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

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

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.

Citation

Hill, J., Kneale, P., Nicholson, D., Waddington, S., & Ray, W. (2016). Re-framing the geography dissertation: A consideration of alternative, innovative and creative approaches. In T. Hall, M. Haigh, & D. Cotton (Eds.), Pedagogic Research in Geography Higher Education. Routledge

• 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