Global Perspectives in Higher Education

Transcription

1 Global Perspectives in Higher Education Subject analysis: Earth and Environment This document presents the findings of research into how the global dimension is manifest in the subject area of Earth and Environment within UK Higher Education. It was compiled as part of the DFIDfunded Global Perspectives in Higher Education project at the Royal Geographical Society (with IBG) in 2004/5. Earth and Environment includes programmes in and related to four fields: Earth Sciences, Environmental Sciences, Environmental Studies and Environmental Management. The analysis covers: evidence of the global dimension in the QAA subject benchmark statement; an overview of undergraduate programmes available in 2005; the perspective of Heads of Departments on the level of internationalisation within their departments and the global content of their undergraduate programmes; and an examination of the standard content and structure of undergraduate programmes. The report concludes that the picture for Earth and Environment subjects is encouraging: there is an inherent global dimension to the discipline and its graduates can develop strong global perspectives. Jenny Lunn Research and Higher Education Division Royal Geographical Society with IBG 1 Kensington Gore London SW7 2AR E j.lunn@rgs.org W

2 Contents Notes 4 Introduction 5 Definition and scope 6 QAA subject benchmark statement 8 Earth Sciences Analysis Environmental Sciences Analysis Environmental Studies Analysis Evaluation Response Overview of undergraduate programmes in Earth and Environmental Sciences 11 Programmes Departments Awards Combinations Duration Student numbers Outlook Environmental Studies and Management 13 Programmes Departments Awards Combinations Duration Student numbers Outlook Heads of Department survey 15 Levels of internationalisation Trends in global content of degree programmes Global content of taught programmes Developing global skills, values and attitudes Analysis of standard practice 18 Earth Sciences 19 Programmes sampled Subject knowledge and understanding Programme structure Skills Out of classroom learning Approach Conclusion Page

3 Environmental Sciences 23 Programmes sampled Subject knowledge and understanding Programme structure Skills Out of classroom learning Approach Conclusion Environmental Studies 27 Programmes sampled Subject knowledge and understanding Programme structure Skills Out of classroom learning Approach Conclusion Environmental Management 31 Programmes sampled Subject knowledge and understanding Skills Out of classroom learning Approach Conclusion Summary 35 Recommendations 38 References 39 3

4 Notes Terminology Aware of the range of terms used within Higher Education, this document uses the following vocabulary for consistency: Institution refers to a university or college within the UK Higher Education system. Programme is used as a comprehensive term to describe an undergraduate degree course and its component parts (which includes taught elements, independent work expected of students, fieldtrips, work-based learning and so on). Module or unit refers to a component of the overall programme. Award is the type of degree given on completion of a programme, such as BA or BSc. Scottish system A four-year undergraduate degree in a Scottish university is equivalent to a standard threeyear undergraduate degree in England and Wales because of the different structure of the education systems. Thus the MA (Hons) Scottish degree is comparable to an English BA (Hons), rather than an English MA (Hons). Acronyms CHES HESA JACS QAA UCAS Committee of Heads of Environmental Sciences Higher Education Statistics Agency Joint Academic Coding System Quality Assurance Agency for Higher Education Universities and Colleges Admissions Service 4

5 Introduction This report presents the findings of research into how the global dimension is manifest in the subject area of Earth and Environment within UK Higher Education. It is one of a series of subject analyses which were compiled as part of the DFID-funded Global Perspectives in Higher Education project at the Royal Geographical Society (with IBG) in 2004/5. The analysis and opinions expressed are wholly based on the work of the author and neither represent the official view of the Royal Geographical Society (with IBG) nor of the Department for International Development towards the subject area of Earth and Environment. Earth and Environmental Sciences, and Environmental Studies and Management were two of the subject areas selected for the Global Perspectives in Higher Education project along with: Anthropology, Area Studies, Business, Development Studies, Economics, Geography, Politics and International Relations, and Tourism and Hospitality. For each of the ten subjects, the goal was to review the extent to which undergraduate programmes of study incorporate global perspectives and what forms this takes. The methodology undertaken for each subject, and the structure of the following report, is described below. Definition and scope The extent of each subject area was explored using definitions from an authoritative source and made visual through a concentric rings diagram showing the core aspects of the discipline, the main sub-disciplines, and relationships with other disciplines. Subject benchmark statements The QAA benchmark statements relating to each discipline were examined for evidence of references to global perspectives. This revealed how different subjects are recommended to incorporate a global dimension into programmes of study. The analysis was sent to the Chairs of the relevant subject benchmarking groups for comment. Overview of undergraduate programmes Using UCAS listings, as well as information from subject associations and institution websites, an inventory was made of all the undergraduate programmes available in 2005 relating to each of the ten disciplines. This snapshot shows the number of programmes and institutions where students are potentially being exposed to global perspectives through taught courses and other opportunities such as exchange programmes, sandwich years and language study. Survey of Heads of Departments An online survey of Heads of Departments was designed to provide an overview of the current state of global perspectives in academic departments of the ten subjects. Where enough responses for the subject were received to establish a valid representative response, they were incorporated into the overview of programmes. Analysis of standard practice A small sample (five to ten according to availability of information) of undergraduate programmes from each discipline was selected for course content analysis. The individual modules on offer in each of the sampled programmes were tabulated according to the year of study and whether compulsory or optional. This was designed to identify the presence of globally-oriented modules, the balance between such modules and non-global ones and the progression routes between global modules in different years. The out-of-classroom learning opportunities such as fieldtrips, overseas exchanges and overseas work placements were also noted. Overall, this analysis gave a picture of how global perspectives tend to be incorporated into undergraduate programmes. 5

