Alan Marvell
Biographic Data
| ID | 5225928 |
|---|---|
| NAME | Alan Marvell |
| GIVEN NAMES | Alan |
| FAMILY NAME | Marvell |
| SIGNATURE | MARVELL A |
| AFFILIATIONS | University of Gloucestershire |
| ORCID | 0000-0001-8363-0793 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 70 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Exploring the use of generative AI podcasts to support students learning
Generative Artificial Intelligence (GenAI) is transforming higher education pedagogy, through increased use, curriculum design and engagement. While it can enhance geographical thinking and spatial analysis, concerns exist about superficial learning and effectiveness. This paper examines the pedagogical value of GenAI-generated audio resources, presenting a case study from a second-year undergraduate geography module in a UK university, “Climate …
Crafting scholarship through utilising experiential learning during international fieldwork: Evolving pedagogies and lessons learnt
In this paper, we explore the challenges and opportunities of crafting student scholarship during a final-year undergraduate international field course through the pedagogy of peer teaching and learning. These findings have been widely reported in the Journal of Geography in Higher Education and have informed contemporary practices for conducting international fieldwork with students. As part of this celebratory issue of the journal, we reflect o…
Experiences of Online and In-Person Learning: A Case Study of Doctoral Education
Teaching in a globalised world offers opportunities to reduce barriers, enhance understanding, and expand access for diverse learners. Blended approaches, combining in-person and online delivery, can encourage learning communities across geographical boundaries. However, disparities in access to technology, internet reliability, and conducive study environments highlight inequalities and varied learner experiences. While digital networks may supp…
Landscape detectives: Developing a palimpsest approach to fieldwork
Understanding the composition and meaning of landscapes is a fundamental skill of being a geographer. This article examines how students can become ‘landscape detectives’ using a palimpsest approach to unravel the form and processes that can be obscured within a landscape. Observing, recording and interpreting a landscape from multiple perspectives can lead to a deeper academic understanding as well as facilitating a maturing of perspectives abou…
The future of geography field course pedagogy in UK higher education
Field courses are widely regarded as integral to geography degree programmes, providing students with opportunities for experiential learning, often in unfamiliar international environments. Yet, this key area of pedagogy appears increasingly unsustainable and complex for Higher Education Institutions (HEIs) within the context of the urgent need for decarbonisation, increasing financial costs, and the institutional challenges of comprehensively e…
Exploring the geographical palimpsest of place through fieldwork
Fieldwork offers students unique opportunities to encounter different landscapes and environments. Such opportunities are invaluable for exploring physical, human and applied geographies. Students can apply theory learned in class to the real-world, develop awareness and understanding of the differences inherent in places, recognise the changing nature of environments and explore the complexity of geographical issues and processes. In particular,…
GeogEd: A new research group founded on the reciprocal relationship between geography education and the geographies of education
In 2019, the Higher Education Research Group (HERG) formally became the Geography and Education Research Group (GeogEd). What may appear as a simple change in name masks a renewed understanding of the synergies between geography education (at all levels) and the geographies of education. In this paper we contextualise that change through the relationships between the two inter‐related fields. We suggest that these fields are integrally linked, it…
Looking ahead to the future of GeogEd: Creating spaces of exchange between communities of practice
As part of the special issue marking the transition of the Higher Education Research Group to the Geography and Education Research Group, in this final paper we argue that the reformed group has a key role to play in promoting spaces of exchange between the communities of practice that have a stake in the shared endeavours of geography and education. We draw on structured conversations from the group’s launch event, existing literature, and our p…
Teaching “wicked” problems in geography
Wicked problems form the most significant challenges to society and science. The current and next generation of researchers, educators, planners and policy-makers require the inter- and trans-disciplinary understanding and skills to address these issues. Higher Education has a role and responsibility to lead research (Dentoni & Bitzer, 2015) into and also teach wicked problems (Wilson, 2009). Young people are increasingly aware of and proactively…
The restricted reimaging of a contemporary suburb at the turn of the 21st century
The purpose of this paper is to investigate the representation of suburbia in promotional material published by housing developers at the turn of the 21st century using a case study in the UK. The millennium offered an opportunity for housing developers to construct a narrative of 21st‐century suburban living by creating new developments and a new vision of suburbia. The research reviews a series of articles identifying several key changes taking…
Emotional geographies experienced during international fieldwork: An evaluation of teaching and learning strategies for reflective assessment
The benefits and challenges of international fieldwork are well rehearsed. However, understanding of students’ affective experiences during fieldwork is less well developed. Little examination has been given to how tutors respond to the affective and emotional geographies that arise during international fieldwork which also affect perceptions of “place”. Using the innovative strategy of student-led teaching of peers, this paper examines how, firs…
Creating global students: Opportunities, challenges and experiences of internationalizing the Geography curriculum in Higher Education
