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Purpose: Higher education institutions have a significant role in preparing future generations for the world of work and sustainable development. This paper aims to present a curriculum model of an enquiry-based learning pedagogy and a sustainable development conceptual context as a mechanism for teaching skills in a geography module. Potential influences of this model on organisational change towards integrating sustainable development are explored. Design/methodology/approach: Following the design and implementation of the curriculum model, semi-structured interviews of the module teaching team were conducted. Thematic analysis was undertaken against a priori objectives determined from existing theoretical frameworks. Findings: Thematic analysis suggests powerful synergies exist between enquiry-based learning, education for sustainable development and skills teaching. Potential impacts are as follows: conceptual perspectives enhance cognitive potential around systems thinking, learning methods promote behavioural potential around professional capability and agency and cultural encounters raise affective potential around inclusive curricula. Practical implications: Findings indicate potential for bottom-up curriculum intervention to enhance individual learner capability and outcomes, to promote the role of Geography in responsible futures, to build teaching team capacity for active learning pedagogies, to influence individual and institutional behaviour change towards sustainability practices, diversity and inclusion, and to catalyse organisational change around sector priorities including integrating education for sustainable development, active learning, inclusive education and enhanced graduate outcomes. Originality/value: This paper identifies multiple benefits from a curriculum model combining skills teaching in a synergistic pedagogical and conceptual framework and its bottom-up potential to catalyse organisational change in higher education.

Purpose: This study aims to present theory, practice and original research findings to support the proposition that broad enquiry and problem-based learning (EPBL) approaches provide an appropriate pedagogical lens for sustainability educators to develop the knowledge and skills needed to work effectively within mission-oriented innovation policy (MIP) environments. Design/methodology/approach: The research study comprised four elements, each of which used different research methods. The first element involved a literature review mapping the synergies between MIP and EPBL; the second element piloted the use of EPBL for undergraduate modules related to sustainability challenges; the third element involved external stakeholders in the co-creation of a postgraduate programme that brought together innovation and sustainability, with EPBL fundamental to the design and development; the fourth element curated and comparatively analysed international cases of EPBL in the context of MIP, and sustainability challenges in particular, highlighting the versatility of EPBL and the importance of creativity in EPBL design and implementation. Findings: The systematic literature review reveals synergies between the key features of EPBL and defining characteristics of MIP, indicating the relevance of applying EPBL to support MIP. Two in situ pilots generated 13 recommendations on the benefits and operational challenges of applying EPBL. These recommendations informed the design and development of a postgraduate programme, involving a transdisciplinary consultation process with key industrial and societal stakeholders. Comparative analysis of four international case studies describing EPBL applied in practice in different international settings show there is no "one size fits all". Instead, the application of EPBL to different sustainability challenges and for different learner groups demonstrates the versatility of the pedagogical approach and the creativity of the sustainability educators. Originality/value: A discourse around the appropriate pedagogical methods and teaching/learning practice to equip the current and future workforce with the knowledge and skills to respond to MIP and global sustainability challenges is nascent but emerging. This paper makes a scientific and practical contribution to the discourse. The authors show how EPBL can underpin the design of programmes to provide learners with the knowledge and skills to support organisations working effectively within an MIP context, especially addressing sustainability challenges. The authors provide recommendations for educators seeking to embed EPBL within their curriculum and call for external stakeholders to proactively engage with educators to co-create programmes with context-specific outcomes.

This paper reports on an existing undergraduate academic skills module where the assignment, a printed portfolio, has been replaced with an online portfolio. Qualitative feedback reveals that students most valued the provision of rapid and regular feedback on work, and had a raised awareness of employability goals. Tutors most valued the ability to monitor students' progress and provide rapid feedback on work. Some also valued the ease of the marking process and the positive impact on tutorials. However, portfolio organisation adversely impacted on the marking process for some, while others struggled with the effect of the online approach on face-to-face meetings, highlighting the need for further guidance on tutorial management. Quantitative analysis of student grades tentatively indicates higher attainment levels for online portfolios compared with printed equivalents. The findings suggest that online portfolios, combined with progress monitoring, peer learning, feedback practice, and intrinsic motivation, can promote student engagement.

Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term "inclusive partnership" to conceptualise a non-selective staff-student relationship. While recognising the challenges of inclusive partnership working for institutions, staff and students, this paper outlines the opportunities it offers and provides detailed case studies of inclusive partnerships within the geography curriculum. We conclude with some guiding principles to inform the development of inclusive partnerships in a range of settings.

A case study is presented of embedding research in a final year undergraduate, field-based, physical geography module. The approach is holistic, whereby research-based learning activities simulate the full life cycle of research from inception through to peer review and publication. The learning, teaching and assessment strategy emphasizes the progressive nature of knowledge and skills acquisition, facilitated through multiple opportunities for progressive, formative feedback. Students value the challenging yet rewarding nature of the module and engage with formative activities and peer review. The model presented demonstrates the value of peer review, fieldwork and research-based learning to facilitate progressive skills development and learner autonomy. (Contains 5 tables and 6 figures.)

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. (Contains 2 tables.)

In this paper, we meta‐analyzed nine of our own studies to examine gender effects in decision‐making when information is asymmetrically distributed among group members in a hidden profile (HP). In particular, we examined the influence of individual preferences on decision‐making outcomes and how, or whether, they differed by gender. The meta‐analysis of our studies, which focused on individual decision‐making, suggested that the individual preference effect (IPE), a form of confirmation bias, may manifest differently by gender: Female participants in the HP condition demonstrated greater improvement in decision quality when moving from viewing partial to full information than their male counterparts. No gender differences in decision quality were found when information was presented in a structured one‐page Manifest Profile (MP), with all information made immediately available to all participants. This gender differential in the IPE is not contemplated by previous IPE or HP research, so this finding is of significant interest. We discuss our results in the context of previous mixed findings regarding the effect of gender diversity in improving group decision‐making and potential workplace changes required to recognize this gender difference. [ABSTRACT FROM AUTHOR]

This article primarily examines the role of attribution and self-concept as correlates of debt tolerance defined and operationalized as students' of color willingness to take on loans to meet educational costs. To examine this set of relationships, three sets of attitude and perception indices are used: a family and friends support index, a self-concept index, and a locus of control index. Findings show that expecting to earn a first professional degree increases the odds of borrowing, whereas believing that good luck and good fortune are very important for success increases the odds of borrowing after controlling for other salient factors. Keywords: attribution; debt tolerance; financial aid; locus of control; race

Topic Health-Related Political Issues Lesson Objectives 1. Students will identify health issues addressed in a specific political election. 2. Students will determine candidates' positions on specific health issues. 3. Students [...]

Presents a study that assessed the effect of sexual orientation on body image and attitudes toward eating and weight using data collected from lesbians and heterosexual women in the U.S. Description of the sample; Comparison of body image and attitudes about eating and weight between lesbians and heterosexual women; Predictors of body image and attitude toward eating and weight.

Ten types of sedimentary rock were subjected to repeated cycles of freezing and thawing. In addition to monitoring sample weight loss throughout testing, a detailed graphic record was made of deterioration mode and its relationship to pre-existing rock flaws. Results suggestthat the presence or absence of rock flaws alone does not control deterioration mode, but rather that it is the coupled relationship between these flaws, and rock strength and textural properties which exerts greatest influence. While some pre-existing flaws such as syndepositional deformation structures do not appear to influence breakdown, others such as incipient fractures, cavities and minor lithological boundaries frequently coincide with concentrations of deterioration. Acharacteristic mode of deterioration which is independent of pre-existing flaws tends to develop in sandstones, indicating the influence,in this case, of rock texture. Particularly strong rocks such as crystalline limestone and metasediment tend to fracture preferentially along distinct linear weaknesses such as mineral veins, stylolites andincipient fractures. Particularly weak rocks, such as low-density chalk, break down in a random fashion without regard to pre-existing flaws. In addition to providing some insight into the role of pre-existing flaws in rock deterioration, this work also has practical implications for (i) the study of landform development due to weathering, and (ii) the selection of representative rock samples in durability testing for building stone. [ABSTRACT FROM AUTHOR]