6 Definition and scope Earth and Environmental Sciences are essentially concerned with the study of the history, structure, constitution and dynamics of the Earth and its processes (The Geological Society). An understanding of the earth and its processes is important for humans as they depend on the Earth for life and use its resources. Environmental Studies and Management are concerned with the human interaction with the earth and environment, applying the knowledge of environmental processes to the management of resources. Management of the environment ranges from the conservation of landscapes, habitats and wildlife to policymaking, engineering and design. It covers the built environment as well as the natural environment. More succinctly, the QAA benchmark statement for Earth Sciences, Environmental Sciences and Environmental Studies states that this group of disciplines (which contains a large number of sub-disciplines) is concerned with understanding Earth systems in order to learn from the past, understand the present and influence the future (para 1.3). Given the global nature of environmental processes, the trans-boundary nature of environmental issues and the international efforts required to manage environmental problems a global dimension is a significant element of study. Whilst Earth and Environment is a broad field, all the subjects are closely interrelated meaning that it is sometimes difficult to distinguish between them. Some distinction between the sub-topics of Earth and Environment has been attempted in the following report, although because of the varying nature of the data and processes of analysis the divisions between the subjects are different for each section. The QAA grouped Earth Sciences, Environmental Sciences and Environmental Studies together for their subject benchmark statement. For the analysis of programmes currently available, a split was made between the more hard science subjects of Earth and Environmental Sciences and Environmental Studies and Management which have more emphasis on the human interaction with the environment In the Heads of Department survey, responses were only received for Earth and Environmental Sciences. Regarding standard practice, the analysis was undertaken separately for all four areas: Earth Sciences, Environmental Sciences, Environmental Studies and Environmental Management. The concentric rings models on the following page indicate the core aspects of the two subject areas in the centre, the specialised branches in the inner ring, and some of the related disciplines around the periphery. 6

7 Earth and Environmental Sciences Agricultural Sciences Biology Environmental Studies Health Sciences Environmental Biology Conservation Ecology Environmental Chemistry Chemistry Geology Oceanography Environmental Management Planetary Science Earth Science Environmental Science Physics Geoscience Atmospheric Science Geography Geophysics Mathematics Geotechnics Resource Geology Environmental Hazards Meteorology Computing Engineering Geographical Information Systems Environmental Studies and Management Urban & Rural Planning Tourism & Heritage Built Environment Architecture & Design Development Studies Agriculture & Forestry Heritage Conservation & Management Environmental Policy & Planning Sustainable Design Engineering Landscape Management Environmental Engineering Technology Food Science Rural Studies Environmental Studies Environmental Management Disaster Management Environmental Hazards Biology Wildlife Conservation Ecology Natural Resource Management Renewable Energy Zoology Waste and Pollution Environmental Health & Safety Geography Sustainable Development Environmental Sciences Chemistry Ocean Sciences Earth Sciences 7

8 QAA subject benchmark statement The benchmark statements are produced by representatives of each academic community along with the Quality Assurance Agency for Higher Education (QAA). They set out a framework for the design of programmes of study and are also used in subject and institutional quality reviews. The following analyses of the global content of the benchmark statement for Earth Sciences, Environmental Sciences and Environmental Studies were undertaken by the author in November Earth Sciences Analysis Earth Sciences are by very nature concerned with the whole Earth and therefore everything studied is likely to have a global dimension. The discipline even goes beyond a global scale to the inter-planetary scale, incorporating study of the structure and composition of other planets. Studying Earth Sciences not only involves gaining knowledge of the earth per se, but also applying understanding for both the exploitation and the conservation of the Earth s resources. Earth Sciences are primarily concerned with different aspects of the earth s core, crust and surface. It can be divided into the following categories and sub-disciplines: the processes operating (tectonics, geophysics, geochemistry), materials and structure (geomorphology, hydrogeology, stratigraphy, structural geology, sedimentology), resources available to man (ore geology, petroleum geology, mineralogy), changes through time (palaeontology, palaeoclimatology, palaeobiology), and handling information and data about the earth (geological mapping, Geographic Information Systems and remote sensing applications). The benchmark statement splits the subject knowledge that all graduates are expected to gain into six categories, all of which intimately incorporate a global dimension: A holistic understanding of systems operating within, upon and around the earth. Past and present ways of thinking about and explaining the earth and its features. The study of the earth using both temporal and spatial scales. The structure and composition of the solid earth and the process operating on and around the earth. Handling geological information in practice, both in the field and the laboratory. How the earth impacts humans and humans impact the earth. Environmental Sciences Analysis The study of Environmental Sciences concerns the earth and its major systems and processes. A global perspective is inherent and there is also a passing interest in extraterrestrial influences on the earth. Environmental Sciences incorporate some of the same elements relating to the structure of the earth as Earth Sciences, such as geochemistry, geomorphology and geophysics. The emphasis, however, is on the processes operating under, on and over the earth s surface. Hence degree programmes may include climatology, ecology, hydrology, meteorology, oceanography and soil science. There is also an interest in the anthropogenic processes that impact the earth, both in the past and the present; for example courses might include Quaternary studies and pollution science. Depending on the emphasis of the degree programme, the application of these subject areas environmental management may also be a feature of study. 8

