THE CHANGING ROLE OF STUDENT SUPPORT DURING OVERSEAS FIELDWORK AND CULTURAL EXCHANGES Dr Uwem E. Ite...

THE CHANGING ROLE OF STUDENT SUPPORT DURING OVERSEAS FIELDWORK AND

CULTURAL EXCHANGES

Dr Uwem E. IteDirector, MRes in Environment and Development (Overseas Placement)Department of GeographyLancaster UniversityLancaster LA1 4YB, United Kingdom

OUTLINE OF PRESENTATION

Introduction

Traditional Context of Student Support

Changing Role and Strategies for Student Support

Towards Effective Student Support

Conclusion

OBJECTIVES OF FIELDWORK

Development of general and subject-specific skills

Opportunity for experiential learning

Sorting and clarification of textbook-derived knowledge + experience of ‘real’ research

Encourages student to take responsibility for their own learning

Development of analytical skills

FIELDWORK IN QAA BENCHMARK STATEMENTS

Geography

“Geographers develop their geographical understanding through fieldwork and other forms of experiential learning, which helps promote curiosity about the social and physical environments…” (QAA Geography Benchmark Statement, 2.2)

FIELDWORK IN QAA BENCHMARK STATEMENTS

Earth and Environmental Sciences

“…the integration of fieldwork, experimental and theoretical investigations underpins much of the learning experience in Earth and Environmental Sciences…” (QAA ES3 Benchmark Statement, 2.1.2)

FIELDWORK IN QAA BENCHMARK STATEMENTS

Area Studies

“It is considered desirable…for Honours programmes in area studies to include one or more periods spent in the region studied…. Whatever the pattern, its intended value lies in students’ direct exposure to a culture which they are studying” (QAA Area Studies Benchmark Statement, 3.4)

LEADERSHIP OF STUDENT FIELDWORK AND CULTURAL EXCHANGES

1. Undergraduate Fieldwork (1997 – present)France (1997 & 1998)

Ghana (2002 - present)

Nigeria (From 2004)

2. Postgraduate Fieldwork (2000 - present)Placements in Bangladesh, Ghana, India, Nigeria, Tanzania, Thailand

3. Cultural Exchange (2001- present)Students Union Officials, University of Ghana, Accra

FRANCE

FRANCE – FOCUS AND SUPPORT

• Field base: Mont Lozere and the Cevennes National Park

• Focus: Human and physical geography issues and concepts

• Logistics and field support: Discover UK Ltd and Eagles Nest, Mont Lozere, France

GHANA – FOCUS AND SUPPORT

• Field base: Cape Coast, Central Region, Ghana

• Focus: Tourism and Conservation in the Central Region, Ghana

• Institutional cooperation and support: University of Cape Coast, Ghana

GHANA: Some Sights and Delights

NIGERIA

NIGERIA - FOCUS AND SUPPORT

• Field base: Akwa Ibom State

• Focus: Environment and Resource Management in the Niger Delta

• Institutional collaboration and support: University of Uyo, Akwa Ibom State

MRes in Environment and Development (Overseas Placement)

Lancaster-based taught modules (January-March)

Pre-field work planning and preparation phase (April- June)

Overseas placement for research and fieldwork (July-September)

Dissertation preparation + taught module (October to December)

LOCATION OF OVERSEAS PLACEMENTS

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ÊÚLancaster

GHANA

NIGERIA

TANZANIA

THAILAND

BANGLADESH

INDIA

Equator

N

Placements#500 0 500 1000 Miles

TRADITIONAL CONTEXT OF STUDENT SUPPORT DURING FIELDWORK

STUDENT SUPPORT AS ‘DUTY OF CARE’

“The duty which rests upon an individual or organisation to ensure that all reasonable steps are taken to ensure the safety of any person involved in any activity for which that individual or organisation is responsible”

DUTY OF CARE DURING FIELDWORK: EVIDENCE AND MANIFESTATIONS

‘Instructor-led’ fieldwork and cultural exchanges

Little role and responsibility for students

Great emphasis on logistics and safety issues

Little attention to ethical issues and cultural awareness

Student support during fieldwork and cultural exchanges involves more than ‘duty of care’

CHANGING TIMES AND STRATEGIES

STUDENT SUPPORT: AN ALTERNATIVE PERSPECTIVE

Fieldwork is a service and a marketing tool

HE institutions are service providers and students are customers

Service providers have obligations and customers have rights

Need for both parties to gain from the relationship

TOWARDS EFFECTIVE STUDENT SUPPORT

Define the purpose of the fieldwork or cultural exchange

Assign roles and responsibilities to all group members

Draw up a strategy for supporting individual group members according to their needs

TOWARDS EFFECTIVE STUDENT SUPPORT

Consider students’ previous overseas experiences and group dynamics

Issues of emotional and physical safety may arise

Include host country institutions, personnel and students

CONCLUSION

“Organising and leading field courses takes lots of time and effort and rarely are the rewards, for example, professional advancement, extra pay (if any), academic recognition, commensurate with the effort involved.

Those who lead courses generally do it ‘beyond the call of duty’ !”

BON VOYAGE !