A call for evidence on higher education in STEM subjects, particularly the supply of students. Our response reiterates that geography is a part-STEM subject which offers
In evidence submitted to the Commons Science and Technology Committee, we outline how geographers use census data, and its importance to social science research and government decision-making.
Our response to the HEFCE consultation on REF2014 criteria and methods calls for greater consistency across main panel criteria and methods, and highlights omissions in descriptors for geography.
Our written response to the Science and Technology Committee's inquiry into spending review argued for greater recognition and support for the role of social sciences, arts and humanities in research.
Our response, to proposed changes to qualifications for students from 14-16, agreed that most students should study an "academic core", and that issues of equivalence between academic and vocation qualifications should be addressed.
Our response to HEFCE's consultation on proposed changes allocation methods for the research degree programme supervision fund welcomes increased funding and encourages the linkage of funding with research quality.
Our response to ESRC proposals for managing research funding demand calls for a system based on individual researchers rather than institutional quotas or penalties.
We argue that that fieldwork should remain a compulsory part of a statutory geography curriculum and highlight the Society's activities in support of fieldwork.
Our response to this DCMS consultation argues for a broad understanding of cultural education, and encourages schools to use Learning Outside the Classroom to support this.
Our response to the European Commission Green Paper on EU research funding advocates for embedding geographical approaches in future research goals, and the simplification of funding and performance measures
We endorse the dual support approach to funding, and argue for the ringfenced AR funding consistent with geography's accepted part-STEM status.
Our response argues for an international and multiscalar focus in the new strategic priorities.
Our response calls for greater emphasis on fundamental knowledge, understanding and skills, and advocates for subject-specialist staff and later implementation of streaming into vocational or academic pathways.
Our response welcomes the inclusion of geography as an EBacc subject, and predicts that inclusion will increase uptake of geography in schools. It also highlights the role of the Society in providing professional development and implementing the Action Plan for Geography
Our response highlights the employability of geography graduates, and the relevance of geographical skills in industry. We also call for better access to quality information on courses and careers, and funding support for teaching and research.
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