9 Though the content of degree programmes varies, all graduates are expected to have knowledge of seven major areas, all of which incorporate a strong global dimension: Understanding the earth as a system and the complexity and interrelatedness of all the processes operating. The interaction of human systems with the earth s systems. Understanding the discipline s position straddling the natural and social sciences. The role of the earth in supporting human life and human activities and their impact. Processes and impacts studied on both temporal and spatial scales. Terminology, nomenclature and classification approaches. Environmental impact of humans and current environmental concerns. Environmental Studies Analysis Environmental Studies is concerned with the whole earth, and in comparison with Earth Studies and Environmental Sciences, approaches the subject matter from a human angle, which means that it covers the built environment as well as the natural environment. The major aspects of the discipline can be divided as follows: the impact of the environment on humans and human activity (requiring some understanding of the scientific process of the earth as found in Earth Studies and Environmental Sciences); the impact of humans and human activity on the environment (resource use, pollution, environmental change, population growth, food supply, biodiversity); the implications of the interactions between humans and the environment (social, cultural, economic, political, legal, ethical); and the application of this knowledge, known as environmental management (conservation, rural environmental protection, risk management, monitoring, policy, sustainability, urban planning). Though degree programmes vary, all graduates are expected to have knowledge of seven major areas, all of which incorporate a strong global dimension: The nature of human systems, how they interact with global systems and how this is understood and managed. Appreciating that both the natural and social sciences contribute to the understanding of environmental issues. The study of the Earth as a set of systems; an appreciation of the complexity and interrelatedness of all the processes operating. The role of the earth in supporting human life, the consequences of human activities and human responses to environmental problems. Using both spatial and temporal scales to understand the human impact on, and responses to, the environment. Using appropriate terminology, nomenclature and classification. The human causes and consequences of environmental impacts, current environmental concerns and options for dealing with them. Evaluation Overall, a global perspective is firmly embedded in the very nature of this subject area: in Earth Sciences through the study of the origins, structure and operations of the planet and in Environmental Sciences through the study of the large-scale systems of the planet, from the lithosphere and cryosphere to the hydrosphere, biosphere and atmosphere. Environmental Studies programmes vary greatly in approach, from the theoretical to the applied and from an international to a local scale but whatever the emphasis within the programme, knowledge of the global scale is an integral part of study. Understanding the earth as a system, current global environmental issues, international institutions and organisations, and international 9

10 environmental policy all provide the context for understanding specific issues, tackling localised problems and learning appropriate management practices. The skills that students should attain listed in the benchmark statement are applicable to all three disciplines, rather than being specific to any of the three branches, but none of these make reference to a global perspective. Hence, for each of the three subject areas, the global dimension seems to be firmly rooted within the attainment of subject knowledge. If the statement were to be revised, it could benefit from a section on subject-specific skills which draws out the application of the global knowledge and understanding. Response The short analysis above was sent to a member of the subject benchmarking group. They were asked to: Comment on the summary of the statement and analysis. Recall the extent to which global perspectives were part of the original discussion and their likely place in discussions during forthcoming benchmark reviews and revisions. Give their personal interpretation of global perspectives and the place of global perspectives in their discipline. Comments from Prof James Longhurst, Director of the Centre for Research in Environmental Sciences and Associate Dean of the Faculty of Applied Sciences at University of the West of England in Bristol, and member of the QAA subject benchmarking panel for Earth Science, Environmental Sciences and Environmental Studies Global perspectives are a defining characteristic of the three disciplines; Higher Education provision in these subject areas cannot be delivered without a strong international perspective permeating them. I take a holistic view of global perspectives: university faculties can address and incorporate internationalism / global perspectives in all of their activities taught programmes, research, staff, students, placements, etc. Global perspectives were not particularly discussed when the statement was written because they are embedded into the core of the disciplines. Given the rise of integrated earth systems thinking, recognition of the scale and complexity of global change in the environmental sciences and the recognition that solutions to these problems will require global action, global perspectives will have a greater prominence when the benchmark statement is reviewed. The issue for the future is not only widening and deepening engagement with global perspectives, but how disciplines can move beyond a parochial position to a more lasting engagement with a wider spatial scale of analysis than hitherto has been the case. 10

