Hill, Jennifer and Kneale, Pauline and Nicholson, Dawn and Waddington, Shelagh B. and Ray, Waverly (2011) Re-framing the Geography Dissertation: A Consideration of Alternative, Innovative and Creative Approaches. Journal of Geography in Higher Education, 35 (3). pp. 331-349. ISSN 0309-8265

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Abstract

This paper reviews the opportunities and challenges for re-framing the purpose, process, product and assessment of final-year geography dissertations. It argues that the academic centralities of critical thinking, analysis, evaluation, effective communication and independence must be retained, but that the traditional format limits creativity and innovation. Re-imagining capstone projects has implications for students, faculty, departments and institutions, but greater diversity could enhance its relevance to students and employers, better aligning the student experience with the academic interests and future career demands of the 21st century graduate.

Item Type:	Article
Additional Information:	The definitive version of this article is available at DOI: 10.1080/03098265.2011.563381
Keywords:	Dissertation; capstone project; creativity; innovation; assessment;
Academic Unit:	Faculty of Social Sciences > Geography
Item ID:	4201
Depositing User:	Shelagh Waddington
Date Deposited:	19 Feb 2013 15:31
Journal or Publication Title:	Journal of Geography in Higher Education
Publisher:	Taylor & Francis
Refereed:	Yes
URI:	http://www.tandfonline.com/toc/cjgh20/cu...
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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