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Re-framing the geography dissertation: A consideration of alternative, innovative and creative approaches

Hill, Jennifer; Kneale, Pauline; Nicholson, Dawn; Waddington, Sheila; Ray, Waverley

Authors

Jenny Hill Jennifer.Hill@uwe.ac.uk
Associate Professor in Teaching and Learning

Pauline Kneale

Dawn Nicholson

Sheila Waddington

Waverley Ray



Contributors

Martin Haigh
Editor

Debbie Cotton
Editor

Tim Hall
Editor

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.

Publication Date Oct 27, 2016
Peer Reviewed Peer Reviewed
Book Title Pedagogic Research in Geography Higher Education
ISBN 9781138962088
Keywords dissertation, capstone project, creativity, critical thinking
Public URL https://uwe-repository.worktribe.com/output/906991
Publisher URL https://www.routledge.com/Pedagogic-Research-in-Geography-Higher-Education/Haigh-Cotton-Hall/p/book/9781138962088