11 Overview of undergraduate programmes in 2005 The following overview of undergraduate programmes within the Earth and Environment subject area is a snapshot of the situation in the UK in Data were gathered from The Geological Society, CHES, UCAS, HESA and individual institution websites (see References section for further details). Earth and Environmental Sciences Programmes There were 300 undergraduate degree programmes in Earth and Environmental Sciences available at 77 institutions in the UK, as described in the following table. Programme type No. Programmes No. Institutions Geology/Earth Sciences Geoscience(s) Applied Earth Science/Geology/Geoscience Environmental Science(s) Ecology/Ecological Science Applied Environmental Science Water and Atmospheric Sciences Environmental Hazards 8 7 TOTAL 300 Number of institutions 77 Departments The broad scope of the subject area of Earth and Environmental Sciences means that the 300 programmes available were run by a wide variety of schools, departments and centres within Higher Education institutions. The spread of departments included the following: 36 (12 per cent) programmes run by departments of Earth Science (20), Geology (10) or Geosciences (6). 123 (41 per cent) programmes run by departments representing one or more of the following subject areas: Earth Science, Environmental Science, Environmental Management, Geography, Ocean Science. 68 (23 per cent) programmes run by departments of Biological and Life Sciences. 36 (12 per cent) programmes run by departments in the Physical Sciences such as Engineering, Physics, Chemistry and Mathematics. 18 programmes run jointly between two departments. Awards As this is a science field, it was unsurprising to find that most programmes awarded a BSc Honours degree (225 programmes out of 300). Three were available as a BA Honours, one as a BEng Honours and 11 as either BA or BSc depending on the options chosen. 44 programmes offered the option of adding a year to obtain an undergraduate Masters degree (MBioSci, MChem, MEng, MEnv, MESci, MGeol, MGeophys, MGeoscience, MOcean, MSci) and a further 16 programmes were designed solely as undergraduate Masters awards. Combinations 207 courses were offered only as single honours programmes; 36 only as joint or combined honours programmes; and a further 57 were available either as single honours or joint/combined honours. The most common subjects for Earth and Environmental Sciences to be combined with (in descending order of frequency) were: Geography, Biology, Physical Geography, French and Mathematics. 11

12 Duration 58 per cent of programmes (174 out of 300) were straight degrees, either one-year top-ups, three or four years long with the extra year for programmes in Scottish universities. 36 programmes offered sandwich years, of which only three were compulsory. Because of the science orientation of these programmes, most of the opportunities for extra study were time in industry rather than overseas study or language study. Student numbers The HESA data on student numbers is arranged according to the JACS classification. Data for Geology and Ocean Sciences are available, but disaggregated figures for many sub-fields of Environmental Sciences are not available, for example: Environmental Sciences is part of the category Physical and Terrestrial Geographical and Environmental Sciences; Environmental Chemistry is classified under Chemistry; and Environmental Biology, Ecology, Biodiversity and Evolution are incorporated into Biology. Under plans to revise the JACS categories, obtaining distinct data for these fields will become easier. Environmental Sciences with subdivisions of specific terrestrial, atmospheric and aquatic study will be distinct from Physical Geographical Sciences. However, given the limitations of these data categories, the following figures give the latest indication of the number of students studying in this area. JACS subject group Total HE students (UG & PG) Total UGs Geology 7,730 6,150 Ocean sciences 1, Physical & terrestrial geographical & environmental sciences 21,655 16,255 (HESA, 2005) The categories used for these data changed from 2002/3, so an accurate picture of changes in student numbers over the last five years is unavailable. According to CHES, undergraduate recruitment in Environmental Science has fallen over the last seven years but is now stable. The number of institutions providing Environmental Science programmes and the diversity of programmes provision has also declined at undergraduate level. This decline in student recruitment has had a significant impact on departments/schools. Meanwhile recruitment for taught postgraduate programmes has risen and continues to rise. (CHES, website) Outlook Science subjects have been hit hard by the recent spate of university cutbacks and departmental closures. Axed Chemistry, Physics and Engineering departments in particular made the national headlines, but Earth and Environmental Sciences have also been affected. Oxford Brookes University s last intake of Geology undergraduates graduated in summer 2004 (Geological Society, Feb 2002) and Geology at Staffordshire University is to close in 2006 (Guardian, June 2004). Meanwhile Earth Sciences have been cut at Brunel University, and Geology programmes at the University of Gloucestershire. Undergraduate programmes in Environmental Science at De Montfort University, Huddersfield University, Imperial College London and Roehampton University have also been withdrawn. This selection of department closures over recent years indicates that Geology as a hard science discipline may be struggling, although in some cases closures have been offset by departmental mergers and the re-branding of courses. On the other hand, with environmental issues of key importance to the contemporary world, there is demand from students for new courses. A variety of programmes are just starting or awaiting validation, including: Earth Surface Processes at the University of Leeds, Environmental Sciences as a four-year MEnv at the University of Sheffield, and Environmental Forensics at the University of Wales, Bangor. 12

