Australian Geography and the Corporate Management Paradigm
J. M. POWELL, Monash University
As Australia's governments strive to create an advanced capitalist society, their wholesale adoption of corporate managerialism provides a dominating contextual setting for every level of education. Aggressive in style and content, this intrusive paradigm bids to transform the structures and purposes of modern education. Like their fellow academics, university geographers are obliged to come to terms with the imposition of a coarse-grained industrial model on a vocation-driven profession. They should interpret this rapidly evolving situation as people, citizens and educators before considering specific responses as geographers per se.
Women in British Geography Revisited: or the same old story
LINDA McDOWELL, Open University
LINDA PEAKE, Kingston Polytechnic
This paper reports the results of a resurvey of the gender composition of British geography departments. It reveals limited changes over the last decade, suggests some reasons for this and concludes with an outline programme for actions to facilitate change.
2.i or not 2.i? The Assessment of Undergraduate Essays
TIM UNWIN, Royal Holloway and Bedford New College, University of London
Remarkably little attention is paid in the geographical literature to the assessment of undergraduate essays. This paper examines the types of essay question set and the factors influencing the grades given for the resulting essays. It argues that essay questions should seek to elicit a wide range of educational attainments, and should encourage the development of knowledge that has taken on a critical rather than a replicative stance. The main body of the paper seeks to encourage debate among geographers concerning the ways in which they allocate marks to particular essays.
Exploring Graduate Dissatisfaction with British Geography Degree Courses
R. J. JOHNSTON, University of Sheffield
Data on the first six years of the careers of a sample of geography graduates and their retrospective evaluations of their degree courses are analysed. They show that the most dissatisfied are those graduating with lower-class degrees and who are currently in particular types of occupation/industry.
Geography 16-19: some implications for higher education
MICHAEL NAISH, Institute of Education, University of London
ELEANOR RAWLING, University of Oxford
The Geography 16-19 Project is a National Curriculum development project (England, Wales and Northern Ireland). Funding was available for a full-time team from 1976 to 1985. Work now continues through a national co-ordinator and a regional network of schools, colleges and teachers. The article highlights some important implications for geographers in higher education arising from the characteristics and achievements of the Project.
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