Developing ethical geography students? The impact and effectiveness of a tutorial based approach

Hdl Handle:
http://hdl.handle.net/10034/595022
Title:
Developing ethical geography students? The impact and effectiveness of a tutorial based approach
Authors:
Healey, Ruth L. ( 0000-0001-6872-4900 ) ; Ribchester, Chris
Abstract:
This paper explores the effectiveness of a tutorial based approach in supporting the development of geography undergraduates’ ethical thinking. It was found that overall the intervention had a statistically significant impact on students’ ethical thinking scores as assessed using Clarkeburn et al.’s (2003) Meta-Ethical Questionnaire (MEQ). The initiative led to a convergence of scores, having a bigger impact on those who had a relatively low score prior to the intervention. Interestingly the approach had the biggest impact on students who self-identified as physical geographers. Unlike some previous research there was little evidence of difference between male and female students.
Affiliation:
University of Chester
Citation:
Healey, R. L., & Ribchester, C. (2016). Developing ethical geography students? The impact and effectiveness of a tutorial-based approach. Journal of Geography in Higher Education, 40(2), 302-319. doi: 10.1080/03098265.2016.1141396
Publisher:
Taylor and Francis
Journal:
Journal of Geography in Higher Education
Publication Date:
2016
URI:
http://hdl.handle.net/10034/595022
Additional Links:
http://www.tandfonline.com/loi/cjgh20#.Vqjwt01ybcs
Type:
Article
Language:
en
Description:
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 17/02/2016, available online: doi 10.1080/03098265.2016.1141396
ISSN:
1466-1845
Appears in Collections:
Geography and Development Studies

Full metadata record

DC FieldValue Language
dc.contributor.authorHealey, Ruth L.en
dc.contributor.authorRibchester, Chrisen
dc.date.accessioned2016-01-27T16:39:09Zen
dc.date.available2016-01-27T16:39:09Zen
dc.date.issued2016en
dc.identifier.citationHealey, R. L., & Ribchester, C. (2016). Developing ethical geography students? The impact and effectiveness of a tutorial-based approach. Journal of Geography in Higher Education, 40(2), 302-319. doi: 10.1080/03098265.2016.1141396en
dc.identifier.issn1466-1845en
dc.identifier.urihttp://hdl.handle.net/10034/595022en
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 17/02/2016, available online: doi 10.1080/03098265.2016.1141396en
dc.description.abstractThis paper explores the effectiveness of a tutorial based approach in supporting the development of geography undergraduates’ ethical thinking. It was found that overall the intervention had a statistically significant impact on students’ ethical thinking scores as assessed using Clarkeburn et al.’s (2003) Meta-Ethical Questionnaire (MEQ). The initiative led to a convergence of scores, having a bigger impact on those who had a relatively low score prior to the intervention. Interestingly the approach had the biggest impact on students who self-identified as physical geographers. Unlike some previous research there was little evidence of difference between male and female students.en
dc.language.isoenen
dc.publisherTaylor and Francisen
dc.relation.urlhttp://www.tandfonline.com/loi/cjgh20#.Vqjwt01ybcsen
dc.subjectethicsen
dc.subjecttutorialen
dc.subjectMeta-Ethical Questionnaireen
dc.subjectgenderen
dc.subjectphysical geographyen
dc.subjecthuman geographyen
dc.titleDeveloping ethical geography students? The impact and effectiveness of a tutorial based approachen
dc.typeArticleen
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalJournal of Geography in Higher Educationen
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