13 Environmental Studies and Management Programmes There were 355 undergraduate degree programmes in Environmental Studies and Management available at 114 institutions in the UK, as described in the following table. Programme type No. Programmes No. Institutions Environmental Studies Environmental Management Conservation Science & Resource Management Pollution Science & Waste Management 7 6 Rural Studies Renewable Energy Environmental Engineering, Design & Technology Environmental Health & Safety Other fields related to Environmental Studies TOTAL 355 Number of institutions 114 Departments The broad scope of the subject area of Environmental Studies and Environmental Management means that the programmes available were run by a wide variety of schools, departments and centres within Higher Education institutions. The spread of departments providing programmes included the following: 22 programmes (6 per cent) run by departments of Environment, Environmental Science or Environmental Management. 55 programmes (16 per cent) run by departments representing one or more of the following subject areas: Earth Science, Environmental Science, Environmental Management, Geography, Ocean Science. 43 programmes (12 per cent) run by departments within the Life Sciences category, such as Biology, Ecology, Plant Science, Conservation. 36 programmes (10 per cent) run by departments relating to Rural Sciences, including Agriculture, Forestry and Land Management. 47 programmes (13 per cent) run by Engineering departments, both general and specific (such as civil, structural, mechanical and environmental). 52 (15 per cent) programmes run by departments relating to the Built and Natural Environments, including Landscape, Architecture, Planning and Design. 10 programmes run jointly between two or three departments. Awards 57 per cent of programmes awarded a BSc Honours degree (204 programmes out of 355). In addition, 74 programmes awarded a BA Honours (or MA in Scotland), 14 awarded another type of Bachelors degree (BEng, BDes, LLB) and 31 programmes awarded a BA or BSc depending on the balance of options chosen. 18 programmes offered the option of an adding a year to obtain an undergraduate Masters degree (MChem, MEng, MEnv, MSci) and a further 14 programmes were designed solely as undergraduate Masters awards. Combinations 281 courses were offered only as single honours programmes; 42 only as joint or combined honours programmes; and a further 32 were available either as single honours or joint/combined honours. The most common subjects for Environmental Studies and Management to be combined with (in descending order of frequency) were: Geography, Biology, History, Tourism and Business. 13

14 Duration Over two-thirds of programmes (241 out of 355) were straight degrees, either one-year topups, three or four years long with the extra year for programmes in Scottish universities. 53 programmes offered optional sandwich years and 15 had compulsory sandwich years. The number offering extra study opportunities (whether overseas or in industry) was quite high, probably because of the vocational orientation of many Environmental Management programmes. Student numbers As Environmental Studies and Management are rather cross-cutting fields, no single JACS classification fits and so no accurate HESA data are available. Data would need to be collated across the categories, for example from: B910 Environmental Health in category B Subjects allied to Medicine. D443 Water Resource Management in section D400 Agriculture. K320 Landscape studies in category K Architecture, Building and Planning. N620 Health and Safety Issues in category N Business and Administrative studies. Outlook As with Earth and Environmental Sciences, Environmental Studies and Environmental Management programmes have also suffered from university cutbacks and departmental closures. These include: Environmental Management at Imperial College London; Natural Resource Management, Rural Planning and Environmental Policy at the University of Gloucestershire; and Environmental Studies and Landscape Ecology at Northumbria University. In general, however, this seems to be a growing field of study with new programmes in specialist sub-fields appearing in universities across the country. New, forthcoming and potential programmes include: Renewable Energy: Engineering in the Environment at the University of Glasgow; Sustainable Development Management at the University of Huddersfield; Wildlife Conservation at the University of Kent; Countryside and Environmental Management at Queen s University, Belfast; Conservation Biology at the University of St Andrews; and Wildlife Management at the University of the West of England. 14

