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Geographic contributions to institutional curriculum reform in Australia: the challenge of embedding field-based learning

Journal Article


Abstract


  • In the context of continuing pressures from managerialist and neoliberal drivers of university reform in Australia, Macquarie University’s recent undergraduate curriculum innovation, based on "People," "Planet," and "Participation," has resulted in the embedding and integration of experiential learning in its curriculum and institutional framework. Such an approach challenges academic and administrative staff, students, and partners in industry, the community and public sector settings, to engage and collaborate across significant boundaries. This article outlines the scope and nature of the curriculum reform, then considers the way geographers have both shaped and responded to the opportunities it created. In so doing, it proposes a number of challenges and recommendations for geographers who might seek to extend their longstanding commitment to field-based learning through similar reforms. In this regard, the discipline of geography and its tendency to engage with the "field" can offer much in fostering deeply transformative learning.

Authors


  •   Lloyd, Kate (external author)
  •   A/Prof Richard Howitt, Richard (external author)
  •   Bilous, Rebecca H. (external author)
  •   Clark, Lindie (external author)
  •   Dowling, Robyn (external author)
  •   Fagan, Robert (external author)
  •   Fuller, Sara (external author)
  •   Hammersley, Laura Ann. (Dr)
  •   Houston, Donna (external author)
  •   McGregor, Andrew (external author)
  •   McLean, Jessica (external author)
  •   Miller, Fiona (external author)
  •   Ruming, Kristian J. (external author)
  •   Semple, Anne-Louise (external author)
  •   Suchet-Pearson, Sandie (external author)

Publication Date


  • 2015

Citation


  • Lloyd, K., A/Prof Richard Howitt, R., Bilous, R., Clark, L., Dowling, R., Fagan, R., Fuller, S., Hammersley, L., Houston, D., McGregor, A., McLean, J., Miller, F., Ruming, K., Semple, A. & Suchet-Pearson, S. (2015). Geographic contributions to institutional curriculum reform in Australia: the challenge of embedding field-based learning. Journal of Geography in Higher Education, 39 (4), 491-503.

Scopus Eid


  • 2-s2.0-84951877393

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3839

Number Of Pages


  • 12

Start Page


  • 491

End Page


  • 503

Volume


  • 39

Issue


  • 4

Place Of Publication


  • United Kingdom

Abstract


  • In the context of continuing pressures from managerialist and neoliberal drivers of university reform in Australia, Macquarie University’s recent undergraduate curriculum innovation, based on "People," "Planet," and "Participation," has resulted in the embedding and integration of experiential learning in its curriculum and institutional framework. Such an approach challenges academic and administrative staff, students, and partners in industry, the community and public sector settings, to engage and collaborate across significant boundaries. This article outlines the scope and nature of the curriculum reform, then considers the way geographers have both shaped and responded to the opportunities it created. In so doing, it proposes a number of challenges and recommendations for geographers who might seek to extend their longstanding commitment to field-based learning through similar reforms. In this regard, the discipline of geography and its tendency to engage with the "field" can offer much in fostering deeply transformative learning.

Authors


  •   Lloyd, Kate (external author)
  •   A/Prof Richard Howitt, Richard (external author)
  •   Bilous, Rebecca H. (external author)
  •   Clark, Lindie (external author)
  •   Dowling, Robyn (external author)
  •   Fagan, Robert (external author)
  •   Fuller, Sara (external author)
  •   Hammersley, Laura Ann. (Dr)
  •   Houston, Donna (external author)
  •   McGregor, Andrew (external author)
  •   McLean, Jessica (external author)
  •   Miller, Fiona (external author)
  •   Ruming, Kristian J. (external author)
  •   Semple, Anne-Louise (external author)
  •   Suchet-Pearson, Sandie (external author)

Publication Date


  • 2015

Citation


  • Lloyd, K., A/Prof Richard Howitt, R., Bilous, R., Clark, L., Dowling, R., Fagan, R., Fuller, S., Hammersley, L., Houston, D., McGregor, A., McLean, J., Miller, F., Ruming, K., Semple, A. & Suchet-Pearson, S. (2015). Geographic contributions to institutional curriculum reform in Australia: the challenge of embedding field-based learning. Journal of Geography in Higher Education, 39 (4), 491-503.

Scopus Eid


  • 2-s2.0-84951877393

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3839

Number Of Pages


  • 12

Start Page


  • 491

End Page


  • 503

Volume


  • 39

Issue


  • 4

Place Of Publication


  • United Kingdom