Student explorers: how to set up a university expedition society

Starting a university expedition society can help you develop skills you will use long after you graduate. It can bring together people from different disciplines, create opportunities for impactful student-led expeditions and fieldwork, and help you achieve your own expedition ambitions.

If your university does not yet have an expedition or exploration society, this article will walk you through why you might consider starting one and how to do it in a structured, sustainable way. While doing so will certainly be time-consuming – especially if you are planning to mount an expedition of your own in parallel – the Royal Geographical Society has a long history of supporting student-led geographical exploration, and there are many ways in which we can support your efforts now and in the future.

1. Why start an expedition society?

A student-run expedition or exploration society can:

• connect you with like-minded people who want to travel with purpose,
• create a platform for student-led expeditions with research, conservation or personal development aims,
• offer a space to learn practical field skills, from navigation and camp-craft to adventurous activities to data collection and first aid,
• build resilience, leadership skills and project management experience, and
• contribute to a wider understanding of people and places around the world.

You might be interested in running overseas expeditions, local field trips or weekend excursions closer to home. You might want to support student research projects, conservation volunteering, physical challenges, or creative projects such as film-making or storytelling. An expedition society can hold all these ambitions and more, as long as you build it on firm foundations.

2. Before you begin: understanding your university landscape

Before you begin work, it is worth taking time to understand what already exists in your institution.

Check what is (or was) already there

• Speak to your students’ union or equivalent body. They can tell you which societies already exist, how they are structured and how new societies are usually approved.
• Look for similar groups. For example: outdoor activity clubs such as mountaineering or caving, geography or environmental societies, conservation volunteering groups, or international development societies.
• Find out if there has been an exploration or expedition society in the past. There may be former members, alumni or staff who can share what they did, what worked, and why it lapsed.

You might decide to:

• start a completely new exploration society,
• revive a previous society with a refreshed purpose, or
• collaborate with existing clubs while giving your society a distinct focus on exploration and student expeditions.

Gauge interest

Before you commit, it is important to be sure that there is actual interest from your peers in getting involved. You could:

• informally ask friends, course mates and people in other departments,
• use course or year group social media channels to ask who might be interested in an exploration or expedition society, or
• talk to any students who have done fieldwork, conservation projects, gap years or intercalated years abroad – they may become founding members or future committee officers.

3. Setting up the foundations

Once you know there is interest, you can start building your new expedition society!

Clarify your purpose and values

Ask yourself:

• What do you want this society to achieve?
• Who is it for?
• What kinds of activities do you want to prioritise?

You might decide that you want to:

• support student expeditions that contribute to research or conservation,
• encourage personal development through responsible travel and exploration,
• offer training in field skills and expedition planning, and/or
• provide inclusive, low-cost opportunities to get outdoors, regardless of previous experience or background.

Whatever you decide, write down your purpose and core values. These should include a commitment to:

• inclusivity and respect,
• safety and wellbeing, and
• environmental and social responsibility.

These statements will guide your decisions and help you explain your society to potential members, staff and partners.

Draft a simple constitution

Most students’ unions will expect a written constitution before they recognise a new society. This does not need to be complicated. It usually includes:

• the society name and purpose,
• your values and how you will uphold them,
• rules for membership, including who can join and how decisions are made,
• committee roles and how they are elected,
• how you will manage finances, and
• how you will review or change the constitution.

Your union may have a template you can adapt. When you review it, check that:

• membership is open to students from any discipline,
• you are clear that everyone should feel welcome, safe and able to participate, and
• there is a fair and transparent process for elections and decision-making.

Set up your committee

To become a recognised society, you will almost certainly need a core committee. Typical roles include:

• Chair or President: leads the society, chairs meetings, represents the group to the university and external organisations, and keeps the society focused on its purpose,
• Secretary: manages administration such as meeting agendas and minutes, communicates with members, and handles room bookings and key paperwork,
• Treasurer: oversees income and expenditure, maintains accurate records, and advises on budgets for events and expeditions.

As an exploration society grows, the committee might add roles such as:

• events coordinator or social secretary,
• trips, training or expeditions coordinator,
• safety or welfare officer, or
• communications or social media officer.

Aim for a mix of year groups so that knowledge is handed on and the society does not collapse when the founding cohort graduates!

