Exploring the transition: Coursework to research-based study in the geography honours year

Schweinsberg, S; McManus, P

Exploring the transition: Coursework to research-based study in the geography honours year

Schweinsberg, S McManus, P

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Publication Type:: Journal Article
Citation:: Geographical Research, 2006, 44 (1), pp. 52 - 62
Issue Date:: 2006-03-01

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Field	Value	Language
dc.contributor.author	Schweinsberg, S	en_US
dc.contributor.author	McManus, P	en_US
dc.date.issued	2006-03-01	en_US
dc.identifier.citation	Geographical Research, 2006, 44 (1), pp. 52 - 62	en_US
dc.identifier.issn	1745-5863	en_US
dc.identifier.uri	http://hdl.handle.net/10453/682
dc.description.abstract	The transition from coursework study to independent research is a component of many geography Honours programs in Australian tertiary institutions. Despite being canvassed at the 2003 annual meeting of the Australian Heads of Geography Units, it is a topic that has, to date, received relatively little academic attention. This paper developed from a review of the Geography Honours program at the University of Sydney, conducted by the authors in early 2004. The paper aims to help address the perceived deficiency of research into Honours study. Three topics, related to the Honours year transition, are discussed. These are: the rationale for the Honours year transition from undergraduate coursework to research-focussed study; the composition and rationale behind coursework programs for geography Honours students, and student-supervisor relations and their impact on independent Honours research. In the process of examining these issues this paper offers suggestions as to how tertiary geography schools can look to develop their Honours year programs. These recommendations are made with the understanding that all tertiary Honours programs are unique and that issues such as staffing levels and departmental structure will influence what suggestions are appropriate for individual institutions. It is hoped that this paper will encourage more discussion about the nature of the Honours year. It is through such communication that the value of the Honours year in student development can be enhanced. © 2006 Institute of Australian Geographers.	en_US
dc.relation.ispartof	Geographical Research	en_US
dc.relation.isbasedon	10.1111/j.1745-5871.2006.00359.x	en_US
dc.subject.classification	Geography	en_US
dc.title	Exploring the transition: Coursework to research-based study in the geography honours year	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	44	en_US
utslib.for	1604 Human Geography	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Management Discipline
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	44	en_US

Abstract:

The transition from coursework study to independent research is a component of many geography Honours programs in Australian tertiary institutions. Despite being canvassed at the 2003 annual meeting of the Australian Heads of Geography Units, it is a topic that has, to date, received relatively little academic attention. This paper developed from a review of the Geography Honours program at the University of Sydney, conducted by the authors in early 2004. The paper aims to help address the perceived deficiency of research into Honours study. Three topics, related to the Honours year transition, are discussed. These are: the rationale for the Honours year transition from undergraduate coursework to research-focussed study; the composition and rationale behind coursework programs for geography Honours students, and student-supervisor relations and their impact on independent Honours research. In the process of examining these issues this paper offers suggestions as to how tertiary geography schools can look to develop their Honours year programs. These recommendations are made with the understanding that all tertiary Honours programs are unique and that issues such as staffing levels and departmental structure will influence what suggestions are appropriate for individual institutions. It is hoped that this paper will encourage more discussion about the nature of the Honours year. It is through such communication that the value of the Honours year in student development can be enhanced. © 2006 Institute of Australian Geographers.

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http://hdl.handle.net/10453/682