Leadership in Geography Education
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A thematic keynote presentation on Leadership in Communicating Geography given at the IGU conference in Moscow, August 2015, involving EyeonEarth, GeoSkills, Geoforall, Smart City Learning, GeoCapabilities project as examples,
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Leadership in Geography Education
- 1. Leadership and excellence in Geography Karl Donert, President EUROGEO, Director: European Centre of Excellence: digital-earth.eu eurogeomail@yahoo.co.uk
- 3. George Whitman was proprietor of the Shakespeare and Company bookstore in Paris, it remains a popular tourist attraction.
- 4. Lifelong learning If I am a lifelong learner: • As a learner - What makes geography so exciting to learn? What essential geographical skills are needed to help me navigate the world? Excellence in geography? • As a teacher - How can excellent learning opportunities be developed? What leadership qualities are needed?
- 5. Harm de Blij De Blij, H. (2012). Why geography matters: More than ever. Oxford University Press.
- 6. Harm de Blij
- 7. Prof. David Smith Leading sea level change expert Distinguished Research Associate Consultant
- 8. Leadership (Bolden et al., 2012) • Research of academic leadership in UK HE • Academic functions - teaching, research and service (admin, outreach) • Leadership arises from engagement with influential colleagues within one’s own academic discipline Bolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education,.
- 9. Leadership (Bolden et al., 2012) • Professional autonomy in academic work • Not formal process, ‘self-leadership’ • Develop shared academic values • Span boundaries - externally related actions Bolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education,.
- 10. Leadership (Bolden et al., 2012) • Leadership involves a process of identity construction • Individuals regarded as leaders when: –seen to fight for a common cause –carry out mentorship –empowered through teamwork Bolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education,.
- 11. Leadership (Moore et al., 2015) • Sustainable city education and training – Reviewed higher education programmes – Mobile knowledge and situated learning – Fieldwork as highly reflective real-world encounters • Locating yourself and your own knowledge Moore, S., Rydin, Y., & Garcia, B. (2015). Sustainable city education: the pedagogical challenge of mobile knowledge and situated learning. Area, 47(2), 141-149.
- 12. Leadership (Uljens, 2015) • Michael Uljens suggests leadership is commonly explained in terms of power and influence • Leadership demonstrates a wise use of power Uljens, M. (2015). Curriculum work as educational leadership-paradoxes and theoretical foundations. Nordic Journal of Studies in Educational Policy, 1(1). http://nordstep.net/index.php/nstep/article/view/27010
- 13. Leadership (Le Heron, 2013) • Geography institution regeneration (NZ) • aimed at redeveloping the knowledge claims the geography community can make • colearning and coproduction of knowledge • uptake of ideas Le Heron, R. (2013). Placing geography's institutions into geographic pedagogy: colearning and coproduction of knowledge as strategy to do geography differently. The Professional Geographer, 65(3), 378-383.
- 16. • Develop an understanding of the domain • Monitor concepts, initiatives, models, technologies, approaches, strategies and methods • Establish triggers for role of technology http://www.mifav.uniroma2.it/inevent/events/sclo/?s=166
- 17. Grand Challenge Development of People- Centred Smart Environments Through Smart City Learning
- 18. • Definition of a SCL agenda • Formulation of future scenarios and proposals • Identification of potential stakeholders and related networking action http://www.mifav.uniroma2.it/inevent/events/sclo/?s=166
- 19. • A 'white paper” on Smart City Learning • H2020 ICT event – Lisbon, October 2015 • Association for Smart Learning Ecosystems and Regional Development (ASLERD) http://www.mifav.uniroma2.it/inevent/events/sclo/?s=166
- 20. Leadership (Donert et al., 2011) • Strengths and challenges of international collaboration, building networks – Collective motivation – Collegial, connecting equals – Sharing, pooling • Powerful professional and personal exchanges Donert, K., Hay, I., Theobald, R., Valiunaite, V., & Wakefield, K. (2011). International collaboration in organizations promoting geography education: Exploring success and acknowledging limitations. Journal of Geography in Higher Education, 35(3), 445-455.
