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Developing ethical geography students? The impact and effectiveness of a tutorial based approach
Healey, Ruth L. Ribchester, Chris
Healey, Ruth L.
Ribchester, Chris
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2016-02-17
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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.
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.
Publisher
Taylor & Francis
Journal
Journal of Geography in Higher Education
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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
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ISSN
1466-1845