departments. We then go on to report on the results of pilot training activities within the discipline to increase the use of social calibration techniques as a means of providing transparent assurance about the high quality of assessment practices. We conclude that there is good reason to engage positively and actively with the public debate about academic standards and we make the case for regular social calibration exercises to share marking practices across multiple institutions as a potential means of ensuring consistency, reliability and clarity in academic standards.

英国地理教科書における「探究学習」はいかに作られるか ～THIS IS GEOGRAPHYの場合～

英国地理教科書における「探究学習」はいかに作られるか ～THIS IS GEOGRAPHYの場合～

Post-colonial careering and the discipline of geography: British geographers in Nigeria and the UK, 1945–1990

Few geographers wrote explicitly about decolonisation. Yet the ends of empires wrought substantial changes to the discipline of geography. It impacted the places studied, the approaches deemed appropriate, the sites of geographical knowledge production, the lecturing jobs available, and the shape and extent of transnational networks. Focusing on the ‘post-colonial careering’ of British geographers who worked at the university at Ibadan, Nigeria before returning to academic posts in UK geography departments, this paper explores the interconnections between academic careers, geographical knowledge and decolonisation. It argues that we can understand these connections in three ways. First, geographers' careers were shaped in important ways by decolonisation; second, these experiences in turn shaped the discipline of geography in the (post)colonial world and the UK; and third, geographers' work at colonial universities and in Britain was not only influenced by, but was itself part of the process of decolonisation. The article contributes to understandings of decolonisation as registered, and actively produced, through academic research and careers, institutional development, and transnational networks. Uncovering the (post)colonial connections which shaped British geography in the post-war period broadens understandings of disciplinary history beyond those which focus on Anglo-American networks and offers opportunities to consider the lessons of these past disciplinary patterns and practices for contemporary geography.

Black and Minority Ethnic (BME) student and staff in contemporary British Geography

This commentary examines the profile of Black and Minority Ethnic (BME) students and staff in contemporary UK geography. National data from HESA and other studies on ethnicity in academia are used to provide an overview of diversity and equality issues affecting UK‐based geography departments. The findings from the data analysis highlight the predominant ‘whiteness’ of the discipline when compared with the number of BME student and staff, in turn raising troubling equality and diversity issues.

Michael John Wise CBE MC

Michael John Wise CBE MC

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.

Debugging geographers: teaching programming to non-computer scientists

The steep learning curve associated with computer programming can be a daunting prospect, particularly for those not well aligned with this way of logical thinking. However, programming is a skill that is becoming increasingly important. Geography graduates entering careers in atmospheric science are one example of a particularly diverse group who often require a better knowledge and understanding of computing. Critically, there is a necessity in the field for people with a diverse range of data analysis and modelling abilities. This article outlines the module design and evaluation of an introductory programming course for non-computer scientists within a UK geography department.

Monitoring the generation and evolution of the sediment plume behind towed fishing gears using a multibeam echosounder

F. G. O’Neill1*, S. M. Simmons2, D. R. Parsons2, J. L. Best3, P. J. Copland1, F. Armstrong1, M. Breen1, and K. Summerbell1 Marine Scotland Science, Aberdeen AB11 9DB, UK Department of Geography, Environment and Earth Science, University of Hull, Hull HU6 7RX, UK Departments Geology, Geography and Geographic Information Science, Mechanical Science and Engineering, and Ven Te Chow Hydrosystems Laboratory, University of Illinois, 1301 West Green Street, Urbana, IL 61801, USA

Foundation Degrees in Geography and Tourism: A Critical Reflection on Student Experiences and the Implications for Undergraduate Degree Courses

Over the last decade, some UK Geography Departments have diversified their range of courses to offer Foundation degrees (Fds), providing students with alternative routes through higher education (HE). These courses are delivered either offsite at further education colleges (FECs), embedded within an undergraduate programme at higher education institutions (HEIs), or by work-based learning. These pathways present students, staff and institutions with new opportunities, issues and challenges. This study examines contrasting pathways of offsite and onsite Fds in Tourism Management and Development Geography offered by two HEIs and two FECs in southwest England. The needs and experiences of Fd students are varied, related to the individual's personal and academic background, the course pathway taken, institution-specific issues and the degree of support and preparedness for HE. The contrasting academic cultures, teaching methods and assessments encountered in FECs and HEIs, and the availability of resources, raise generic and specific issues, such as confidence building and learning to become independent and autonomous learners, which challenge Geography and Tourism students during their academic careers. This study concludes that closer collaboration between the HEI and the partner FEC is necessary for Geography and Tourism courses, and highlights the need for better alignment and reinforcement of HE systems in FECs, for instance through fieldwork, and the offering effective induction and support in study skills. Finally, it is important to facilitate the smooth transitions of students ‘topping-up’ to Year 3 of an Honours degree at the parent HEI. Managers of undergraduate courses in Geography and associated subjects can also learn from the vocational and contextualized learning promoted by Fd courses and direct entry students to undergraduate courses.

Editorial

Editorial

The extent of influence: An alternative approach to identifying dominant contributors to a discipline’s literature

Most studies of scholarly influence within disciplines using citation data do not investigate the extent of an individual’s influence; does it extend over a number of years with a sequence of publications or is it confined to a short period and a small number of publications? Using bibliographic data from a series of quadrennial reports into developments in UK geography, this paper finds that few authors are cited on more than one occasion.

The UK Geography of the e-Society: A National Classification

It is simplistic to think of the impacts of new information and communication technologies (NICTs) in terms of a single ‘digital divide’, or even a small number of them. As developments in what has been termed the ‘e-society’ reach wider and more generalised audiences, so it becomes appropriate to think of digital media as having wider-ranging but differentiated impacts upon consumer transactions, information gathering, and citizen participation. This paper describes the development of a detailed, nationwide household classification based on levels of awareness of different NICTs; levels of use of NICTs; and their perceived impacts upon human capital formation and the quality of life. It discusses how multivariate classification of individuals and households makes it possible to provide a context for detailed case studies, and hence to identify how policy might best improve both the quality and degree of society's access to NICTs. The primary focus of the paper is to describe how this bespoke classification is developed, but it also illustrates how it may be used to investigate a range of regional and subregional policy issues. As such, we illustrate how the classification provides a valuable context for study of the e-society and for people's engagement with NICT In more general terms, we anticipate the likely net benefits of combining the most appropriate methods, techniques, datasets, and practices that are used in the public and private sectors.

Knowing our own history? Geography department archives in the UK

The paper presents an analysis of the returns to a questionnaire survey on the state of department archives within UK departments of geography. The results of the survey are discussed in relation to recent work in geography which has examined the archive as a site for knowledge's making but seldom in its own terms as a resource for the history of geography, and studies within the archival sciences which have considered the archive as something more than a ‘storehouse’ for collective memory. The paper reveals that the archival record for the history of British geography is at best uneven, and in many departments non‐existent, although information on departmental history is held, often as memory, by individual geographers. The paper considers the survey's implications for the future histories of British geography and addresses the nature of the UK geography department archive as resource and responsibility.

Working a fraction and making a fraction work: a rough guide for geographers in the academy

Little is known about the issues facing geographers working on fractional appointments in higher education institutions in the UK. This paper draws on a survey of UK geography departments and personal experiences to explore some of that territory for the first time. The purpose is both to set the agenda for institutional policy issues and to provide some immediate points of reflection for staff intending to take up fractional work. We consider the place of fractional working in the dominant discourses around paid work, problems of workload division and the impact on professional standing (including the RAE). We suggest that while personal ‘life’ reasons for fractional working are often positive, fractional workers in the academy risk professional marginalization.