TY - JOUR
T1 - Geographic contributions to institutional curriculum reform in Australia
T2 - the challenge of embedding field-based learning
AU - Lloyd, Kate
AU - Howitt, Richard
AU - Bilous, Rebecca
AU - Clark, Lindie
AU - Dowling, Robyn
AU - Fagan, Robert
AU - Fuller, Sara
AU - Hammersley, Laura
AU - Houston, Donna
AU - McGregor, Andrew
AU - McLean, Jessica
AU - Miller, Fiona
AU - Ruming, Kristian
AU - Semple, Anne Louise
AU - Suchet-Pearson, Sandie
PY - 2015/10/2
Y1 - 2015/10/2
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84951877393&partnerID=8YFLogxK
U2 - 10.1080/03098265.2015.1103710
DO - 10.1080/03098265.2015.1103710
M3 - Article
AN - SCOPUS:84951877393
SN - 0309-8265
VL - 39
SP - 491
EP - 503
JO - Journal of Geography in Higher Education
JF - Journal of Geography in Higher Education
IS - 4
ER -