Killick (2015) defines university internationalization as an institution’s “response to the globalization of our world” which can be viewed as a process of changing the student experience in response to changes in the wider world. Internationalization has become an important feature of universities, stimulated by the generation of fees from international students, the promotion of international “branding”, reputation and prestige (in internationa…
Gaining a “sense of place”: Students’ affective experiences of place leading to transformative learning on international fieldwork
This paper reveals the extent to which undergraduate students demonstrate transformative learning whilst on international fieldwork in Barcelona, Spain. Groups of students create a series of discrete active learning situations that allow them and their peers to engage more fully with their locale and in turn experience a deeper understanding of “place”. Reflective field trip notebooks are used to capture the experiences of students. Results show …
Students as scholars: Evaluating student-led learning and teaching during fieldwork
Student-led teaching and learning is an innovative form of active learning that empowers students with direct ownership of the learning experience. Reporting on a final-year undergraduate field trip to Barcelona, Spain, peer-to-peer teaching is used to facilitate the acquisition of knowledge and uncover the processes that help create a sense of place. Students experience the issues that academics face when leading activities in the field. This pa…
Foundation Degrees in Geography and Tourism: A Critical Reflection on Student Experiences and the Implications for Undergraduate Degree Courses
Over the last decade, some UK Geography Departments have diversified their range of courses to offer Foundation degrees (Fds), providing students with alternative routes through higher education (HE). These courses are delivered either offsite at further education colleges (FECs), embedded within an undergraduate programme at higher education institutions (HEIs), or by work-based learning. These pathways present students, staff and institutions w…
Using Focus Group Research to Support Teaching and Learning
Using qualitative research methodologies for pedagogic research can provide informative insights into student experiences of the teaching and learning environment in Higher Education. This paper considers the practicalities of undertaking a pedagogic study using focus groups by outlining strategies for effective focus group organization, highlighting good practice from the social sciences and pedagogic literature and providing a critique of a rec…
Literature Review
Student-led Presentations in situ: The Challenges to Presenting on the Edge of a Volcano
Student-led seminars are commonplace within higher education but few are allowed the opportunity of being delivered in situ. Presentations in situ widen the experience of students and develop a range of transferable skills, encouraging a greater sense of place and facilitating reflective learning. This case study describes the experiences of a group of undergraduate tourism management students who embark on a field course to southern Italy and ta…
Literature Review
The Development of Sustainable Tourism
Emotional geographies experienced during international fieldwork: An evaluation of teaching and learning strategies for reflective assessment
The benefits and challenges of international fieldwork are well rehearsed. However, understanding of students’ affective experiences during fieldwork is less well developed. Little examination has been given to how tutors respond to the affective and emotional geographies that arise during international fieldwork which also affect perceptions of “place”. Using the innovative strategy of student-led teaching of peers, this paper examines how, firs…
Students as scholars: Evaluating student-led learning and teaching during fieldwork
Student-led teaching and learning is an innovative form of active learning that empowers students with direct ownership of the learning experience. Reporting on a final-year undergraduate field trip to Barcelona, Spain, peer-to-peer teaching is used to facilitate the acquisition of knowledge and uncover the processes that help create a sense of place. Students experience the issues that academics face when leading activities in the field. This pa…
Gaining a “sense of place”: Students’ affective experiences of place leading to transformative learning on international fieldwork
This paper reveals the extent to which undergraduate students demonstrate transformative learning whilst on international fieldwork in Barcelona, Spain. Groups of students create a series of discrete active learning situations that allow them and their peers to engage more fully with their locale and in turn experience a deeper understanding of “place”. Reflective field trip notebooks are used to capture the experiences of students. Results show …
Student-led Presentations in situ: The Challenges to Presenting on the Edge of a Volcano
Student-led seminars are commonplace within higher education but few are allowed the opportunity of being delivered in situ. Presentations in situ widen the experience of students and develop a range of transferable skills, encouraging a greater sense of place and facilitating reflective learning. This case study describes the experiences of a group of undergraduate tourism management students who embark on a field course to southern Italy and ta…
Using Focus Group Research to Support Teaching and Learning
Using qualitative research methodologies for pedagogic research can provide informative insights into student experiences of the teaching and learning environment in Higher Education. This paper considers the practicalities of undertaking a pedagogic study using focus groups by outlining strategies for effective focus group organization, highlighting good practice from the social sciences and pedagogic literature and providing a critique of a rec…
GeogEd: A new research group founded on the reciprocal relationship between geography education and the geographies of education