15 Heads of Department survey There were eleven returns to the Heads of Department survey from departments or schools of Geology, Earth Science, Environment and Environmental Science. This represents around 13 per cent of all UK departments and whilst not a high enough percentage response rate to make generalisations about trends in Earth and Environmental Sciences, the results do show some clear patterns which may highlight the current status of global perspectives in the discipline. Levels of internationalisation The first question aimed to assess the level of internationalisation in Earth and Environmental Sciences departments. Respondents were asked to rate as low to high (on a scale of 1 to 4 respectively) the perceived importance and relevance of nine different aspects of internationalisation as well as the actual level of activity. For Earth and Environmental Sciences undergraduate students: Participating in international fieldtrips was perceived by nine of the eleven respondents as of high importance and seven of these respondents also rated the actual levels of activity as high. Participating in international research was perceived by six respondents as being of high or fairly high importance but only one respondent said that the actual level of activity was high or fairly high. Participating in international exchanges was perceived by seven respondents as being of high or fairly high importance but only one respondent said that the actual level of activity was high or fairly high. Participating in language-learning was perceived by four respondents as being of high or fairly high importance but only one respondent said that the actual level of activity was high or fairly high. For Earth and Environmental Sciences departments: Having partnerships or collaborative programmes with overseas universities was perceived by seven respondents as being of high or fairly high importance but only two respondents said that the actual level of activity was high or fairly high. Having international students on UK undergraduate courses was perceived by eight respondents as being of high or fairly high importance but only three respondents said that the actual level of activity was high or fairly high. Home teaching staff undertaking overseas research and field trips was perceived by nine respondents as being of high or fairly high importance, and nine respondents also reported that the actual level of activity was high or fairly high. Home teaching staff participating in overseas teaching exchange was perceived as of low or fairly low importance by eight respondents and as low or fairly low in reality by all eleven respondents. Having visiting lecturers from universities outside the UK was perceived by six respondents as being of high or fairly high importance but only two respondents said that the actual level of activity was high or fairly high. For most of these international activities, the perceived importance was higher than the actual levels of activity possibly indicating some deficiency in terms of the opportunities available to students (or the willingness of students to take such opportunities) and dissatisfaction amongst Heads of Departments at the opportunities available for their departments and staff. Respondents were also asked to name the main countries of involvement for each of the nine aspects of internationalised activity. Unsurprisingly, EU countries dominated the 15

16 responses: 60 per cent of countries named were European. In terms of individual countries, the countries most commonly cited were Spain (25 responses), France (22), Germany and Cyprus (both 11) and USA (9). European countries and the Americas were particularly important as sources and destinations for student exchange; Asia and the Middle East were notable sources of international students; European countries, the Americas and Asia were notable destinations for staff research and field trips; and European countries were the main source of visiting lecturers. Trends in global content of degree programmes Secondly, respondents were asked about the trends in the global content of the suite of undergraduate programmes on offer by the department over the last five years, both in terms of the supply by departments and demand from students. Respondents were asked whether the global content of 11 aspects of global perspectives had increased, stayed the same or reduced. The 11 responses from Earth and Environmental Sciences departments are shown in the table below. Change in the global content of Earth and Environmental Sciences degree programmes Change Increased Stayed Reduced n=11 the same Supply Total number of degree programmes on offer Global content of degree programmes Number of compulsory modules/units covering global issues Number of optional modules/units covering global issues Number of compulsory modules/units focusing on non-eu countries or regions Number of optional modules/units focusing on non-eu countries or regions Provision of compulsory non-eu fieldtrips Provision of optional non-eu fieldtrips Demand Enrolment on degree programmes in general Enrolment on optional modules/units covering global issues Enrolment on optional modules/units focusing on non-eu countries or regions These figures reveal that whilst the number of degree programmes on offer within the subject area of Earth and Environmental Sciences and the enrolment on these degree programmes has generally increased over recent years, in most cases the global content has stayed the same in terms of compulsory and optional modules, as well as fieldtrips. Global content of taught programmes This question aimed to understand the global content of degree programmes in terms of the balance between different components. Respondents were asked to rate as high, medium or low (or not relevant) the teaching content in terms of three broad areas: 1. Global processes social, economic, political, physical, environmental 2. Global locations parts of the world other than the EU 3. Global cultures and societies people, communities, identity, values, behaviour, meaning The respondents were asked to answer with reference to one specific single honours undergraduate degree programme on offer in their department. Whilst eleven of the survey respondents were from Earth or Environmental Science departments, three of these did not select an Earth or Environmental Science degree programme for Question 3. On the other hand, a respondent from a Geography department answered this question with reference to an Environmental Sciences programme. Hence only nine responses to this question are 16

17 analysed here and this represents a slightly different group from the 11 respondents for Questions 1, 2 and 4. The nine respondents selected the following courses: Environmental Sciences (2 respondents), Earth Science (2 respondents), Earth System Science, Geoscience, Geology, Applied Geology and Environmental Geology The following table shows the spread of results from the nine Earth and Environmental Sciences respondents. Global content of Earth and Environmental Sciences degree programmes Programme content n=9 High Medium Low Not relevant No response Processes Locations Cultures & Societies Other The global content of Earth and Environmental Sciences degree programmes is focussed on processes and locations. Study within this field is likely to focus on geological, marine, atmospheric and biological processes which operate on a global scale as well as the study of specific process and features as they are manifest in different locations. Given that the Earth and Environmental Sciences subject area is predominantly a hard science, it is unsurprising that there is a low level of content involving cultures and societies. Indeed the one high response for the Cultures and Societies category was regarding the Applied Geology programme. Some of the global content mentioned in the other category included: ethics and professional practice, the role of international minerals/hydrocarbons companies, and global management. Developing global skills, values and attitudes The final question moved away from the content of the teaching curriculum to the interpersonal skills, values, and qualities of mind developed through programmes of study. Respondents were asked whether undergraduates on their suite of degree programmes have a high, medium or low level of engagement with five aspects of global perspectives. The results for the eleven Earth and Environmental Sciences respondents are shown in the table below Level of engagement in developing global skills, attitudes and values n=11 Number of responses High Medium Low Recognition that there are multiple perspectives and interpretations Respecting the perspectives and views of others Awareness of cultural assumptions and cultural bias Understanding of the ethical/moral issues related to the discipline Reflecting on the implications of these ethical issues on own life and behaviour These results suggest that the majority of programmes incorporate some moderate to significant elements of respecting other views and perspectives and recognising the ethical dimension of the discipline. This should mean that Earth and Environmental Science students complete their studies having engaged with these issues and had some opportunity to develop the values and attitudes of a global citizen. 17

