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    Developing ethical geography students? The impact and effectiveness of a tutorial-based approach

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    Authors
    Healey, Ruth L.
    Ribchester, Chris cc
    Affiliation
    University of Chester
    Issue Date
    2016-02-17
    
    Metadata
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    Abstract
    This paper explores the effectiveness of a tutorial based approach in supporting the development of geography undergraduates’ ethical thinking. It was found that overall the intervention had a statistically significant impact on students’ ethical thinking scores as assessed using Clarkeburn et al.’s (2003) Meta-Ethical Questionnaire (MEQ). The initiative led to a convergence of scores, having a bigger impact on those who had a relatively low score prior to the intervention. Interestingly the approach had the biggest impact on students who self-identified as physical geographers. Unlike some previous research there was little evidence of difference between male and female students.
    Citation
    Healey, R. L., & Ribchester, C. (2016). 'Developing ethical geography students? The impact and effectiveness of a tutorial-based approach'. Journal of Geography in Higher Education, 40(2), pp. 302-319.
    Publisher
    Informa UK Limited
    Journal
    Journal of Geography in Higher Education
    URI
    http://hdl.handle.net/10545/625113
    DOI
    10.1080/03098265.2016.1141396
    Additional Links
    http://www.tandfonline.com/doi/abs/10.1080/03098265.2016.1141396
    http://hdl.handle.net/10034/595022
    Type
    Article
    Language
    en
    ISSN
    0309-8265
    EISSN
    1466-1845
    ae974a485f413a2113503eed53cd6c53
    10.1080/03098265.2016.1141396
    Scopus Count
    Collections
    Institute of Education

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