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  • Going Solo (Revised Manuscript, Clean Copy)

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 12/04/2022, available online: https://www.tandfonline.com/doi/full/10.1080/03098265.2022.2065668

    Accepted author manuscript, 505 KB, PDF document

    Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

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Going Solo: Students' Strategies for Coping with an Independent GIS Project

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Going Solo: Students' Strategies for Coping with an Independent GIS Project. / Whyatt, Duncan; Davies, Gemma; Clark, Gordon.
In: Journal of Geography in Higher Education, Vol. 47, No. 3, 27.05.2023, p. 381-398.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Whyatt, D, Davies, G & Clark, G 2023, 'Going Solo: Students' Strategies for Coping with an Independent GIS Project', Journal of Geography in Higher Education, vol. 47, no. 3, pp. 381-398. https://doi.org/10.1080/03098265.2022.2065668

APA

Whyatt, D., Davies, G., & Clark, G. (2023). Going Solo: Students' Strategies for Coping with an Independent GIS Project. Journal of Geography in Higher Education, 47(3), 381-398. https://doi.org/10.1080/03098265.2022.2065668

Vancouver

Whyatt D, Davies G, Clark G. Going Solo: Students' Strategies for Coping with an Independent GIS Project. Journal of Geography in Higher Education. 2023 May 27;47(3):381-398. Epub 2022 Apr 12. doi: 10.1080/03098265.2022.2065668

Author

Whyatt, Duncan ; Davies, Gemma ; Clark, Gordon. / Going Solo : Students' Strategies for Coping with an Independent GIS Project. In: Journal of Geography in Higher Education. 2023 ; Vol. 47, No. 3. pp. 381-398.

Bibtex

@article{be2ceb95c747402fa76df07c429ced0e,
title = "Going Solo: Students' Strategies for Coping with an Independent GIS Project",
abstract = "A GIS project is an effective means of linking learning about GIS and learning with GIS, and it can enhance students{\textquoteright} employability. However, individual project work creates challenges that could result in failed assessment. Here we adopt a mixed-methods approach to examine how students of mixed abilities cope with GIS problems and to reveal the variety of support mechanisms they adopt. We also highlight the moral dilemmas of achieving academic success independently. We conclude that more research needs to be conducted into the way staff promote the graduate attribute of independence while still supporting their students.",
keywords = "Sources of Help, Risk Minimisation, Coping Strategies, Moral Responsibilities, Graduate Attributes",
author = "Duncan Whyatt and Gemma Davies and Gordon Clark",
year = "2023",
month = may,
day = "27",
doi = "10.1080/03098265.2022.2065668",
language = "English",
volume = "47",
pages = "381--398",
journal = "Journal of Geography in Higher Education",
issn = "0309-8265",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Going Solo

T2 - Students' Strategies for Coping with an Independent GIS Project

AU - Whyatt, Duncan

AU - Davies, Gemma

AU - Clark, Gordon

PY - 2023/5/27

Y1 - 2023/5/27

N2 - A GIS project is an effective means of linking learning about GIS and learning with GIS, and it can enhance students’ employability. However, individual project work creates challenges that could result in failed assessment. Here we adopt a mixed-methods approach to examine how students of mixed abilities cope with GIS problems and to reveal the variety of support mechanisms they adopt. We also highlight the moral dilemmas of achieving academic success independently. We conclude that more research needs to be conducted into the way staff promote the graduate attribute of independence while still supporting their students.

AB - A GIS project is an effective means of linking learning about GIS and learning with GIS, and it can enhance students’ employability. However, individual project work creates challenges that could result in failed assessment. Here we adopt a mixed-methods approach to examine how students of mixed abilities cope with GIS problems and to reveal the variety of support mechanisms they adopt. We also highlight the moral dilemmas of achieving academic success independently. We conclude that more research needs to be conducted into the way staff promote the graduate attribute of independence while still supporting their students.

KW - Sources of Help

KW - Risk Minimisation

KW - Coping Strategies

KW - Moral Responsibilities

KW - Graduate Attributes

U2 - 10.1080/03098265.2022.2065668

DO - 10.1080/03098265.2022.2065668

M3 - Journal article

VL - 47

SP - 381

EP - 398

JO - Journal of Geography in Higher Education

JF - Journal of Geography in Higher Education

SN - 0309-8265

IS - 3

ER -