- 21. Leadership Role for Geography and Geographers • Potential for Earth System Science leadership (Pitman, 2005) • Intellectual melting pot (Skole, 20014) • interdisciplinary environmental discipline • At the heart of innovation Pitman, A. J. (2005). On the role of geography in earth system science. Geoforum, 36(2), 137-148. Skole, D. L. (2004). Geography as a great intellectual melting pot and the preeminent interdisciplinary environmental discipline. Annals of the Association of American Geographers, 94(4), 739-743.
- 22. Associationism
- 23. Citizens as prosumers Gryl, I., Jekel, T., & Donert, K. (2010). GI and spatial citizenship. Learning with GI V, 2-11.
- 24. Positioning leadership Leadership = • Gaining influence • Making an impact • Affecting policy Leydesdorff, L. (2012). The triple helix, quadruple helix,…, and an n-tuple of helices: explanatory models for analyzing the knowledge-based economy?. Journal of the Knowledge Economy, 3(1), 25-35.
- 25. Geographers in Policy (Council of Europe)
- 26. Geographers in Policy (Council of Europe)
- 27. Geographers in Policy (Parliamentary Assembly)
- 28. Geographers in the Policy arena
- 29. NGOs, citizen action and climate change (Szarka, 2014) • lead action on values • build bridges between ideas and practice • give opportunities for public engagement • establish communities of action • contribute to governance Szarka, J. (2014). Non-governmental Organisations and Citizen Action on Climate Change: Strategies, Rationales and Practices. Open Political Science Journal, 7, 1-8.
- 30. Geographers in the Policy arena (SDGs)
- 31. Geographers in the Policy arena (UNEP)
- 32. Eye on Earth August 2015
- 33. Eye on Earth Mission Statement Eye on Earth strives to enable the generation, maintenance, sharing and application of environmental, social and economic data and information to support informed decision-making for sustainable development.
- 34. Global Network of Networks EyeonEarth Initiative
- 35. Eye on Earth: Enabler of Change Working Towards Sustainable Development • EoE Community is growing and represents the full range of government, private sector, environmental, social and economic interests. • It provides access to quality environmental, social and economic data for informed decision-making • Strives to close data and information gap critical to conserving the world’s resources and improving lives • Convenes thought/action leaders worldwide to create consensus, encourage collaboration and effect change
- 36. Implementing the Eye on Earth Vision - the Special Initiatives • Improving environmental, social and economic information sharing • 37 SI projects across 6 continents. • more than 120 organisations representing multiple sectors across society.
- 38. Timely Dialogue Summit 2015 Focus and Themes 650 delegates, more than 60 speakers and a global following will examine the role of governments, technology, science and citizens to address: • Data demand - how to communicate and visualise data for optimal use • Data supply – how to encourage innovation in gathering and accessing crucial data • Data-enabling conditions – how to create the capabilities and frameworks needed to access and use critical information
- 39. Transformative Impact Summit 2015 Outcomes Summit 2015 will seek to: • Foster partnerships to support informed decision-making for sustainable development • Identify data-driven solutions for some of the world’s most challenging environmental problems • Engage new partners in Eye on Earth
- 40. Emphasis on key societal areas (climate, ecosystems, water, food, hazards, energy, health, cities)
- 41. Geography as powerful knowledge (in the Anthropocene) Geography encourages, • acquisition and development of deep descriptive and explanatory ‘world knowledge’ • the development of the relational thinking that underpins geographical thought • a propensity to think about alternative social, economic and environmental futures (Lambert, 2013) Lambert, D. (2013). Geography in school and a curriculum of survival. Theory and Research in Education, 11(1), 85-98.
- 43. Education and human capabilities Role of education affording people with intellectual, moral, and existential capabilities for lifelong learning, economic, social, personal well-being (Sen and Nussbaum,1993) A focus on broader education goals Powerful knowledge (Young, 2007) Young, M. (2007). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. Routledge. Nussbaum, M., & Sen, A. (1993). The quality of life. Oxford University Press.
