Hiring, Evaluation, Promotion and Tenure Decisions in a US Geography Department
STANLEY D. BRUNN, University of Kentucky
The practices and procedures relating to faculty hiring, promotion and tenure are among the most important decisions made by a department and faculty. For a head of department, merit evaluations and salary increases are additional major decisions. This paper examines these issues from the perspective of a former chair of a US doctoral geography programme. Variations and problems occur across departments in spite of major underlying similarities.
Quality Control in Geography Courses. the role and practice of Her Majesty's Inspectors in British higher education
ALAN JENKINS, Oxford Polytechnic
PETER SMITH, HMI, Department of Education & Science
How should departments of geography be assessed, who should do the assessment and what should be the aims of that assessment? These questions are of mounting urgency in Britain where the external assessment of geography courses is an increasingly insistent feature of higher education. This contribution to the debate is divided into four parts. It establishes the context of external appraisal and the potentially-expanding role of HMIs, offers a personal account of the practice adopted by HMIs, sets out a series of comments from HMI reports following the inspection of the teaching of geography in a number of institutions of higher education and details the criteria by which teaching is judged.
Careers for Geographers: the employment experiences of Coventry Polytechnic sandwich degree students
DAVID CLARK, MICHAEL HEALEY & RAYMOND KENNEDY, Coventry Polytechnic
The employment and career patterns of geography graduates are analysed using 'first destination' and questionnaire survey statistics. Most geography graduates find employment as administrators, managers and professionals in the service industries. Further education and training, and several changes of job, normally characterise the early years of post-graduate employment. Sandwich training enhances the prospects of obtaining early employment on graduation. In equipping students for work, a need exists for greater training in personal, social and transferable skills.
Spatial Conflict and Conflict Resolution: a classroom simulation
ROBERT R. CHURCHILL & RONALD D. LIEBOWITZ, Middlebury College
The role of space in conflict resolution, often overlooked, is explored in a classroom. The object of the simulation game is to select a site for a noxious facility in an hypothetical community. The site options create the kinds of interaction created in the real world, where the goals of some individuals conflict with those of the greater community. The game highlights the group behaviour, political tensions and inequities in mobility and access commonly observed in conflicts.
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