Pauline E Kneale
Biographic Data
| ID | 2774650 |
|---|---|
| NAME | Pauline E Kneale |
| GIVEN NAMES | Pauline E |
| FAMILY NAME | Kneale |
| SIGNATURE | KNEALE P E |
| AFFILIATIONS | University of Leeds |
| ORCID | 0000-0002-3945-0469 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Embedding interdisciplinary learning into the first-year undergraduate curriculum
Engaging with interdisciplinary learning during higher education (HE) study can provide students with skills and modes of thinking informed by multiple worldviews. Opportunities for interdisciplinary learning in the English HE system are limited; associated primarily with postgraduate study or later undergraduate stages. This paper reports on an enhancement project that sought to engage first-year students with interdisciplinary learning. Drawing…
Where might pedagogic research focus to support students’ education in a REF-TEF world
Students in the mid-2010s have grown up with social media and digital research technologies. They have welfare concerns not seen in the past, and know that the workplace is changing and unpredictable as digital solutions and automation increases. A HE teachers role as a collator and interpreter of information from many library based sources into a lecture with supporting Reading List, is overtaken by the Internet making information available to e…
The Cinderella of academia
Academic research is increasingly driven by research assessment exercises (in the UK, by the Research Excellence Framework, REF). These aim to compare outputs of researchers in each university with those elsewhere, but evaluation efforts have suffered from widespread criticism. The status of pedagogic research in higher education (HE) – once described as the ‘Cinderella’ of academia, but now an increasing part of university research activity – ha…
Preparing for multi-disciplinary undergraduate research conferences
This is the first of two articles that offer guidance to help you maximize the benefits from participating in multi-disciplinary conferences. In this paper, we explain why you might wish to participate, identify the usual conference format and preparation process, and talk you through the steps you should take to prepare an effective verbal or poster presentation
Making the most of multi-disciplinary undergraduate research conferences
This is the second of two Directions articles, which together offer guidance to help you gain the maximum benefit from participating in institutional and national multi-disciplinary undergraduate research conferences. The article focuses on how to make the most of these excellent opportunities when you are participating. To do this, you need to understand the importance of networking and engaging with the full conference programme. You also need …
Higher education provision in a crowded marketplace
Current changes to policy around higher education in the United Kingdom are leading to an increasingly marketised system. As funding is transferred from the United Kingdom government to the individual student, universities will be required to pay more attention to marketing. This paper draws on the literature relating to marketing of services to assess the extent to which higher education marketing addresses issues of covenant, quiddity and repre…
Advice and reflections for a university teacher beginning an academic career
Although graduate programs typically prepare university students well for research activity, many have been less successful in educating for other aspects of academic careers. This article discusses Iain Hay's “Letter to a New University Teacher,” which has been used internationally to help new lecturers beginning their career. Prepared as an autoethnographic account for a recent graduate, “The Letter” distils principles held to underpin a succes…
Challenging Times in HE Support
Re-framing the Geography Dissertation
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 in…
Getting the Best from an International Year
Strength in Diversity
Postgraduate education in geography, especially at the Master's level, is undergoing significant changes in the developed world. There is an expansion of vocationally oriented degree programmes, increasing recruitment of international students, integration of workplace skills, and the engagement of non-traditional postgraduate students as departments respond to policies for a more ‘inclusive’ higher education. This paper sets the context by outli…
Variations in International Understandings of Employability for Geography
This research started from the premise that (a) employability is an internationally accepted concept with a confusion of interpretations and definitions; and (b) that an insight into the variation in understanding of employability and teaching employability would benefit geography curriculum development. Consequently, the views of the co-authors from Italy, the United Kingdom, United States, Chile, Estonia, Greece and Spain were sought to develop…
Learning styles among geography undergraduates
Growing diversity is focusing attention on the range of different student learning styles. This study assesses whether geographers have a predominant learning style and whether this varies between and within countries. The findings are based on over 900 geography students from 12 universities in Australia, New Zealand, the UK and the US, who completed Kolb's Learning Style Inventory (LSI). The implications for curriculum design and student learni…
