Facilitating the transition from being a geography student to becoming a geographer in Spain
The role of professional identity
Bibliographic Data
| ID | 11954514 |
|---|---|
| Authors | Alba Barbarà-i-Molinero (0000-0003-3230-2268, Department of Human Resources, Finance and Law, OBS Business School, Hospitalet de Llobregat), Cristina Sancha (0000-0002-7138-6591, Department of Operations, Innovation and Data Science, ESADE Business School,Universitat Ramon LlullUniversitat Ramon Llull, corresponding author), Rosalía Cascón-Pereira (0000-0002-1989-0889, Universitat Rovira i Virgili), Heidi Kruger (0000-0002-8683-5732, Universitat Ramon Llull), Heidi Ann Kruger (Universitat Ramon Llull) |
| Year | 2019 |
| Volume | 43 |
| Issue | 4 |
| Pages | 505-526 |
| Publication date | 2019-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Geography in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03098265.2019.1661369 |
| OpenAlex | W2971600006 |
| Language | EN |
| References cited | 70 |
The transition between university studies and workplace is often described as a difficult and challenging process. In this paper, we propose a series of modifications to the curriculum of geography studies based on an exploration of both student and professional perceptions on the image of the geography profession and how they identify with it. Based on several interviews, we suggest a series of recommendations for curriculum design to reconcile the disagreement found between student and professional perceptions and to foster students’ identification with professional images
Aesthetics · Cartography · Curriculum · Geographer · Geography · Identification (biology · Identity (music · Mathematics education · Pedagogy · Perception · Professional development · Sociology · Transition (genetics · Data Analysis and Archiving · Geography and Education Methods · Geography Education and Pedagogy · Psychology · Ecology
The Dialogic Imagination
The Discovery of Grounded Theory
A method of analysing interview transcripts in qualitative research
Investigating the factors influencing professional identity of first‐year health and social care students
Constructing Professional Identity
Identity work and play
Self-efficacy, job satisfaction, motivation and commitment
The qualitative content analysis process
Building Theories from Case Study Research
Ethnographic Interview
Provisional Selves
The man‐environment approach to geography
The integration of geography in a curriculum focused to internationalization
Synergies between geography, planning and vocationalism in curriculum development and implementation
Internationalising the University Curriculum
Student Employability and its Implications for Geography Curricula and Learning Practices
Training ESD change agents through geography
Variations in International Understandings of Employability for Geography
Internationalization as a challenge for geographical education in Poland
None of Us Sets Out To Hurt People’
Best of Times, Worst of Times
A capabilities approach to higher education
Creating global students
Internationalisation of the Curriculum
Internationalizing Professional Development in Geography through Distance Education
Institutional approaches for building intercultural understanding into the curriculum
The potential for university collaboration and online learning to internationalise geography education
Educating geographers in Spain
International curriculum transfer in geography in higher education
Rethinking Postgraduate Education in Geography
The problems with fieldwork
Curriculum Development
Greening the University Curriculum
Career goals, pathways and competencies of geography graduate students in the USA
Internships in the applied geography curriculum
Passages to Adulthood
Managing Managerial Identities
The interplay of occupational motivation and well-being during the transition from university to work
Identity negotiation
From senior student to novice worker
Identity and engagement for professional formation
Measuring the beginning
Social identities among engineering students and through their transition to work
Secondary Vocational Education and the Transition from School to Work
Identity Work Among the Homeless
| Highly cited | No |
|---|