In 2019, the Higher Education Research Group (HERG) formally became the Geography and Education Research Group (GeogEd). What may appear as a simple change in name masks a renewed understanding of the synergies between geography education (at all levels) and the geographies of education. In this paper we contextualise that change through the relationships between the two inter‐related fields. We suggest that these fields are integrally linked, it…
Looking ahead to the future of GeogEd: Creating spaces of exchange between communities of practice
As part of the special issue marking the transition of the Higher Education Research Group to the Geography and Education Research Group, in this final paper we argue that the reformed group has a key role to play in promoting spaces of exchange between the communities of practice that have a stake in the shared endeavours of geography and education. We draw on structured conversations from the group’s launch event, existing literature, and our p…
Creating global students: Opportunities, challenges and experiences of internationalizing the Geography curriculum in Higher Education
Killick (2015) defines university internationalization as an institution’s “response to the globalization of our world” which can be viewed as a process of changing the student experience in response to changes in the wider world. Internationalization has become an important feature of universities, stimulated by the generation of fees from international students, the promotion of international “branding”, reputation and prestige (in internationa…
The future of geography field course pedagogy in UK higher education
Field courses are widely regarded as integral to geography degree programmes, providing students with opportunities for experiential learning, often in unfamiliar international environments. Yet, this key area of pedagogy appears increasingly unsustainable and complex for Higher Education Institutions (HEIs) within the context of the urgent need for decarbonisation, increasing financial costs, and the institutional challenges of comprehensively e…
Teaching “wicked” problems in geography
Wicked problems form the most significant challenges to society and science. The current and next generation of researchers, educators, planners and policy-makers require the inter- and trans-disciplinary understanding and skills to address these issues. Higher Education has a role and responsibility to lead research (Dentoni & Bitzer, 2015) into and also teach wicked problems (Wilson, 2009). Young people are increasingly aware of and proactively…
Foundation Degrees in Geography and Tourism: A Critical Reflection on Student Experiences and the Implications for Undergraduate Degree Courses
Over the last decade, some UK Geography Departments have diversified their range of courses to offer Foundation degrees (Fds), providing students with alternative routes through higher education (HE). These courses are delivered either offsite at further education colleges (FECs), embedded within an undergraduate programme at higher education institutions (HEIs), or by work-based learning. These pathways present students, staff and institutions w…
The Development of Sustainable Tourism
Literature Review
Literature Review
Student-led Presentations in situ: The Challenges to Presenting on the Edge of a Volcano
Student-led seminars are commonplace within higher education but few are allowed the opportunity of being delivered in situ. Presentations in situ widen the experience of students and develop a range of transferable skills, encouraging a greater sense of place and facilitating reflective learning. This case study describes the experiences of a group of undergraduate tourism management students who embark on a field course to southern Italy and ta…
Foundation Degrees in Geography and Tourism: A Critical Reflection on Student Experiences and the Implications for Undergraduate Degree Courses
Over the last decade, some UK Geography Departments have diversified their range of courses to offer Foundation degrees (Fds), providing students with alternative routes through higher education (HE). These courses are delivered either offsite at further education colleges (FECs), embedded within an undergraduate programme at higher education institutions (HEIs), or by work-based learning. These pathways present students, staff and institutions w…
Using Focus Group Research to Support Teaching and Learning
Using qualitative research methodologies for pedagogic research can provide informative insights into student experiences of the teaching and learning environment in Higher Education. This paper considers the practicalities of undertaking a pedagogic study using focus groups by outlining strategies for effective focus group organization, highlighting good practice from the social sciences and pedagogic literature and providing a critique of a rec…
Students as scholars: Evaluating student-led learning and teaching during fieldwork
Student-led teaching and learning is an innovative form of active learning that empowers students with direct ownership of the learning experience. Reporting on a final-year undergraduate field trip to Barcelona, Spain, peer-to-peer teaching is used to facilitate the acquisition of knowledge and uncover the processes that help create a sense of place. Students experience the issues that academics face when leading activities in the field. This pa…
Gaining a “sense of place”: Students’ affective experiences of place leading to transformative learning on international fieldwork
This paper reveals the extent to which undergraduate students demonstrate transformative learning whilst on international fieldwork in Barcelona, Spain. Groups of students create a series of discrete active learning situations that allow them and their peers to engage more fully with their locale and in turn experience a deeper understanding of “place”. Reflective field trip notebooks are used to capture the experiences of students. Results show …
Creating global students: Opportunities, challenges and experiences of internationalizing the Geography curriculum in Higher Education
Killick (2015) defines university internationalization as an institution’s “response to the globalization of our world” which can be viewed as a process of changing the student experience in response to changes in the wider world. Internationalization has become an important feature of universities, stimulated by the generation of fees from international students, the promotion of international “branding”, reputation and prestige (in internationa…
