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THE CHANGING ROLE OF STUDENT SUPPORT DURING OVERSEAS FIELDWORK AND CULTURAL EXCHANGES

THE CHANGING ROLE OF STUDENT SUPPORT DURING OVERSEAS FIELDWORK AND CULTURAL EXCHANGES. Dr Uwem E. Ite Director, MRes in Environment and Development (Overseas Placement) Department of Geography Lancaster University Lancaster LA1 4YB, United Kingdom. OUTLINE OF PRESENTATION. Introduction

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THE CHANGING ROLE OF STUDENT SUPPORT DURING OVERSEAS FIELDWORK AND CULTURAL EXCHANGES

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  1. THE CHANGING ROLE OF STUDENT SUPPORT DURING OVERSEAS FIELDWORK AND CULTURAL EXCHANGES Dr Uwem E. Ite Director, MRes in Environment and Development (Overseas Placement) Department of Geography Lancaster University Lancaster LA1 4YB, United Kingdom

  2. OUTLINE OF PRESENTATION • Introduction • Traditional Context of Student Support • Changing Role and Strategies for Student Support • Towards Effective Student Support • Conclusion

  3. OBJECTIVES OF FIELDWORK • Development of general and subject-specific skills • Opportunity for experiential learning • Sorting and clarification of textbook-derived knowledge + experience of ‘real’ research • Encourages student to take responsibility for their own learning • Development of analytical skills

  4. FIELDWORK IN QAA BENCHMARK STATEMENTS Geography “Geographers develop their geographical understanding through fieldwork and other forms of experiential learning, which helps promote curiosity about the social and physical environments…” (QAA Geography Benchmark Statement, 2.2)

  5. FIELDWORK IN QAA BENCHMARK STATEMENTS Earth and Environmental Sciences “…the integration of fieldwork, experimental and theoretical investigations underpins much of the learning experience in Earth and Environmental Sciences…” (QAA ES3 Benchmark Statement, 2.1.2)

  6. FIELDWORK IN QAA BENCHMARK STATEMENTS Area Studies “It is considered desirable…for Honours programmes in area studies to include one or more periods spent in the region studied…. Whatever the pattern, its intended value lies in students’ direct exposure to a culture which they are studying” (QAA Area Studies Benchmark Statement, 3.4)

  7. LEADERSHIP OF STUDENT FIELDWORK AND CULTURAL EXCHANGES 1. Undergraduate Fieldwork (1997 – present) • France (1997 & 1998) • Ghana (2002 - present) • Nigeria (From 2004) 2. Postgraduate Fieldwork (2000 - present) • Placements in Bangladesh, Ghana, India, Nigeria, Tanzania, Thailand 3. Cultural Exchange (2001- present) • Students Union Officials, University of Ghana, Accra

  8. FRANCE

  9. FRANCE – FOCUS AND SUPPORT • Field base: Mont Lozere and the Cevennes National Park • Focus: Human and physical geography issues and concepts • Logistics and field support: Discover UK Ltd and Eagles Nest, Mont Lozere, France

  10. GHANA – FOCUS AND SUPPORT • Field base: Cape Coast, Central Region, Ghana • Focus: Tourism and Conservation in the Central Region, Ghana • Institutional cooperation and support: University of Cape Coast, Ghana

  11. GHANA: Some Sights and Delights

  12. NIGERIA

  13. NIGERIA - FOCUS AND SUPPORT • Field base: Akwa Ibom State • Focus: Environment and Resource Management in the Niger Delta • Institutional collaboration and support: University of Uyo, Akwa Ibom State

  14. MRes in Environment and Development (Overseas Placement) • Lancaster-based taught modules (January-March) • Pre-field work planning and preparation phase (April- June) • Overseas placement for research and fieldwork (July-September) • Dissertation preparation + taught module (October to December)

  15. LOCATION OF OVERSEAS PLACEMENTS

  16. TRADITIONAL CONTEXT OF STUDENT SUPPORT DURING FIELDWORK

  17. STUDENT SUPPORT AS ‘DUTY OF CARE’ “The duty which rests upon an individual or organisation to ensure that all reasonable steps are taken to ensure the safety of any person involved in any activity for which that individual or organisation is responsible”

  18. DUTY OF CARE DURING FIELDWORK: EVIDENCE AND MANIFESTATIONS • ‘Instructor-led’ fieldwork and cultural exchanges • Little role and responsibility for students • Great emphasis on logistics and safety issues • Little attention to ethical issues and cultural awareness

  19. Student support during fieldwork and cultural exchanges involves more than ‘duty of care’ CHANGING TIMES AND STRATEGIES

  20. STUDENT SUPPORT: AN ALTERNATIVE PERSPECTIVE • Fieldwork is a service and a marketing tool • HE institutions are service providers and students are customers • Service providers have obligations and customers have rights • Need for both parties to gain from the relationship

  21. TOWARDS EFFECTIVE STUDENT SUPPORT • Define the purpose of the fieldwork or cultural exchange • Assign roles and responsibilities to all group members • Draw up a strategy for supporting individual group members according to their needs

  22. TOWARDS EFFECTIVE STUDENT SUPPORT • Consider students’ previous overseas experiences and group dynamics • Issues of emotional and physical safety may arise • Include host country institutions, personnel and students

  23. CONCLUSION “Organising and leading field courses takes lots of time and effort and rarely are the rewards, for example, professional advancement, extra pay (if any), academic recognition, commensurate with the effort involved. Those who lead courses generally do it ‘beyond the call of duty’ !”

  24. BON VOYAGE !

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