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Strength in diversity: enhancing learning in vocationally-orientated, master's level courses

McEwen, L., Monk, J., Hay, I., Kneale, P. and King, H. (2008) Strength in diversity: enhancing learning in vocationally-orientated, master's level courses. Journal of Geography in Higher Education, 32 (1). pp. 101-119. ISSN 0309-8265

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Abstract

Postgraduate education in geography, especially at the Master’s level, is undergoing significant changes in the developed world. There is an expansion of vocationally-oriented degree programmes, increasing recruitment of international students, integration of work place skills, and the engagement of non-traditional postgraduate students as departments respond to policies for a more ‘inclusive’ higher education. This paper sets the context by outlining some programmatic changes in selected countries (Australia, the UK, and the USA). We briefly reflect on how postgraduate ‘bars’ or ‘levels’ are defined and explore in detail what ‘diversity’ or ‘heterogeneity’ means in these new postgraduate settings. The paper then explores some examples of practice drawn from our own experiences, whilst recognising that relevance will vary in other contexts. Finally we consider how diversity can be harnessed as a strength that has potential to enhance taught elements of contemporary postgraduate education in and beyond the discipline.

Item Type: Article
Copyright, Publisher and Additional Information: © 2008 Taylor & Francis Ltd. This is an author produced version of a paper published in the Journal of Geography in Higher Education. Uploaded in accordance with the publisher's self archiving policy. Embargoed until July 09 in accordance with the publisher's policy.
Keywords: postgraduate, Master’s, diversity, co-learning, practice, geography
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Environment (Leeds) > School of Geography (Leeds)
Depositing User: Repository Administrator York
Date Deposited: 22 Apr 2008 17:23
Last Modified: 08 Feb 2013 16:55
Published Version: http://dx.doi.org/10.1080/03098260701731579
Status: Published
Publisher: Taylor & Francis
Identification Number: 10.1080/03098260701731579
Related URLs:
URI: http://eprints.whiterose.ac.uk/id/eprint/3750

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