Re-framing the geography dissertation: A consideration of alternative, innovative and creative approaches

Hill, J. and Kneale, P. and Nicholson, D. and Waddington, S. and Ray, W. (2011) Re-framing the geography dissertation: A consideration of alternative, innovative and creative approaches. Journal of Geography in Higher Education, 35 (3). pp. 331-349. ISSN 03098265 (ISSN)

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Abstract

This paper reviews the opportunities and challenges for re-framing the purpose, process, product and assessment of final-year geography dissertations. It argues that the academic centralities of critical thinking, analysis, evaluation, effective communication and independence must be retained, but that the traditional format limits creativity and innovation. Re-imagining capstone projects has implications for students, faculty, departments and institutions, but greater diversity could enhance its relevance to students and employers, better aligning the student experience with the academic interests and future career demands of the 21st century graduate. © 2011 Taylor & Francis.

Item Type: Article
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Uncontrolled Keywords: Assessment; Capstone project; Creativity; Dissertation; Innovation; geography education; research work; student
Depositing User: Colin Lowry
Last Modified: 27 Nov 2015 09:51
URI: http://eprints.teachingandlearning.ie/id/eprint/2522

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