18 Analysis of standard practice From the overview of undergraduate programmes in Earth Science, Environmental Science, Environmental Studies and Environmental Management available in 2005, a small sample of programmes in each of the four subject areas was selected for course content analysis using random stratified sampling. Information on the structure and content of the programmes was gathered from university websites. Modules in each of the selected programmes were tabulated to indicate whether they were compulsory or optional and in which year of study they occurred. Of particular interest were globally or internationally-oriented modules and other opportunities which enable the development of global perspectives, such as international fieldtrips, overseas exchange and language learning. Due to time restrictions, the assessment of module content was based almost entirely on the title of the module without reference to detailed programme materials. Consequently there may be some inaccuracies in the interpretation of module content and the resulting analysis which are entirely the author s responsibility. The following four analyses describe the findings from the samples and reveal how the global dimension is manifest within standard undergraduate Earth Science, Environmental Science, Environmental Studies and Environmental Management programmes. The findings are divided into five sections: subject knowledge and understanding programme structure in terms of required modules and optional pathways skills, both subject-specific and generic out-of-classroom learning opportunities approach of the department to the discipline and the teaching of it 18

19 Earth Science There were 103 undergraduate programmes on offer in 2005 at 41 institutions in the UK. Of these, 21 were general programmes with the titles Earth Science(s) or Earth System(s) Science. Eight of these were selected (according to availability of information) for course content analysis. Programmes sampled Institution Award Programme Title Duration University of Durham BSc (Hons) Earth Sciences 3 or 4 years University of Huddersfield BSc (Hons) Earth Sciences 3 or 4 years Keele University BSc (Hons) Earth System Science 3 years Kingston University BSc (Hons) Earth System Science 3 or 4 years University of Liverpool BSc (Hons) Earth Sciences 3 years Liverpool John Moores University BSc (Hons) Earth Science 3 years University of Plymouth BSc (Hons) Earth Sciences 3 years University of Portsmouth BSc (Hons) Earth Science 3 or 4 years Subject knowledge and understanding All of the programmes have a range of compulsory and core first year modules which introduce students to Earth Sciences, for example How the Earth Works (Durham), Understanding the Earth (Liverpool JM) and The Earth: Materials and Processes (Plymouth). All of these have strong global orientation because of the nature of the subject matter and cover geological structures as well as geological and environmental processes. Such introductory modules may also place the Earth in its wider inter-planetary context. The Earth Science modules within the programmes sampled can be divided into five main groups, all of which have a moderate to strong global dimension. 1. Geology and Earth Internal Processes Four of the eight programmes sampled offer a wide spread of compulsory and optional modules in this category throughout the three years of study. The other four programmes have very few or no modules in this category because the emphasis of their programme seems to lie more in earth surface processes than the internal processes. Many modules in this category focus on the structure, characteristics and behaviour of the solid earth in terms of rocks, minerals and sediments, for example Sedimentary Rocks and Structures (Liverpool), Rock Mechanics (Portsmouth), and Fossils and Dynamic Stratigraphy of the British Isles (Durham). Five of the programmes also look at the earth s tectonic process though in all but one case these modules are second or third year options - such as Magmas and Volcanoes (Liverpool) and Seismology (Portsmouth). Overall, these modules are likely to look from a theoretical angle at the processes operating in the earth, as well as considering global patterns of distribution and conditions at specific locations. Hence the exact global content of these modules is largely dependent on the way topics are taught. 2. Geomorphology and Earth Surface Processes All of the programmes sampled offer modules which look at the processes, landforms and environments on and above the earth s surface, for example: Glaciers and Glacial Geomorphology (Keele), Advanced Atmospheric and Ocean Systems (Kingston), Groundwater Hydrology (Huddersfield), Weather, Soils and Vegetation (Liverpool JM), and Coastal Environments (Plymouth). It can be assumed that students will study these systems on a global scale as well as referring to particular forms and processes using specific regional or local examples. Furthermore the inter-relationships between many of 19