Undergraduate geographers' understandings of geography, learning and teaching
This paper uses phenomenography to identify undergraduates' conceptions of teaching, learning and geography and examine whether there are any differences between students in Australia, New Zealand, the United Kingdom and the United States. The paper shows that there are several distinct conceptions of teaching, learning and geography. Teaching is seen as either information transfer or as helping learning. The study finds that geography students h…
Developing and Embedding Reflective Portfolios in Geography
The School of Geography at the University of Leeds, UK, led the development of a faculty-wide Personal Reflective Portfolio as part of a university project--A Strategic Model for Developing Methods and Materials for Recording Achievement in Traditional Universities (Jackson et al., 2000). This paper describes the materials and their usage, the value of bottom-up design, and the issues of embedding this type of material within faculty programmes. …
Careers for Geography Graduates
The ILT and Geographers
Context
Note Taking for Geography Students
Land Use
Maximising play time
(1997). Maximising play time: Time management for geography students. Journal of Geography in Higher Education: Vol. 21, No. 2, pp. 293-301
Organising student‐centred group fieldwork and presentations
A six‐week lecture and practical module gives second‐year students the opportunity for an integrated team project involving fieldwork, laboratory analysis, data analysis, group report writing, poster production and presentations. In preparation for their dissertations, as much decision making as possible is left with the students. Enthusiasm and effective group interaction are encouraged through two workshops explicitly directed to transferable s…
Empirical Approaches to the Improvement of Road Cut Slope Design, With Special Reference to St. Lucia, West Indies
Reply to Comments by Dr D. L. Dunkerley
An Examination of the Relationship Between Storm Precipitation and Pore Water Conditions in Road Cut Slopes, St. Lucia, West Indies
Organising student‐centred group fieldwork and presentations
A six‐week lecture and practical module gives second‐year students the opportunity for an integrated team project involving fieldwork, laboratory analysis, data analysis, group report writing, poster production and presentations. In preparation for their dissertations, as much decision making as possible is left with the students. Enthusiasm and effective group interaction are encouraged through two workshops explicitly directed to transferable s…
Strength in Diversity
Postgraduate education in geography, especially at the Master's level, is undergoing significant changes in the developed world. There is an expansion of vocationally oriented degree programmes, increasing recruitment of international students, integration of workplace skills, and the engagement of non-traditional postgraduate students as departments respond to policies for a more ‘inclusive’ higher education. This paper sets the context by outli…
Undergraduate geographers' understandings of geography, learning and teaching
This paper uses phenomenography to identify undergraduates' conceptions of teaching, learning and geography and examine whether there are any differences between students in Australia, New Zealand, the United Kingdom and the United States. The paper shows that there are several distinct conceptions of teaching, learning and geography. Teaching is seen as either information transfer or as helping learning. The study finds that geography students h…
Re-framing the Geography Dissertation
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 in…
Variations in International Understandings of Employability for Geography
This research started from the premise that (a) employability is an internationally accepted concept with a confusion of interpretations and definitions; and (b) that an insight into the variation in understanding of employability and teaching employability would benefit geography curriculum development. Consequently, the views of the co-authors from Italy, the United Kingdom, United States, Chile, Estonia, Greece and Spain were sought to develop…
Developing and Embedding Reflective Portfolios in Geography
The School of Geography at the University of Leeds, UK, led the development of a faculty-wide Personal Reflective Portfolio as part of a university project--A Strategic Model for Developing Methods and Materials for Recording Achievement in Traditional Universities (Jackson et al., 2000). This paper describes the materials and their usage, the value of bottom-up design, and the issues of embedding this type of material within faculty programmes. …
The Role of Stability Analysis in the Interpretation of the Evolution of Threshold Slopes
Where might pedagogic research focus to support students’ education in a REF-TEF world
Students in the mid-2010s have grown up with social media and digital research technologies. They have welfare concerns not seen in the past, and know that the workplace is changing and unpredictable as digital solutions and automation increases. A HE teachers role as a collator and interpreter of information from many library based sources into a lecture with supporting Reading List, is overtaken by the Internet making information available to e…
