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Leadership and excellence in Geography
Karl Donert, President EUROGEO,
Director: European Centre of Excellence: digital-earth.eu
George Whitman was proprietor of the Shakespeare and Company bookstore in Paris, it remains a
popular tourist attraction.
Lifelong learningIf 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?
Harm de Blij
De Blij, H. (2012). Why geography matters: More than ever. Oxford University Press.
Harm de Blij
Prof. David Smith
Leading sea level change expert
Distinguished Research Associate
Consultant
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,.
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,.
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 teamworkBolden, 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,.
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.
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
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.
• 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
Grand Challenge
Development of People-Centred Smart Environments
Through Smart City Learning
• 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
• 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
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.
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 innovationPitman, 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.
Associationism
Citizens as prosumers
Gryl, I., Jekel, T., & Donert, K. (2010). GI and spatial citizenship. Learning with GI V, 2-11.
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.
Geographers in Policy
(Council of Europe)
Geographers in Policy
(Council of Europe)
Geographers in Policy
(Parliamentary Assembly)
Geographers in the
Policy arena
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 governanceSzarka, J. (2014). Non-governmental Organisations and Citizen Action on Climate Change: Strategies, Rationales and Practices. Open Political Science Journal, 7, 1-8.
Geographers in the Policy
arena (SDGs)
Geographers in the
Policy arena (UNEP)
Eye on Earth
August 2015
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.
Global Network of
Networks
EyeonEarth Initiative
Eye on Earth: Enabler of ChangeWorking Towards Sustainable Development
• EoE Community is growing and represents the fullrange of government, private sector, environmental,social and economic interests.
• It provides access to quality environmental, social andeconomic data for informed decision-making
• Strives to close data and information gap critical toconserving the world’s resources and improving lives
• Convenes thought/action leaders worldwide to createconsensus, encourage collaboration and effect change
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.
Driving MomentumSummit 2015
http://www.eoesummit.org/get-involved
Timely DialogueSummit 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
Transformative ImpactSummit 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
Emphasis on key societal areas (climate, ecosystems, water, food,
hazards, energy, health, cities)
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.
Innovative Education
Approaches: GeoCapabilities (http://www.geocapabilities.org)
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.
Geo for AllOpenness in GeoEducation
Open Geospatial Labs are being established worldwide to scale up research and teaching globally as part of the ICA-OSGeo MoU
Mission
Making Geospatial education accessible
to all
“Geo for All”
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 [email protected]
Alvaro Anguix
Thanks to Elżbieta Wołoszyńska-Wiśniewska and colleagues at UNEP-GRID, Warsaw
Aims of “Geo for All” Initiative
• Establish research and teaching opportunities in open source GIS and open data
• Build teaching and research infrastructureworldwide
• Provide worldwide learning platforms and training opportunities for capacity development
Global learning platform and training opportunities
http://eurochallenge.como.polimi.it/
The Netherlands
• In 2008 first signs of a mismatch betweendemands of GEO labour market andquantity and quality of students andgraduates
• Establishment Geo
Employment Market
Foundation
53
GeoSkills Plus
Survey 2013
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.
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.
Geography Under Threat
threat to geography
comes from its position
within the social studies
Our response
Because I am geographer
Who signed? (2 weeks)743 international53 Countries2,500+ Belgians
Our response
Because I am geographer
Why protect Geography? Missing was:ModernInnovativeJobs - EmployabilityOpportunitiesInterdisciplinarySuccessful
Who signed? (2 weeks)743 international53 Countries2,500+ Belgians
Communicating Geography
International Charter on Geographical Education
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