- 45. Geo for All Openness in GeoEducation Open Geospatial Labs are being established worldwide to scale up research and teaching globally as part of the ICA-OSGeo MoU
- 46. Mission Making Geospatial education accessible to all “Geo for All”
- 47. Why? - Social Responsibility Making resources including software and data openly available offers an opportunity for knowledge to be shared widely so as to increase learning opportunities Example – Collaborating with educational initiatives like gvSIG Batoví For details contact: Sergio Acosta y Lara sacosta@dntopografia.gub.uy Alvaro Anguix aanguix@gvsig.com
- 48. Thanks to Elżbieta Wołoszyńska-Wiśniewska and colleagues at UNEP-GRID, Warsaw
- 49. Aims of “Geo for All” Initiative • Establish research and teaching opportunities in open source GIS and open data • Build teaching and research infrastructure worldwide • Provide worldwide learning platforms and training opportunities for capacity development
- 50. Global learning platform and training opportunities
- 53. The Netherlands • In 2008 first signs of a mismatch between demands of GEO labour market and quantity and quality of students and graduates • Establishment Geo Employment Market Foundation 53
- 59. Knowledge-based economy (Leydesdord, 2012) Who / What fills this space? Leydesdorff, L. (2012). The triple helix, quadruple helix,…, and an n-tuple of helices: explanatory models for analyzing the knowledge-based economy?. Journal of the Knowledge Economy, 3(1), 25-35.
- 60. Role of associations Organizations in the making: Learning and intervening at the science-policy interface http://t.co/MvEIKjVAf8 Pallett, H., & Chilvers, J. (2015). Organizations in the making Learning and intervening at the science- policy interface. Progress in Human Geography, 39(2), 146-166. implications for how geographers theorize, study and intervene in organizations at the science- policy interface with respect to encouraging learning and change and in the roles we adopt within and around such organizations.
- 61. Geography Under Threat threat to geography comes from its position within the social studies
- 62. Our response Because I am geographer Who signed? (2 weeks) 743 international 53 Countries 2,500+ Belgians
- 63. Our response Because I am geographer Why protect Geography? Missing was: Modern Innovative Jobs - Employability Opportunities Interdisciplinary Successful Who signed? (2 weeks) 743 international 53 Countries 2,500+ Belgians
- 66. International Charter on Geographical Education
- 67. Conclusions: Some Needs & Recommendations For Education • Common public media message of geography = valuation of geo-sector • Support from geo-industry, geo-business • Long-term commitment …… from stakeholders • More research and information gathering • Risk evaluation …. “What happens if we don’t develop leadership in geographical education?” Survey of Geo- Capacity Builders, carried out in March-May 2014
Editor's Notes
- The latest scientific research provides conclusive evidence that the furthering of human interests across the globe is resulting in unprecedented changes to the Earth's climate and placing significant strain on its natural resources and biodiversity, directly threatening the sustainability of our world.
- Despite the rise of technology and innovative tools, decision-makers lack data and information on the state of the world’s natural resources. Where data does exist, it is oftentimes not easily understood, or it cannot be accessed by the citizens and decision-makers who need it. This problem is known as the “data gap”. Closing the data gap is critical to conserving the world’s resources, improving citizens’ lives, and fostering sustainable development for all. EoE is a growing global movement committed to filling the environmental, social and economic data gap to support informed decision-making for sustainable development. The goals and outcomes of the EoE initiative are vital to the global effort to protect the health of our planet and secure a sustainable future. EoE was born out of Principle 10 of the 1992 Rio Declaration on Environment and Development which calls for social inclusion at all levels of decision-making through access to information, public participation and justice. In December 2011, the Environment Agency Abu Dhabi (EAD), through the Abu Dhabi Global Environmental Data Initiative (AGEDI) and in partnership with the United Nations Environment Programme (UNEP), convened global leaders, innovators and decision-makers to an inaugural EoE Summit. The 2011 Summit led to the development of the visionary EoE Declaration and its 14 guiding principles, which form the foundation of all EoE work. It was endorsed by 48 countries
- Eight Special Initiatives (SIs) were also identified as an outcome of the 2011 Summit to form the backbone of the strategy to deliver the EoE mission. Three of these SIs are Foundational (F) and five are Thematic (T). Access for All (F) Environmental Education (F) Global Network of Networks (F) Biodiversity (T) Community Sustainability and Resiliency (T) Disaster Management (T) Oceans and Blue Carbon (T) Water Security (T)
- Summit 2015 will bring together 650 highly respected experts and leaders from diverse backgrounds including government, UN agencies, NGOs, the private sector, academia and civil society from all parts of the world. The EoE Summit 2015 will seek to identify solutions to fill the environmental, social and economic data gap to support informed decision-making for sustainable development. The main focus of Summit 2015 will be issues around the supply of data, the demand for data and data enabling conditions.