The Cinderella of academia
Academic research is increasingly driven by research assessment exercises (in the UK, by the Research Excellence Framework, REF). These aim to compare outputs of researchers in each university with those elsewhere, but evaluation efforts have suffered from widespread criticism. The status of pedagogic research in higher education (HE) – once described as the ‘Cinderella’ of academia, but now an increasing part of university research activity – ha…
Preparing for multi-disciplinary undergraduate research conferences
This is the first of two articles that offer guidance to help you maximize the benefits from participating in multi-disciplinary conferences. In this paper, we explain why you might wish to participate, identify the usual conference format and preparation process, and talk you through the steps you should take to prepare an effective verbal or poster presentation
Making the most of multi-disciplinary undergraduate research conferences
This is the second of two Directions articles, which together offer guidance to help you gain the maximum benefit from participating in institutional and national multi-disciplinary undergraduate research conferences. The article focuses on how to make the most of these excellent opportunities when you are participating. To do this, you need to understand the importance of networking and engaging with the full conference programme. You also need …
Learning styles among geography undergraduates
Growing diversity is focusing attention on the range of different student learning styles. This study assesses whether geographers have a predominant learning style and whether this varies between and within countries. The findings are based on over 900 geography students from 12 universities in Australia, New Zealand, the UK and the US, who completed Kolb's Learning Style Inventory (LSI). The implications for curriculum design and student learni…
Higher education provision in a crowded marketplace
Current changes to policy around higher education in the United Kingdom are leading to an increasingly marketised system. As funding is transferred from the United Kingdom government to the individual student, universities will be required to pay more attention to marketing. This paper draws on the literature relating to marketing of services to assess the extent to which higher education marketing addresses issues of covenant, quiddity and repre…
Advice and reflections for a university teacher beginning an academic career
Although graduate programs typically prepare university students well for research activity, many have been less successful in educating for other aspects of academic careers. This article discusses Iain Hay's “Letter to a New University Teacher,” which has been used internationally to help new lecturers beginning their career. Prepared as an autoethnographic account for a recent graduate, “The Letter” distils principles held to underpin a succes…
Challenging Times in HE Support
Getting the Best from an International Year
Careers for Geography Graduates
Context
Note Taking for Geography Students
Maximising play time
(1997). Maximising play time: Time management for geography students. Journal of Geography in Higher Education: Vol. 21, No. 2, pp. 293-301
An Examination of the Relationship Between Storm Precipitation and Pore Water Conditions in Road Cut Slopes, St. Lucia, West Indies
The Role of Stability Analysis in the Interpretation of the Evolution of Threshold Slopes
Reply to Comments by Dr D. L. Dunkerley
Empirical Approaches to the Improvement of Road Cut Slope Design, With Special Reference to St. Lucia, West Indies
Organising student‐centred group fieldwork and presentations
A six‐week lecture and practical module gives second‐year students the opportunity for an integrated team project involving fieldwork, laboratory analysis, data analysis, group report writing, poster production and presentations. In preparation for their dissertations, as much decision making as possible is left with the students. Enthusiasm and effective group interaction are encouraged through two workshops explicitly directed to transferable s…
Maximising play time
(1997). Maximising play time: Time management for geography students. Journal of Geography in Higher Education: Vol. 21, No. 2, pp. 293-301
Note Taking for Geography Students
Land Use
Context
The ILT and Geographers
Developing and Embedding Reflective Portfolios in Geography
The School of Geography at the University of Leeds, UK, led the development of a faculty-wide Personal Reflective Portfolio as part of a university project--A Strategic Model for Developing Methods and Materials for Recording Achievement in Traditional Universities (Jackson et al., 2000). This paper describes the materials and their usage, the value of bottom-up design, and the issues of embedding this type of material within faculty programmes. …
Careers for Geography Graduates
Undergraduate geographers' understandings of geography, learning and teaching
