Handbook for Teaching and Learning in Geography
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Handbook for Teaching and Learning in Geography

Edited by Helen Walkington, Jennifer Hill and Sarah Dyer

This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions – into, through, and out of higher education – to present a thorough analysis of the topic.
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Chapter 30: Embedding employability skills in the curriculum and extending into postgraduate programs

Colin Arrowsmith and William Cartwright

Abstract

This contribution is written from the perspective of teaching in an institution that historically has a focus on the development of curricula that accord to, and are in concert with, the needs of industry. The Royal Melbourne Institute of Technology (RMIT University) values its close links with industry and encourages active participation of industry in program development and review. It also promotes engagement between academics and students with industry in solving real-world problems. With this background of university–industry co-operation, curriculum design has always considered embedding employability skills in teaching. In this chapter we review undergraduate programs in geospatial science and surveying, as well as postgraduate coursework master’s and doctoral programs taught at a large technical university. With a well-defined domestic profession in surveying and geospatial sciences, and the requirement to address the vocational needs of international students, the university has always maintained close links with the professions, and the industry into which students may ultimately enter upon graduation. We begin by reviewing the employability skills required by the geospatial sciences industry. This is followed by an overview of the requirements and accreditation standards specified by national and international professional organisations and accreditation boards and authorities. Finally, selected case studies are outlined, which are considered to be exemplars of good university–industry engagement.

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