Geographical information systems (GIS) are in tune with the current ethos of higher education because of their perceived vocational value. However, it is particularly difficult to teach GIS vocationally. This paper critiques the claim of vocationalism. The authors use an innovative method of evaluating a module that enlists its alumni to reflect…

In response to the various calls for sustainable development, a range of activities has been initiated by central and local government, business, NGOs and other institutions. In this paper, the authors focus on the important learning context of higher education. They review the agenda established at Rio and, through a critical examination of…

What might geography in "the universities" look like if geographers seriously confronted the growing dichotomy between research and teaching? This challenge goes to the heart of "the university" as a site of learning. The authors argue that the globalizing character of higher education gives urgency to re-charting the…

In the United Kingdom the intensive study of major regions in college level geography courses has declined in importance, and multidisciplinary area studies courses have become popular. In some, geography has played a major part; in others, it is insignificant or absent. Geoaphers should become more involved in area studies. (Author/RM)

Describes college geography curriculum in the United Kingdom as the core at the center of interacting forces which is influenced by, and is capable of influencing, six major sectors of society. The balance between these forces and their susceptibility to change is examined. (Author/AM)

Reviews the benchmark statements of the Quality Assurance Agency for Higher Education in the United Kingdom. States that overall the statement gives a positive view of the geography discipline and can be regarded as a constructive exercise worthy of adoption. Discusses two challenges that emerged. (CMK)

Argues that criteria for grading essay questions in geography examinations must be explicit and must reflect the kinds of knowledge and abilities sought after in British undergraduate geography courses. Proposes evaluative criteria designed to encourage and assess critical thinking. Enjoins other geographers to further the debate. (CH)

Argues that developing and internationalizing discipline-based networks are effective ways to develop and disseminate good practices in learning and teaching, and to promote the structures necessary for accomplishing these networks. Calls on geographers in other countries to develop educational networks and suggests that all geographical networks…

Discusses the development of effective teaching methods in geography and asks how the field stands in terms of the current movement toward enhanced quality of teaching and learning. Argues that the best way to promote quality teaching is to give the best researchers the training and means to reach students. (DSK)