Understand accreditation and responsibilities

When you apply for formal status, your students’ union will explain:

• minimum membership numbers,
• required committee roles,
• rules about the use of the university name and logo,
• health and safety expectations, especially for trips and fieldwork, and
• how you access funding, room bookings and insurance.

Ask specifically about:

• approval processes for trips and expeditions,
• risk assessment requirements, and
• staff oversight or sign-off for higher risk activities.

Each institution is different, so use their guidance as the starting point for your own policies and good practice.

4. Funding and resources

Running an expedition society will involve some costs, but there are many potential sources of support.

University and union funding

Check:

• whether your students’ union offers startup grants for new societies,
• how annual grant applications work and what they will support, and
• when budget deadlines are, so you can plan ahead.

Membership and event income

To raise revenue directly, you might:

• charge a modest annual membership fee,
• offer free membership but charge for certain trips or workshops, or
• use a tiered model where members pay reduced prices for events compared to non-members.

When you set fees, think carefully about inclusivity. Consider:

• a low-cost or hardship membership option, and/or
• fundraising that subsidises training or trips for those who need it.

Sponsorship and partnerships

These are sources of both funding and in-kind donations. Potential supporters include:

• local outdoor retailers or equipment suppliers, who may offer discounts or kit loans in return for visibility,
• local businesses interested in graduate recruitment who may sponsor events, or
• university departments that wish to support research, outreach or widening participation.

Be clear about what you can offer in return, such as logo placement on posters, acknowledgement in newsletters or social media, or a short talk at a launch event.

Equipment and kit

Good quality expedition equipment can be expensive and is a common barrier to entry for students. To keep costs manageable, you could:

• borrow or share equipment with other outdoor or sports clubs,
• build a small pool of club-owned equipment that can be loaned to members,
• ask departments if they have field research kit that can be loaned for approved projects, or
• explore sponsorship or discounts with local equipment suppliers.

A shared kit pool helps more people take part, especially those who are new to outdoor activities or cannot afford more than the most essential personal items.

5. Running the society: activities and engagement

Once the foundations are in place, you can focus on the part that draws people in: what members of your society actually do!

Talks and speaker events

Talks are an excellent way to:

• inspire members with stories from the field,
• introduce different forms of exploration and field research, and
• build connections with academics, practitioners and the wider exploration community.

You might invite:

• university staff who run field courses, research projects or expeditions,
• alumni who have gone on to work in conservation, development, exploration, or related fields, or
• external speakers, such as RGS Fellows and past grant recipients, expedition leaders, filmmakers or science communicators.

If you invite external speakers, be clear in advance about:

• whether you can cover their travel or accommodation costs,
• whether the event is paid or voluntary, and
• how you will promote the event and who it is open to.

For popular or higher profile speakers, you might charge a small entry fee, with a lower rate for members.

Skills workshops and training

Practical skills are a major draw for future expeditioners and training can be undertaken close to home. Consider sessions on:

• route planning, navigation and map reading,
• camping and expedition camp-craft,
• risk assessment and safety planning,
• wilderness first aid (through accredited providers),
• basic field research techniques, such as sampling, interviewing or observation, or
• media and communication, such as photography, film-making or other forms of storytelling from the field.

You can run some sessions yourselves, draw on university staff expertise, bring in external trainers or collaborate with other societies.

Local trips and social activities

Not every activity needs to be a fully-fledged student expedition. Local trips can be:

• day activities or weekend trips in nearby countryside,
• volunteering with local conservation organisations or joining local citizen science activities,
• visits to relevant exhibitions, museums or lectures,
• film nights, map nights or expedition planning evenings on campus, or
• informal socials where members can share ideas for future projects.

Options include:

• day activities or weekend trips in nearby countryside,
• volunteering with local conservation organisations or joining local citizen science activities,
• visits to relevant exhibitions, museums or lectures,
• film nights, map nights or expedition planning evenings on campus, or
• informal socials where members can share ideas for future projects.

Student expeditions and longer projects

As the society matures, you may want to plan more ambitious projects, such as:

• overseas student expeditions with a research, conservation, media or advocacy focus,
• repeated visits to the same location to build long-term relationships and data sets, or
• collaborative projects with field centres or partner organisations.

Repeated visits to one area can:

• build strong local partnerships that contribute to local priorities,
• improve safety by deepening your understanding of local conditions,
• enhance the quality of research or monitoring, and
• support more sustainable forms of travel and engagement.

