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Charles University geography graduates in practise:the relationship between the concept of education andprofessional successMiroslav Marada, Dana ŘezníčkováFaculty of Science, dept. of social geography and regional development,Charles University in Prague, Albertov № 6, 128 43 Prague 2, Czechiae-mail: marada@natur.cuni.cz danarez@natur.cuni.czAbstractIn recent years there has been increasing demand for geography studies at Charles Universityin Prague. In developing high quality of geographical education and making necessaryadjustments we have taken the professional success of our graduates into consideration. Forthat reason a wide questionnaire survey among graduates from geographical disciplineshas been done. Nearly 400 respondents answered questions about their carreer, income,reasons for changing jobs, quality of education regarding their profession etc. The data arepresented here with help of statistical indicators, tables and charts. Several conclusions forfuture conception of education programmes at our department are drawn.Key words: Geographical education, professional successfulness, questionnaire survey,data analysesIntroductionThe Czech Republic has been undergoing number of conceptual, legislative andorganizational reforms in last fifteen years of societal transition. The changingexternal conditions create a new demand on quality of human recourses and on theconcepts of education. Czech universities have modified their study programmesinto three-stages (bachelors, masters and doctoral degrees). There are new specialbachelors programs i.e. for employees in self-administration or in regional developmentand many so called “expert schools” have been established.At present, geographical education at Faculty of Science, Charles University inPrague, is traditionally divided into two “universal” branches, one for future geographyteachers and for so-called professional geographers. However the curriculumwas essentially changed in the 1990’s. New topical subjects, such as regional andlocal development, physical planning, behavioural geography or spatial polarization,have been implemented. Teacher training is taught only in masters programmes andis either in various combinations of two school curriculum subjects (geography withmaths, history, physical training or with biology; other combinations are possible inthe form of an individual study plan) or as geography itself. After graduation frombachelor studies, professional geographers and demographers could specialize inMasters programmes of social geography, regional geography, cartography and GISor physical geography and geoecology.156
Geographical studies at the faculty have shown an increase in popularity. At thebeginning of the 1990’s there were approximately 80 students a year, now there areabout two hundred. Though the characteristics of applicants are well known due tothe obligatory entrance exams, the professional assertion of geography graduates isrelatively unknown, though they are successful. Professional success may reflect onthe quality and conception of the study programmes, therefore a wide questionnairesurvey among graduates from geographical disciplines was done in 2004. For thiscontribution we only present the results of some of the most interesting questions.Methodology of the surveyA survey on the professional success of graduates is often part of a department’s selfevaluation.In the Czech Republic surveys have taken place at Masaryk’s Universityin Brno from 1997–2002, at South-Bohemian University from 2002–2003 and therehas been older research in author’s department (Bičík and Řezníčková 1998). In a newsurvey four hundred geography graduates from years 1998–2004 were addressed bye-mail and classical mail and we received 183 filled in questionnaires via the websiteor mail. The main aims of whole research were to identify the professional trajectoryof our graduates, their present position and, of course, their opinion about qualityof preparation for their profession by the faculty. Below half of the questionnaires(43%,) were answered by graduates from the teacher training programmes and 57%were answered by professional geography graduates. 50% of respondents were men,45% women and 5% did not state. The number of respondents decreases with thenumber of years since graduation – we received only 5 filled-in questionnaires from1999 and 40 from 2004. For structure by study programme see Figure 1.Figure 1. Structure of 183 answers bygraduate’s study programmeSource: Řezníčková et al (2005)Notes: Teacher training programmes:ma-geo = maths+geography, biogeo= biology+geography, his-geo=history+geography, pt-geo = physicaltraining+geography, geo = only geography,other teach. = other teachertraining subjectProfessional geography: soggeo =social geography, reggeo = regionalgeography, physgeo = physical geographyand geoekology, cart = cartographyand GIS, demo = demography,other prof. = other professional subjectSelected results of the surveyThe majority of respondents stated there had no problem in finding jobs and mostof them started their work in the profession they had been prepared for (Table 1).157
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• the one-subject model: the cont
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delivery, and the methods of the pa
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Page 108 and 109: Background of international student
Page 110 and 111: students in their language skills.
Page 112 and 113: International collaboration in dist
Page 114 and 115: Designing and teaching the distance
Page 116 and 117: audio lectures - one for presenting
Page 118 and 119: enrolled in geography courses at po
Page 120 and 121: development experience. Whilst Craf
Page 122 and 123: Networking and social diffusion of
Page 124 and 125: is mistreated, the culture is a-cul
Page 126 and 127: 3. ABALAR. 2004. “Editorial”, i
Page 128 and 129: to gather process and store spatial
Page 130 and 131: 1. Fundamental to understanding GIS
Page 132 and 133: The Future of Geography and Geograp
Page 134 and 135: of geography. In Singapore Social S
Page 136 and 137: geography should become much more s
Page 138 and 139: the handful of disciplines that has
Page 140 and 141: and respected and the institutional
Page 142 and 143: 3. The strength of school and unive
Page 144 and 145: It is quite clear that Vidal de la
Page 146 and 147: Effective Practices in Distance Edu
Page 148 and 149: on to the other satellite school. O
Page 150 and 151: 4. Ministry of Education. 1999. The
Page 152 and 153: schools is the result of the role e
Page 154 and 155: • A statistically significant dif
Page 158 and 159: Table 1. First job in studied field
Page 160 and 161: importance in geography study progr
Page 162 and 163: The Anglo-Saxon model was collectiv
Page 164 and 165: academic science. I do believe that
Page 166 and 167: can convene. Details of these modul
Page 168 and 169: preparation and to some extent, tea
Page 170 and 171: The assessment must form the basis
Page 172 and 173: The teaching shall build on the pup
Page 174 and 175: The Relationship between Geography
Page 176 and 177: Geography and Territory Planning ha
Page 178 and 179: we wished, of course we have obtain
Page 180 and 181: Why Managers from Multinational Com
Page 182 and 183: able to have training in different
Page 184 and 185: ContextUtrecht University is a larg
Page 186 and 187: Typical is the very open atmosphere
Page 188 and 189: Times of Change for Geography Educa
Page 190 and 191: where it is divided into specific b
Page 192 and 193: • traditional versus progressive
Page 194 and 195: on European Dimension of Teaching g
Page 196 and 197: With the ongoing development of tel
Page 198 and 199: Figure 2. Present at Annual Congres
Page 200 and 201: It is expected that the more active
Page 202 and 203: An evaluation of geographyand geogr
Page 204 and 205: The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
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This table shows the importance of
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the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
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Years’ Religious War in the 17 th
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Why geographers should be able to s
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Intercultural education in Italian
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of geography in the process of inte
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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In the gymnasium and in high school
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3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
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dropping litter. There is circle ti
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and learning. Kerala is an exporter
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The role of geographical education
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ole: they form attitudes, views, pr
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Field lessons can engage the pupil
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to explore regional issues when tea
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Some backgroundFor a number of year
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issues that will shape the future g
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Geography and Environmental Science
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(2000) cautioned an awareness of cu
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Geography and Languages in Intercul
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Table 1. The most widely taught for
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the whole world will, according to
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References1. CALVET L. J. 2002. Le
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Sustainable development: let geogra
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predecessor “green,” or the pre
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8. GUNN A. S., “Professional Ethi
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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