THE CHANGING ROLE OF STUDENT SUPPORT DURING OVERSEAS FIELDWORK AND CULTURAL EXCHANGES Dr Uwem E. Ite...
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Transcript of THE CHANGING ROLE OF STUDENT SUPPORT DURING OVERSEAS FIELDWORK AND CULTURAL EXCHANGES Dr Uwem E. Ite...
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THE CHANGING ROLE OF STUDENT SUPPORT DURING OVERSEAS FIELDWORK AND
CULTURAL EXCHANGES
Dr Uwem E. IteDirector, MRes in Environment and Development (Overseas Placement)Department of GeographyLancaster UniversityLancaster LA1 4YB, United Kingdom
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OUTLINE OF PRESENTATION
Introduction
Traditional Context of Student Support
Changing Role and Strategies for Student Support
Towards Effective Student Support
Conclusion
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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
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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)
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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)
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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)
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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
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FRANCE
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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
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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
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GHANA: Some Sights and Delights
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NIGERIA
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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
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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)
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LOCATION OF OVERSEAS PLACEMENTS
#
#
#
#
#
##### ##
#
#
ÊÚLancaster
GHANA
NIGERIA
TANZANIA
THAILAND
BANGLADESH
INDIA
Equator
N
Placements#500 0 500 1000 Miles
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TRADITIONAL CONTEXT OF STUDENT SUPPORT DURING FIELDWORK
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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”
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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
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Student support during fieldwork and cultural exchanges involves more than ‘duty of care’
CHANGING TIMES AND STRATEGIES
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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
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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
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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
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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’ !”
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BON VOYAGE !