This module is built around two field exercises including a residential field trip in the northeast of England, and a one-week flood exercise in York. During the 3-day residential field trip, students will have the opportunity to examine in-depth a key theme (or themes) of interest to them including, for example: urban, rural, economic and social transformation; tourism; socio-cultural histories of places; sustainable food and agriculture; socio-economic cost and benefits of alternative energy developments; and climate change adaptation (e.g. flooding). This latter theme of climate change adaptation will be further developed in the one-week flood risk exercise (albeit the focus will be on fluvial flooding).
For the residential fieldtrip part of this module, accommodation and travel is usually booked by the department and paid for in advance. All students will be expected to stay in the appointed accommodation and travel by the transport provided. A residential fieldtrip provides a unique experience and it is important academically and logistically that all students reside in the same location.
Information about the course will also be available on the VLE.
No additional charges are associated with the field work component of this module.
Module will run
Summer Term 2020-21
This module gives students the opportunity to consolidate and build upon the research skills and knowledge they have been taught throughout the first year of their programmes. Students will have the opportunity to utlise material and knowledge from the first two terms of this year and apply that knowledge in field settings.
Module learning outcomes
Critically evaluate spatial and social transformations triggered by environmental, economic, social, and political processes.
Apply a range of subject knowledge and methodologies acquired through various modules in data collection and analysis techniques for specific field scenarios.
Describe and explain the results of practical fieldwork and relate results to existing bodies of subject knowledge.
Effectively deal with complex ‘real world’ socio-environmental interactions both systematically and creatively, by being able to independently source key information to make sound judgements, even in the absence of complete data.
To develop complex problem-solving skills through the examination of a real world socio-economic and environmental issues, and development of potential ‘solutions’ for such issues.
Academic and graduate skills
Demonstrate self-direction and originality in tackling and solving problems and act as part of a team in planning and implementing
Identify and define complex issues and gather and apply appropriate knowledge to their solution
Undertake independent/self-directed study/learning including time management
Reflect on the process of learning and evaluate personal strengths and weaknesses
Demonstrate written and oral communication; team work; problem-solving and project management.
The 'flood-week' exercise also gives direct contact with two possible employers, Environment Agency and Yorkshire Water.
% of module mark
Essay/coursework Engagement with 'flood week'
Essay/coursework Field-based coursework report
Special assessment rules
% of module mark
Essay/coursework Reassessment Essay
Feedback on field project report is provided as written comments on returned work.
Page and Getz (1997). The business of rural tourism: International Perspectives. Thompson Business Press.
Douglas, Douglas, Derrett (2001). Special Interest Tourism
Telfer (2002), Tourism and regional development issues
Geography of rural Change (2014) edited by Ilbery. Routledge