Developing ethical geography students? The impact and effectiveness of a tutorial based approach
AffiliationUniversity of Chester
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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.
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: 10.1080/03098265.2016.1141396
PublisherTaylor and Francis
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 10.1080/03098265.2016.1141396
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