You might explore partnerships with field centres listed in the Royal Geographical Society’s World Field Centres Register for structured support.

Building your society’s presence

A visible and active presence helps people discover and stay connected to your expedition or exploration society. Consider:

• an email newsletter that highlights upcoming events, training opportunities and expedition plans,
• social media accounts on platforms your peers use to share photos, short clips, calls for participants and behind-the-scenes content, and/or
• a simple website or page on the union website that explains your purpose, how to join, and how to propose ideas.

You can also connect with the wider student exploration community by bringing a delegation to the annual RGS Explore Weekend each November, which welcomes a strong cohort of student attendees every year.

6. Working with university staff and external partners

Supportive staff and partners can make a big difference to the success and sustainability of your expedition society in the longer-term.

Look for university staff who:

• run field courses or research projects,
• have experience of expeditions or long term fieldwork,
• have a pastoral, welfare or widening participation role,
• are keen to support student led initiatives, and/or
• support employability skills development.

They may be able to:

• act as advisers for higher risk activities,
• help you navigate university procedures for trips and expeditions,
• support funding bids or letters of support, and/or
• provide venues or promotion through official channels.

Some universities have formal staff adviser roles for societies or require staff oversight for international trips undertaken in the university’s name. Ask how this works in your institution.

You might also build relationships with:

• local conservation organisations or charities,
• nearby national parks or protected area managers,
• specialist training providers in the area,
• other university expedition societies in the UK and beyond, and
• the RGS Explore team.

These connections can create opportunities for joint projects, shared training, and mentoring for your members.

7. Sustainability, safety, ethics and long-term planning

Exploration and student expeditions come with responsibilities. Building a good practice framework into your society from the start will strengthen every project you run.

Safety and wellbeing

Good practice for safety includes:

• following university procedures for trip approval and risk assessment,
• seeking advice from experienced staff and external experts for more complex or hazardous activities,
• building in appropriate training for participants,
• being realistic about members’ experience and capacity, and
• planning inclusive and accessible activities wherever possible.

Encourage a culture where people feel able to raise concerns or opt out of activities without pressure.

Ethics and impact

Responsible exploration means asking:

• Why are we going?
• Who benefits from this expedition or project?
• How can we minimise negative impacts and maximise positive ones?

To address these priorities practically, consider:

• working with local partners from the earliest planning stages,
• aligning with local priorities rather than imposing your own agenda, and
• sharing findings in accessible ways with the communities and organisations involved.

Environmental responsibility

For both local trips and international university expeditions:

• think critically about travel choices and environmental footprints,
• use equipment and resources carefully,
• aim to leave places in at least as good a condition as you found them, and
• consider how recurring projects can deepen impact without unnecessary travel.

Planning for succession

To keep your expedition society thriving after you move on:

• document processes for trips, funding applications and events,
• encourage first- and second-year students into committee roles,
• hold an Annual General Meeting (AGM) where committee members are elected and reports are shared, and
• store documents in shared spaces that future committees can access.

8. Support from the Royal Geographical Society

The Royal Geographical Society has long supported students and early-career explorers at every stage of their journey. As a student or society organiser, you can:

• access student membership and discounted RGS Explore Weekend tickets for your members,
• apply for a range of grants from the Society that support undergraduate and postgraduate field research,
• utilise our library of written guidance and multimedia content on expedition planning, and
• connect with a wider community of RGS members who can act as speakers, mentors or collaborators.

In some cases, there may be opportunities for RGS staff or affiliated speakers to contribute to events at your university, particularly where there is a clear link to student expeditions or field research. Get in touch if you’d like to enquire further.

Ready to start?

Starting a university expedition society is a significant undertaking, but you do not have to do it alone. By taking time to understand your institution, setting solid foundations, and drawing on the support already available, you can create a welcoming community that opens doors to meaningful student expeditions for years to come.

If you are inspired to set up an exploration or expedition society at your university, or to revive a group that once existed, take these five simple steps:

• speak to your students’ union about the formal process,
• gather a small group of committed organisers, starting with peers and staff from your institution,
• map out your purpose, values and first year of activities,
• reflect on what other established university expedition or exploration societies do,
• then get in touch to discuss how we can support you!

Remember – with a 200-year history of supporting geographical exploration, a core part of our mission is helping you turn your ideas into carefully planned, safe, ethical and effective expeditions, both now and over the course of your career.