• GeogEd: A New Research Group Founded on the Reciprocal Relationship between Geography Education and the Geographies of Education

      West, Harry; Hill, Jennifer; Finn, Matt; Healey, Ruth L.; Marvell, Alan; Tebbett, Natalie; University of the West of England; University of Gloucestershire; University of Exeter; University of Chester; University of Gloucestershire; Loughborough University
      In 2019 the Higher Education Research Group (HERG) formally became the Geography and Education Research Group (GeogEd). What may appear as a simple change in name masks a renewed understanding of the synergies between geography education (at all levels) and the geographies of education. In this paper we contextualise that change through the relationships between the two interrelated fields. We suggest that these fields are integrally linked, iteratively and reciprocally, and that research across both is vital for a truly holistic understanding of each. We reflect on the discussions and process of forming the new Geography and Education Research Group, which we trust is sensitive to the historic remit of HERG while being inclusive to those working in geography and education beyond HE. We conclude by looking ahead to a renewed, inclusive and progressive Research Group, aspiring to be more diverse and enabling fruitful discussions across the geography and education nexus.
    • Graduate attributes: implications for higher education practice and policy: Introduction

      Hill, Jennifer; Walkington, Helen; France, Derek; University of the West of England; Oxford Brookes University; University of Chester (Taylor & Francis, 2016-04-13)
      This publication is an introduction to a collection or a symposium of seven papers themed papers around graduates attributes. They originate from a series of conference sessions convened and chaired by the authors in 2013 at two events: the Royal Geographical Society (with Institute of British Geographers) Annual International Conference held in London, UK, and the Association of American Geographers Annual Meeting held in Los Angeles, USA
    • The history of the Higher Education Research Group of the UK Royal Geographical Society: The changing status and focus of geography education in the academy

      Healey, Ruth L.; France, Derek; Hill, Jennifer; West, Harry; University of Chester; University of Gloucestershire; University of the West of England
      The opening paper in our special section sets the scene for the discussions that follow by evidencing and reflecting upon the history of the Higher Education Research Group. We report on the purpose of the Group when it was established in the late 1970s as the Higher Education Learning Working Party, and trace its development to late 2019 when its members voted to change the name of the Group to the Geography and Education Research Group. Through a systematic analysis of the annual reports published in Area (from 1980 to 1994) and the minutes of the Annual General Meetings (from 1998 to 2019), alongside personal correspondence with former members of the Committee, we explore the history of the Group. We contend that the Group has passed through four distinct phases related to the broader geography and education context. The recent re-naming of the Group to publicly codify and celebrate the diversity of links between geography and education represents a fifth phase in the Group’s evolution. Throughout its history, the Group has had strong connections with geographies (and geographers) of education across a range of sectoral levels, indicating that this fifth evolutionary phase aligns well with the Group’s original purpose and vision.
    • Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing

      Hill, Jennifer; Healey, Ruth L.; West, Harry; Dery, Chantal; University of the West of England; University of Chester; University of the West of England; Université du Québec en Outaouais (Taylor & Francis, 2019-09-17)
      Despite emotion being recognised as fundamental to learning, the affective aspects of learning have often been side-lined in higher education. In the context of rising student wellbeing challenges, exploring ways of supporting students and their emotions in learning is increasingly significant. Pedagogic partnerships have the potential to help students to recognise and work with their emotions in their learning in a positive manner. As such, pedagogic partnerships offer opportunities to promote resilience and enhance student wellbeing. In this paper, we develop partnership research in three ways by: 1) considering the ways in which pedagogic partnership may support students to encounter emotions and empower them to develop resilience, leading to positive wellbeing; 2) exploring how this process might be achieved in the disciplinary context of geography; and 3) developing an evidence-based model to summarise the potential effect of pedagogic partnership in enhancing student wellbeing. We draw upon two case studies of student-faculty and student-student pedagogic partnership within geography curricula in order to evidence that emotional awareness in learning comes through the joys and struggles of working in partnership. We argue that pedagogic partnership may be developed to support the wellbeing of modern-day higher education communities.
    • Reflecting on ‘Directions’: Growing with the times and future developments

      Healey, Ruth L.; Hill, Jennifer; University of Chester; University of West of England (Taylor & Francis, 2019-05-03)
      This Editorial reflects on the ‘Directions’ section of the Journal of Geography in Higher Education over the last 25 years and highlights the new Co-Editors’ plans for the future of the section. We discuss how the section first emerged in the context of a heightened focus on skills development in higher education and follow this with a brief analysis of the 42 ‘Directions’ papers published to date. We reflect on how the nature of the published articles initially focused on enhancing undergraduate student assessment performance before expanding the discussion to consider broader aspects of the student experience and disciplinary learning. We recognise that while most of the articles have focused on undergraduates, many of them are also relevant to postgraduate geography students. Following a lull in submissions between 2008 and 2017, a revival of the section emerged through articles either co-authored by students and staff, or authored solely by geography students. We intend to develop this ‘students as partners’ approach with respect to future ‘Directions’ publications, by encouraging submissions co-authored by students and staff and ensuring that all articles are reviewed by both a current academic staff member and a student.