20 the earth s systems mean that students should develop a strong understanding of global processes, interactions and phenomena. 3. Environmental Change The changes in the earth s processes and environments over time are a feature of all the programmes sampled. Eight compulsory modules and 21 optional modules fit into this category. There are modules about environmental change in general, such as Global Environmental Change (Plymouth), Environmental Change (Huddersfield and Portsmouth) as well as some concerning specific aspects of environmental change, particularly Global Climate Change (Keele) and Sea Level Change (Plymouth). Modules in this category also look at the historical evidence for environmental change, using evidence from across the world to reconstruct past conditions, for example Reconstructing Past Environments (Keele), Quaternary Environments (Liverpool JM), Palaeontology (Liverpool and Portsmouth), and Evolutionary Palaeobiology (Durham). Once again, modules in this category are focussed on changes and processes on a global scale, but may also look at specific locations as examples and make comparison between locations and over time. 4. Environment and Society Whilst Earth Science is usually considered a hard science, seven of the eight programmes sampled offer some (mostly optional) modules which look at The impact of humans on the earth for example Marine Pollution (Liverpool), Contaminated Land (Portsmouth). The impact of the earth on humans for example, Natural Hazards (Keele) and Georesources (Plymouth). The management of environmental issues and problems for example, Principles and Practice of Environmental Sustainability (Huddersfield), Ecological Sustainability and Biological Conservation (Plymouth). As with other categories, students are likely to look at these issues on a global scale as well as practical examples in different locations. 5. Measuring, modelling and mapping Three of the programmes sampled have modules relating to the collection, manipulation and representation of geological or environmental information, such as Spatial Modelling (Huddersfield), Geological Mapping (Liverpool), and Geoscience Data Analysis and Modelling (Portsmouth). Whilst these modules partially involve the development of skills, they are also likely to use real-world examples. The handling of spatial data inherently involves the consideration of different scales, which in this case will include the global. Overall, Earth Science students are likely to develop strong global perspectives in the course of their studies. Not only do they develop knowledge of a range of systems and processes on a global scale, but they also consider changes through time and variations across space. Furthermore, the inclusion in many programmes of studying human interaction with the earth adds a further important global dimension. From the majority of module titles, it is not possible to judge the relative balance between theoretical, analytical and practical aspects of each topic, but a strong global element in the form of large-scale processes, specific locational examples from across the globe or comparative approaches can be assumed. However, the extent to which the programme draws links between the scientific subject knowledge and the student s own life and behaviour as an individual and as part of a community, is uncertain. Programme structure The Earth Science programmes sampled all seem to have a clear structure which ensures that students cover all aspects of Earth Science and that there is progression in themes and depth of understanding from year to year. Because of this structure and the balance between compulsory and specialist optional modules, Earth Science programmes do not tend to have 20

21 a choice of pathways as found in some other disciplines. In only one of the programmes sampled is there a particular structure: at Kingston, the first two years of the BSc Geology and BSc Applied and Environmental Geology are the same leaving students to choose their preferred specialist pathway for their third year. Skills All of the programmes sampled include compulsory as well as optional modules on subjectspecific skills ranging from field techniques and data analysis to computer applications for Geology and Geomathematics. Through these modules, students are likely to use real world examples to learn techniques and skills applied to their subject. As this is a science discipline, it is not surprising to find that only one of the programmes sampled includes the option to study a language. Out of classroom learning The programmes sampled run compulsory residential field trips, as well as a few optional ones, and all include at least one overseas trip in the three years of study. Indeed a total of 35 per cent of the field trips are abroad. Given that a high proportion of the UK trips are daytrips, it would be expected that a majority of time actually allocated to fieldwork was abroad. The following table summarises the overseas locations visited as part of the programmes in the sample: n=8 No. fieldtrips UK 36 Cyprus 2 France 1 Greek Islands 1 Iceland 2 Ireland 2 Spain 5 Switzerland 2 Tenerife 1 TOTAL: Europe (non-uk) 16 USA 2 Mexico 1 TOTAL: Non-Europe 3 TOTAL: ALL 55 Approach The information provided by departments for prospective students of the courses sampled reveals the approach of each department to teaching Earth Sciences. Of the eight programmes sampled, six emphasised an applied approach to the subject, five mentioned the importance of looking at how humans interact with the earth, and four said that they take an inter-disciplinary or holistic approach to the subject. All eight regard fieldwork as a vital component of studying Earth Sciences and all offer at least one international fieldtrip. All eight programmes emphasised that students will be well-equipped will the necessary knowledge and skills for a career in the Earth Science industries and three are accredited programmes which can lead to professional chartered status. In terms of the advantages within the wider departmental setting for students, three programmes emphasised the international research reputation of the department, two highlighted the department s links with industry worldwide and two said that teaching staff regularly travel overseas for fieldwork and research. Conclusion All of the programmes sampled stress their focus on the study of the planet. The global perspective that Earth Science students develop is largely a physical one, exploring the mechanisms operating within the earth and the systems operating upon and above the earth. 21