Emotional geographies experienced during international fieldwork: An evaluation of teaching and learning strategies for reflective assessment
The benefits and challenges of international fieldwork are well rehearsed. However, understanding of students’ affective experiences during fieldwork is less well developed. Little examination has been given to how tutors respond to the affective and emotional geographies that arise during international fieldwork which also affect perceptions of “place”. Using the innovative strategy of student-led teaching of peers, this paper examines how, firs…
Teaching “wicked” problems in geography
Wicked problems form the most significant challenges to society and science. The current and next generation of researchers, educators, planners and policy-makers require the inter- and trans-disciplinary understanding and skills to address these issues. Higher Education has a role and responsibility to lead research (Dentoni & Bitzer, 2015) into and also teach wicked problems (Wilson, 2009). Young people are increasingly aware of and proactively…
The restricted reimaging of a contemporary suburb at the turn of the 21st century
The purpose of this paper is to investigate the representation of suburbia in promotional material published by housing developers at the turn of the 21st century using a case study in the UK. The millennium offered an opportunity for housing developers to construct a narrative of 21st‐century suburban living by creating new developments and a new vision of suburbia. The research reviews a series of articles identifying several key changes taking…
GeogEd: A new research group founded on the reciprocal relationship between geography education and the geographies of education
In 2019, the Higher Education Research Group (HERG) formally became the Geography and Education Research Group (GeogEd). What may appear as a simple change in name masks a renewed understanding of the synergies between geography education (at all levels) and the geographies of education. In this paper we contextualise that change through the relationships between the two inter‐related fields. We suggest that these fields are integrally linked, it…
Looking ahead to the future of GeogEd: Creating spaces of exchange between communities of practice
As part of the special issue marking the transition of the Higher Education Research Group to the Geography and Education Research Group, in this final paper we argue that the reformed group has a key role to play in promoting spaces of exchange between the communities of practice that have a stake in the shared endeavours of geography and education. We draw on structured conversations from the group’s launch event, existing literature, and our p…
Exploring the geographical palimpsest of place through fieldwork
Fieldwork offers students unique opportunities to encounter different landscapes and environments. Such opportunities are invaluable for exploring physical, human and applied geographies. Students can apply theory learned in class to the real-world, develop awareness and understanding of the differences inherent in places, recognise the changing nature of environments and explore the complexity of geographical issues and processes. In particular,…
Landscape detectives: Developing a palimpsest approach to fieldwork
Understanding the composition and meaning of landscapes is a fundamental skill of being a geographer. This article examines how students can become ‘landscape detectives’ using a palimpsest approach to unravel the form and processes that can be obscured within a landscape. Observing, recording and interpreting a landscape from multiple perspectives can lead to a deeper academic understanding as well as facilitating a maturing of perspectives abou…
The future of geography field course pedagogy in UK higher education
Field courses are widely regarded as integral to geography degree programmes, providing students with opportunities for experiential learning, often in unfamiliar international environments. Yet, this key area of pedagogy appears increasingly unsustainable and complex for Higher Education Institutions (HEIs) within the context of the urgent need for decarbonisation, increasing financial costs, and the institutional challenges of comprehensively e…
Experiences of Online and In-Person Learning: A Case Study of Doctoral Education
Teaching in a globalised world offers opportunities to reduce barriers, enhance understanding, and expand access for diverse learners. Blended approaches, combining in-person and online delivery, can encourage learning communities across geographical boundaries. However, disparities in access to technology, internet reliability, and conducive study environments highlight inequalities and varied learner experiences. While digital networks may supp…
Exploring the use of generative AI podcasts to support students learning
Generative Artificial Intelligence (GenAI) is transforming higher education pedagogy, through increased use, curriculum design and engagement. While it can enhance geographical thinking and spatial analysis, concerns exist about superficial learning and effectiveness. This paper examines the pedagogical value of GenAI-generated audio resources, presenting a case study from a second-year undergraduate geography module in a UK university, “Climate …
Crafting scholarship through utilising experiential learning during international fieldwork: Evolving pedagogies and lessons learnt
In this paper, we explore the challenges and opportunities of crafting student scholarship during a final-year undergraduate international field course through the pedagogy of peer teaching and learning. These findings have been widely reported in the Journal of Geography in Higher Education and have informed contemporary practices for conducting international fieldwork with students. As part of this celebratory issue of the journal, we reflect o…
Geography Education and Pedagogy (13 works) · Sociology (11 works) · Geography (9 works) · Pedagogy (9 works) · Political science (9 works) · Psychology (8 works) · Higher education (7 works) · Mathematics education (7 works) · Archaeology (5 works) · Experiential learning (4 works)