HERODOT: Benchmarking Geography

1. HERODOT: Benchmarking Geography http://www.herodot.net Karl Donert, National Teaching Fellow HERODOT Project coordinator

2. Meeting Aims HERODOT funded to make the link between: • Bologna Process (standardisation, transparency) and Lisbon Treaty (employability, quality, excellence) • European Commission – national Ministries – institutions of higher education – academics How? • create framework from which standards / benchmarks can be established • against which new courses can be developed and qualifications compared and evaluated

3. Quality Assurance Two components: Internal quality • Review, evaluation, analysis • Done internally for internal consumption • For what purpose? External quality • Who? What? • What purpose? League tables or ? Quality culture needed - How? • European Commission - ENQA - National Agencies - Other stakeholders • Role of the discipline

4. What is a benchmark? • A benchmark statement provides a means for the academic community to describe the nature and characteristics of programmesin a specific subject. • They are general expectations about the standards for the award of qualifications at a given level • They present the attributes and capabilities that those possessing such qualifications should be able to demonstrate (QAA, 2000)

5. Why benchmark? • an important external source of reference for higher education institutions for new courses • general guidance for articulating the learning outcomes (what a student should be able to know, understand and do) • NOT a specification of detailed curriculum • allow variety and flexibility in the design of programmes • encourage innovation within an agreed overall framework • give support to institutions looking to monitor internal quality assurance • help establish threshold standards

6. UK benchmark (2000) • a framework for staff running Geography programmes, • assist in the development of programme specifications; • help external examiners to validate standards of student achievements; • inform potential students and employers as to the nature of attainment that can be expected of graduates from Geography programmes • provide academic reviewers with guidance for judging standards

7. UK benchmark (2000)Bachelors degree Process: 2 years • Created by experts – geographers in universities • Public consultation and review • Adopted as guidance by university departments • Evaluated • Added to … special needs, distance learning etc. etc. • Being revised / updated

8. UK benchmark (2000)Bachelors degree Consists of: • Programme aims • Knowledge and understanding • Skills and abilities • Processes and learning contexts • Assessment • Levels of achievement – threshold, typical

9. Impact of benchmarking Piddock (2006) • benchmarking was not ‘threatening’ • perception of academics – did not lead to improvement Suggestions for the future: • better assured through the adoption of quality enhancement process • need subject-based connection • problem of multidisciplinary and modular programmes Pidcock, S. (2006), What is the impact of subject benchmarking?, Active Learning in Higher Education, 7(2): 111-128

10. HERODOT Benchmarking Process • 2 groups • Fieldwork • Citizenship • Recruit experts • Consider local, national, European situations • Each create a document • Present a statement to other group • Other group – takes it apart • Reconstruct statement • Advertise for widespread discussion • Form final statement • Publish – revise – revisit • Use to promote quality, excellence etc.

11. GIS benchmark GIS and Geography in Higher Education – What it is? What it means? A GIS component in an undergraduate programme prepares graduates who are: • responsible, spatially aware ‘digital world’ citizens, • able to use a set of tools to augment their geographic capabilities, • more employable and with diverse job prospects, and • able to pursue further specialised studies. The objectives of a GIS component in a Geography post-graduate programme are to: • specialise in applying GIS in a particular subject matter, • increase GIS skills, and • participate at a higher professional level in the workplace. The objectives of a post-graduate programme with a GIS specialisation are to: • specialise in GI Science, • develop advanced GIS skills, and • participate at a higher professional level in the workplace.

12. GIS benchmark LEVEL DESCRIPTORS Undergraduate level • This level of qualification should prepare students in ….. • The essential knowledge and competences acquired should allow students to further their studies at post-graduate (specialised) levels. • Students should display an ability to …... • Finally, students at this level should be able to …... Graduate level (Masters in Geography) Graduate level (Masters in Geography with a specialisation in GIS/ Masters in GIS offered by a Geography Department)

13. GIS benchmark LEARNING OUTCOMES Undergraduate students should be able to ……. • Students completing undergraduate geography study programmes with a XXXXX component should be able to: • XXXXXX • YYYYYY • ZZZZZZZ etc Graduates completing postgraduate geography study programmes should be able to:

14. Standards of the “Masters” Bachelors = Preparing students for employment Bachelors = Preparing students for Masters level Key standards • Critical reading – scholarly selective reading = understand and reflect on • Critical evaluation in writing, analytical and creative critique of concepts = challenging scholarship • Critical thinking linked to research skills • Teaching, learning and assessment approaches to encourage academic debate