Partnerships, Progress and Pedagogies: enhancing learning communities through the Geography field experience

The recent changes and continual dynamism of the higher educational landscape in the UK has challenged traditional pedagogical practice (Healy et al., 2016). The marketization of higher education, the ‘employability’ agenda, alongside a growing student voice has compelled a need for new student-centred learning approaches. This research dissects the centrality of community partnerships in establishing a mutually reciprocal learning landscape. It draws on an undergraduate field course to South Africa at the University of South Wales, exploring place-based regional geographies. The module is underpinned by Fung’s (2015) ‘Connected Curriculum Framework’ of learning through research and enquiry, which consists of three core components: student-led fieldwork planning; securing stakeholder involvement and undertaking the field learning experience. This aims to provide students with autonomy, independence and confidence, transforming the traditional model of facilitation and ‘directed delivery’. The student’s engagement with the module reveals that i) effective research partnerships can be viewed as an ‘enabler’ in garnering deeper pedagogies ii) project planning and delivery went beyond traditional academic parameters iii) a ‘high impact’ learning experience meets the needs of new Geographical learning communities in the dynamic higher education landscape.