Resources to support the Society's principles for undergraduate fieldwork courses
Extended, in-depth engagement in the field with a diversity of spaces and places is an important mode of geographical learning, and can enhance students cultural and social capital, and their employability. Taught fieldwork is required as an element of an undergraduate degree in Geography by the QAA Subject Benchmark Statement. Programmes should aspire to extend the benefits of field learning to all students through the development of well-designed and appropriately supported field experiences. Virtual fieldwork has significant value in supplementing and enhancing field-based learning but is not normally a substitute for in-situ field learning.
The following list of online resources is dynamic. If you know of other relevant resources you think we should be sharing, we’d be happy to hear from you at email@example.com. The Society does not accept responsibility for the content of the external sites. Inclusion on this list does not equate to an endorsement of any content or organisation. Please contact the external site for questions regarding individual resources.
Subject Benchmark Statements describe the nature of study and the academic standards expected of graduates in specific subject areas. They show what graduates might reasonably be expected to know, do and understand at the end of their studies.
QAA Subject Benchmark Statement: Geography
'2.2 An essential and characteristic aspect of geography is the role of fieldwork and other forms of experiential learning in the development of knowledge and understanding. Rigorous fieldwork and experiential learning are underpinned by knowledge of, and skills in, the theoretical and methodological approaches that inform their conduct. Experiential learning contributes significantly to curiosity and enquiry about human and physical environments, the development of discerning observation and measurement, and recognition of the importance of scale. Graduates understand the evolution and significance of the distinctiveness of places and environments, including different approaches to their interpretation, and a parallel understanding of the role of spatial linkages in social and physical processes.'
'3.16 Geography is intrinsically a field-based subject. Field experience is an essential part of geographical learning and all geographers require the opportunity to plan, undertake and report significant fieldwork during their course. Students are familiar with, and practice methods and strategies of, field research in human and/or physical geography, taking a critical view of the challenges and opportunities of field-based research.'
'5.4 An education in geography involves an active engagement with the external world. Fieldwork and experiential learning constitutes an essential aspect of this engagement and thus has a variety of roles in:
providing an opportunity to apply theoretical, technical and scientific laboratory methods and findings to more complex, uncontrolled field environments
identifying problems and framing research questions, testing hypotheses and designing research
encouraging consideration of the ethical aspects of research processes
developing a sense of place, identity, awareness of difference, and sensitivity to others
promoting generic skills such as teamwork and observation.'
QAA Subject Benchmark Statement: Earth Sciences, Environmental Sciences and Environmental Studies
'4.3 It is impossible for students to develop a satisfactory understanding of ES3 without significant exposure to field-based learning and teaching and the related assessment. The integration of fieldwork with other learning methods is core to achieving skills such as the ability to visualise and extrapolate data in three dimensions or understanding the application of practical methodologies. Much of the advancement in knowledge and understanding in these subject areas is founded on accurate observation and recording in the field. Developing field-related practical and research skills is therefore essential for students wishing to pursue careers in ES3. Field-based studies allow students to develop and enhance many of the generic skills (for example, team working, problem-solving, selfmanagement and interpersonal relationships) which are of value to the world of work and active citizenship.'
Katharine E. Welsh and Derek France, University of Chester (UK)
A report on the current state (2012) and future directions of fieldwork in HE, published by the Higher Education Academy.
Enhancing Fieldwork Learning (UK)
A growing online repository of resources from the collaborative project.
Deborah Lupton, University of New South Wales (Australia)
A compilation of tools and resources for collection data, including online discussions, interviews and videos.
Casinader, N. and Kidman, G. (2018) Fieldwork, Sustainability, and Environmental Education: The Centrality of Geographical Inquiry, Australian Journal of Environmental Education, 34(1), pp. 1-17
Dunphy, A. and Spellman, G. (2009) Geography fieldwork, fieldwork value and learning styles, International Research in Geographical and Environmental Education, 18:1, pp. 19-28, DOI: 10.1080/10382040802591522
France, D. and Haigh, M. (2018) Fieldwork@40: fieldwork in geography higher education, Journal of Geography in Higher Education, 42:4, pp. 498-514, DOI: 10.1080/03098265.2018.1515187
Fuller, I., Rawlinson, S. and Bevan, R. (2000) Evaluation of Student Learning Experiences in Physical Geography Fieldwork: Paddling or pedagogy?, Journal of Geography in Higher Education, 24:2, pp. 199-215, DOI: 10.1080/713677388
Fuller, I., Edmondson, S., France, D., Higgitt, D. and Ratinen, I. (2006) International Perspectives on the Effectiveness of Geography Fieldwork for Learning, Journal of Geography in Higher Education, 30:1, pp. 89-101, DOI: 10.1080/03098260500499667
Glass, M.R. (2015) International geography field courses: practices and challenges, Journal of Geography in Higher Education, 39:4, pp. 485-490, DOI: 10.1080/03098265.2015.1108044
Hope, M. (2009) The Importance of Direct Experience: A Philosophical Defence of Fieldwork in Human Geography, Journal of Geography in Higher Education, 33:2, pp. 169-182, DOI: 10.1080/03098260802276698
Wall, G.P. and Speake, J. (2012) European Geography Higher Education Fieldwork and the Skills Agenda, Journal of Geography in Higher Education, 36:3, pp. 421-435, DOI: 10.1080/03098265.2011.641110
Wilson, H., Leydon, J. and Wincentak, J. (2017) Fieldwork in geography education: defining or declining? The state of fieldwork in Canadian undergraduate geography programs, Journal of Geography in Higher Education, 41:1, pp. 94-105, DOI: 10.1080/03098265.2016.1260098
Featured image: Cynthia Magana/Unsplash
A Be Inspired talk by Dr Catherine Oliver. Through stories of work, companionship, conflict, and discovery, animals are rethought as important geographical actors.
Created for geography undergraduates, these resources incorporate content usually delivered during visits to the Society.
A list of university departments that have committed to the undergraduate fieldwork principles.
The introduction of new technologies and collaborations can broaden out what historical geographers do.
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