Our response to this DfE consultation argues for pathway to support sectors and industries working with geospatial data, and supports funding for core maths and the Access to HE Diploma.
Our response to this QAA consultation welcomes the revised guidance and specific competencies, and argues that geospatial and environmental data skills should be given greater attention.
Our response to this OfS consultation expresses concern about proposed approaches to assessing student outcomes, in particular the use of graduate earnings.
Our response to this ESRC consultation highlights issues with UK PhD delivery, including short length, lack of support, limited funding and limited opportunities for growth and progression. It also discusses the need to broaden routes into and out of PhDs beyond conventional academic pathways, and to improve diversity and inclusion.
Our response to this DfE consultation welcomes the prospect of increased flexibility in qualification delivery, and advocates for geographical knowledge and understanding.
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.
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.
We recommend the inclusion of subject bodies as key information providers and highlight the Society's provision of subject choice advice.
In our response regarding REF, we request transparency and clarity in methods and approach, and express concerns about administrative burden and UoA / HESA mapping
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.
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.
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.
A call for evidence on the REF as part of Lord Stern's independent review. Our response stresses that current metrics, and definitions of output and impact, do not adequately assess research, particularly in interdisciplinary contexts.
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
Our invited response requests that the Earth Sciences, Environmental Sciences and Environmental Studies statement explicitly acknowledge subject overlap with geography.
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.
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.
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.
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
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.
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
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.
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
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
Our response summarises and highlights community views on the proposals for REF, conveying support for dual funding, non-STEM mode of assessment, and discipline-based peer-review. This response refers to what ultimately became REF2014.
Our response calls for AHRC recognition of geography in interdisciplinary or non-humanities units, and evaluates how several funding proposals might affect geography researchers
Our response evaluates the 1+3 model in general, and highlights inflexible quota allocations and limited options for quantitative training as discipline-specific issues.
Our response to this Department for Education and Skills (now-DfE) consultation evaluates the meaning and role of metrics in RAE2008 assessments
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