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Reflecting on ‘Directions’: Growing with the times and future developments
Healey, Ruth L. Hill, Jennifer
Healey, Ruth L.
Hill, Jennifer
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Other Contributors
EPub Date
Publication Date
2019-05-03
Submitted Date
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Adobe PDF, 427.26 KB
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Abstract
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.
Citation
Healey, R.L. & Hill, J. (2019) Reflecting on ‘Directions’: Growing with the times and future developments. Journal of Geography in Higher Education, 43(2), 125-30.
Publisher
Taylor & Francis
Journal
Journal of Geography in Higher Education
Research Unit
DOI
10.1080/03098265.2019.1599832
PubMed ID
PubMed Central ID
Type
Article
Language
en
Description
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on publication date TBC, available online: https://doi.org/10.1080/03098265.2019.1599832
Series/Report no.
ISSN
0309-8265
EISSN
1466-1845