This paper uses phenomenography to identify undergraduates' conceptions of teaching, learning and geography and examine whether there are any differences between students in Australia, New Zealand, the United Kingdom and the United States. The paper shows that there are several distinct conceptions of teaching, learning and geography. Teaching is seen as either information transfer or as helping learning. The study finds that geography students h…
Learning styles among geography undergraduates
Growing diversity is focusing attention on the range of different student learning styles. This study assesses whether geographers have a predominant learning style and whether this varies between and within countries. The findings are based on over 900 geography students from 12 universities in Australia, New Zealand, the UK and the US, who completed Kolb's Learning Style Inventory (LSI). The implications for curriculum design and student learni…
Variations in International Understandings of Employability for Geography
This research started from the premise that (a) employability is an internationally accepted concept with a confusion of interpretations and definitions; and (b) that an insight into the variation in understanding of employability and teaching employability would benefit geography curriculum development. Consequently, the views of the co-authors from Italy, the United Kingdom, United States, Chile, Estonia, Greece and Spain were sought to develop…
Getting the Best from an International Year
Strength in Diversity
Postgraduate education in geography, especially at the Master's level, is undergoing significant changes in the developed world. There is an expansion of vocationally oriented degree programmes, increasing recruitment of international students, integration of workplace skills, and the engagement of non-traditional postgraduate students as departments respond to policies for a more ‘inclusive’ higher education. This paper sets the context by outli…
Challenging Times in HE Support
Re-framing the Geography Dissertation
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 in…
Higher education provision in a crowded marketplace
Current changes to policy around higher education in the United Kingdom are leading to an increasingly marketised system. As funding is transferred from the United Kingdom government to the individual student, universities will be required to pay more attention to marketing. This paper draws on the literature relating to marketing of services to assess the extent to which higher education marketing addresses issues of covenant, quiddity and repre…
Advice and reflections for a university teacher beginning an academic career
Although graduate programs typically prepare university students well for research activity, many have been less successful in educating for other aspects of academic careers. This article discusses Iain Hay's “Letter to a New University Teacher,” which has been used internationally to help new lecturers beginning their career. Prepared as an autoethnographic account for a recent graduate, “The Letter” distils principles held to underpin a succes…
Preparing for multi-disciplinary undergraduate research conferences
This is the first of two articles that offer guidance to help you maximize the benefits from participating in multi-disciplinary conferences. In this paper, we explain why you might wish to participate, identify the usual conference format and preparation process, and talk you through the steps you should take to prepare an effective verbal or poster presentation
Making the most of multi-disciplinary undergraduate research conferences
This is the second of two Directions articles, which together offer guidance to help you gain the maximum benefit from participating in institutional and national multi-disciplinary undergraduate research conferences. The article focuses on how to make the most of these excellent opportunities when you are participating. To do this, you need to understand the importance of networking and engaging with the full conference programme. You also need …
Where might pedagogic research focus to support students’ education in a REF-TEF world
Students in the mid-2010s have grown up with social media and digital research technologies. They have welfare concerns not seen in the past, and know that the workplace is changing and unpredictable as digital solutions and automation increases. A HE teachers role as a collator and interpreter of information from many library based sources into a lecture with supporting Reading List, is overtaken by the Internet making information available to e…
The Cinderella of academia
Academic research is increasingly driven by research assessment exercises (in the UK, by the Research Excellence Framework, REF). These aim to compare outputs of researchers in each university with those elsewhere, but evaluation efforts have suffered from widespread criticism. The status of pedagogic research in higher education (HE) – once described as the ‘Cinderella’ of academia, but now an increasing part of university research activity – ha…
Sociology (22 works) · Pedagogy (18 works) · Psychology (17 works) · Political science (16 works) · Higher education (14 works) · Mathematics education (14 works) · Geography (12 works) · Computer Science (8 works) · Geography Education and Pedagogy (7 works) · Evaluation of Teaching Practices (6 works)