Independent Review of the Teaching Excellence and Student Outcomes Framework (TEF)

We support the aims of TEF but express concern that its metrics (including student satisfaction and employment outcomes) do not capture teaching excellence and do not explore nuances in localised provision.

Degree Classification: Transparent, Consistent and Fair academic Standards

In our response to the QAA consultation, we do not support the idea of an external advisor on academic standards, and note that proposed classification descriptors should be related to Subject Benchmark Statements.

Improving students’ ability to make the right choices about higher education for them

We recommend the inclusion of subject bodies as key information providers and highlight the Society's provision of subject choice advice.

REF2021 consultation on the draft guidance and criteria

In our response regarding REF, we request transparency and clarity in methods and approach, and express concerns about administrative burden and UoA / HESA mapping

Geospatial Commission: Call For Evidence

Our evidence to the Cabinet Office focuses on the role of geography in delivering geospatial and broader geographical skills. We highlight a need to support subject specialist staff and relevant GI training in schools and HE.

Fourth Industrial Revolution Inquiry

We highlight the importance of geospatial technologies and geographical data to the UK's economy, and, in relation to this, the role of geography and geographers in future industrial development

Teaching Excellence Framework Technical Consultation

Our response to the BEIS consultation on TEF emphasises the importance and interconnection of teaching and research and supports the use of qualitative metrics for a more effective TEF.

The impact of exiting the European Union on higher education

Our submission to the Education Committee states the importance of international collaboration in education, and highlights the importance of EU staff and students to geographical research in the UK.

Fulfilling our potential: teaching excellence, social mobility and student choice

We caution that TEF metrics must appropriately recognise issues around equality and access, and should be better defined and communicated. We support the focus on teaching quality

Subject Benchmark Statement: Earth Sciences, Environmental Sciences and Environmental Studies

Our invited response requests that the Earth Sciences, Environmental Sciences and Environmental Studies statement explicitly acknowledge subject overlap with geography.

Review of the ESRC Doctoral Training Centres Network

Our response evaluates the existing network, and advocates for fieldwork and interdisciplinarity in future developments. We also highlight a lack of flexibility in 1+3 studentships.

Informing the future strategic direction of the ESRC

Our invited response encourages the ESRC to support interdisciplinary and multi-scalar research, and invest in a spatial (geographical) focus.

Subject Benchmark Statement: Geography

Our invited response to the benchmark statement for geography recommends greater emphasis on quantitative methods and GIS, and recognition of overlap with the Earth Sciences, Environmental Sciences and Environmental Studies benchmark statement.

Science and Society

Our response to the follow-up consultation on "A Vision for Science and Society" by the Department for Business, Innovation and Skills (now Business, Energy and Industrial Strategy). Our response argues that geography should be recognised more widely as a part-STEM discipline.

Student number controls and teaching funding: Consultation on arrangements for 2012-2014 and beyond

We argue the proposals penalise geography' success; that teaching costs, particularly from fieldwork, have been underestimated; and that HEFCE's approach rewards higher-fee institutions.

Consultation on allocation method for postgraduate research funding from 2012-13

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.

Inquiry on the future of higher education

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.

The Impact of Spending Cuts on Science and Scientific Research

Our response strongly states that geography should be understood as a part-STEM subject, and defends the contribution of geography to scientific research and value creation

REF2014 - Second Consultation

We convey community comments, and emphasise that geography must be recognised and assessed as a single unit, but in a way that accounts for the nature of the discipline

Consultation on postgraduate funding

Our response calls for AHRC recognition of geography in interdisciplinary or non-humanities units, and evaluates how several funding proposals might affect geography researchers

1+3 model for postgraduate funding

Our response evaluates the 1+3 model in general, and highlights inflexible quota allocations and limited options for quantitative training as discipline-specific issues.

Reform of higher education research assessment and funding

Our response to this Department for Education and Skills (now-DfE) consultation evaluates the meaning and role of metrics in RAE2008 assessments