- EoE Summit 2015 will cast the spotlight on the role governments, technology, the scientific community and citizen participation play in closing the “data gap” and enhancing access to quality data. The Summit will address: Data demand - including data acquisition and management, how data can be communicated and visualised for optimal use, and current data requirements, challenges and solutions. Data supply - including the availability of and access to environmental, social and economic data, innovations in knowledge sharing and open access data, and the importance of crowd sourcing and citizen science for information gathering. Data enabling conditions - including the necessary legal, financial and technological infrastructures and capabilities required to facilitate better availability of, access to and sharing of data.
- EoE Summit 2015 will seek to: Demonstrate the progress of the EoE community Expand the EoE network and build partnerships Engage the donor community Support the data needs of international initiatives including the SDGs Generate additional participant-driven outcomes, making the event interactive, timely and relevant.
- 47
- In 2008 the Netherlands created a Task Force to examine GEO education at all levels – vocational, Bachelors and Masters. At that time the demand for graduates was many times greater than the supply. It was hard to find students and the image of GEO education was not strong. Students found it dull. Employers were not happy. And graduates were not happy as they discovered that their schooling did not correspond well with the demands of their jobs. GEO training was out-dated and was not in line with the demands and needs of employers. In response to this mismatch, new initiatives were developed. The Dutch got going. The “Geo Employment Market Foundation” was set up with strong support from the Dutch government. Their director is the driver behind this European Commission Project. His association brings the DUTCH GEO Community together in the Board. And as a result GEO education in the Netherlands began to change.
- 'Organizations in the making: Learning and intervening at the science-policy interface', it is a review paper which synthesises insights from my early literature reviews on organisational learning and reflexivity. It's been a long process (almost 18 months) between initial submission and publication, during which my supervisor and I have refined and streamlined the argument of the paper a lot, hopefully making it more relevant and interesting to geographers with diverse interests. I'll offer a short summary of the paper below and try to outline where I think it can contribute to the current debate. If you don't have access to the journal and would be interested to read my paper then do get in touch.The central argument of our paper is that organisations are not stable, bounded objects, but rather they are networked, co-produced and constantly 'in-the-making'. This means organisational change does not necessarily result purely from internal organisational processes managed from the top of the stated organisational hierarchy or structure. Instead we must also be attentive to how change might result with more ambiguous intentionality from external influences, from other parts of the organisational structure, and from more informal conversations and processes going on around and through the organisation. Furthermore, we suggest that organisational change and learning processes are often partial, open-ended, uni-directional and multi-vocal, rather than distinct and coherent mode switches as often assumed.In the context of organisations at the 'science-policy interface', the chosen focus for the paper, this has implications for how researchers study, intervene in and work within such organisation (from government departments, to advisory bodies and universities themselves - there are a huge variety of roles that academics play in this context). We suggest a number of conceptual and practical resources which might be useful in these multiple engagements with organisations in the making, which can help us recognise and work with the networked and often messy realities of organizational change.The conceptual avenues we suggest in the paper include: the approach of studying or working within contrasting organisational spaces which sit within and across any given organisational network; being attentive towards the potential importance of 'shadow spaces' or more informal organizational processes; exploring the production, maintenance and contestation of particular visions of the future within different organizational spaces and their interactions with learning and everyday practice; and even abandoning the notion of a singular 'science-policy interface' altogether as an object of study. On the level of method we suggest that these insights about the nature of organizations and organizational change should motivate constant reflection about the role of the researcher in such contexts, and furthermore might offer support to other calls for more 'messy' and intervention oriented (even experimental) research methods.