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able to have training in different aspects of life, culture, social and political systemsof the countries. Many mixed companies (40%), go bankrupt in the first 3−4 years(Karrigan, 1987). This is largely due to mixed management, different cultures andvalues systems. On the other hand effective management of multinational companiesneed managers who should understand the necessities and expectations of people inthe different countries. Manager style and motivation methods in USA, Great Britainor Canada for example, will not work in Mexico, Africa or South America. People’sneeds vary in different countries. It is for that reason some companies create “culturecamps” for managers. Within these camps, advisers train managers in cultures andtraditions of countries. These advisers should be geographers. If managers haveknowledge of cultural geography, geography of religion or ethnogeography, it willbe easier for them to establish the necessary “cultural bridges” between businessplaymates. For example, there are many differences between eastern and westerncultures. Individuality and straightforwardness are characteristics of western culture.Eastern culture appreciates belonging to and in society. They think that individualityhurts people and they don’t demonstrate anger (Rapoport, 1990). When businessmenfrom the East want to make business, they asked for the families of their partnersfirst. In contrast to Western culture, in the East to be late for an appointment is nota big problem. In many cultures everything is family, not the prosperity.These are some of the reasons for our thinking, that good managers must havespecialization in geography. Only geography can give them this knowledge. Wethus consider that it would be useful to create a course “Geography for Managers”.There we could include such subjects as: Business Geodemography (Slaveykovand Iankov, 1997), Geo-marketing, GIS, Physical geography, Human geography,Ethnogeography, Confessional geography, Social geography, Economic geographyand others. This course could be developed to suit different regions in the world,such as “Geography for European Managers” or “Geography for Asian Managers”.Alternatively individual courses for specific company needs could also be created.References1. ALDEN V. 1984. “Who Says You Can’t Crack Japanese Markets?” Harvard BusunessReview.2. DONNELLY J. et al. 1992. “Fundamental of management”, IRWIN, Boston.3. HERBERT T, 1984. “Strategy and Multinational Organization Structure: An InternationalRelationships Perspective”, Academy of Management Review.4. KVINT V. 1990. “Go east, Young Man”, Forbes.5. KARRIGAN K. 1987. “Joint Ventures That Endure”, Industry Week, NY.6. RAPOPORT K. 1990. “You Can Make Money in Japan”, Fortune.7. SLAVEYKOV P., IANKOV, R. 1997. “Geography of population and settlements”, Faber,Veliko Tarnovo.8. THACKRAY J. 1985. “Much Ado about marketing”, Across the Board.182
A multilevel approach to professional developmentThe example of the Department of Human Geographyand Planning in UtrechtLeo Paul, Tine Béneker, Rob van der VaartDepartment of Human Geography and Planning,Faculty of Geographical Sciences, Utrecht University,P.O. Box 80.115, 3508 TC Utrecht, The Netherlandse-mail: L.Paul@geo.uu.nlAbstractThis paper discusses various aspects of professional development at the Department ofHuman Geography and Planning of Utrecht University. The multilevel approach proves tobe successful one, as was experienced during the introduction of a new curriculum, necessarybecause of the introduction of the bachelor/master system. An intensive exchange ofideas on different levels, the availability of professional help, and a tradition of innovationsled to a relatively smooth transition.Key words: multilevel approach, professional development, curriculum change, bachelor/masterIntroductionProfessional development of academic teaching staff is a major issue in most Europeanuniversities. The reasons may be internal (the raised awareness of the importanceof high quality teaching; critique from students about teaching practices) orexternal (accreditation criteria or ranking exercises; competition for students), andwill generally be a mixture of internal and external factors (Qanu protocol, 2004).Professional development of academic staff includes many aspects, ranging fromenhancing awareness of teaching or assessment strategies, via skills in the use of newtechnologies in teaching and learning, to a sense of joint responsibility of staff for acomplete course or curriculum. Incentives and policies for professional developmentinclude national guidelines, university-wide teaching and learning strategies (see forexample Gibbs and Coffey 2004) and departmental policies.Professional development in the field of academic teaching is always under pressurein the research-intensive and generally ill-funded academic context. In thispaper, we discuss the multilevel approach to professional development in UtrechtUniversity, using Human Geography and Planning as a case study at the departmentallevel. We believe that consistent and mutually reinforcing professional developmentpolicies at all levels, from the institutional level to the levels of faculties, schools, staffteams and individual staff members, are the most promising way forward, althoughthe pressures of justified research orientation and lack of (financial) resources willalways pose a threat to teaching quality.183
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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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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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Page 134 and 135: of geography. In Singapore Social S
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Page 138 and 139: the handful of disciplines that has
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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 156 and 157: Charles University geography gradua
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
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Page 170 and 171: The assessment must form the basis
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Page 174 and 175: The Relationship between Geography
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Page 178 and 179: we wished, of course we have obtain
Page 180 and 181: Why Managers from Multinational Com
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
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Page 202 and 203: An evaluation of geographyand geogr
Page 204 and 205: The problems of geography and geogr
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Page 208 and 209: Then these results were compared to
Page 210 and 211: Figure 9. Countries mentioned by th
Page 212 and 213: Internationalizing geography in hig
Page 214 and 215: nationalize their undergraduate and
Page 216 and 217: Groups also focus on international
Page 218 and 219: The Position of Geography Graduates
Page 220 and 221: have also affected the number ofGeo
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Page 224 and 225: In the Primary school curriculum, G
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Page 230 and 231: 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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