1. Geography into the 21st century - trends, challenges Rob van der Vaart Belgian National Geographers Conference, October 2008 Rob van der Vaart Belgian National Geographers Conference, October 2008

2. Presentation  Opening remarks  Trends in geography education  Trends in academic geography  Trends in employability  Conclusions  Opening remarks  Trends in geography education  Trends in academic geography  Trends in employability  Conclusions

3. Opening remarks (1) Geography’s first principle: Phenomena take on different forms in different places! This is also true for geography Geography’s first principle: Phenomena take on different forms in different places! This is also true for geography

4. Utrecht example  Decrease of graduates into education  Shift from public sector to private sector  Many new programs (Bologna)

5. Opening remarks (2) We need an open mind, also towards trends and challenges that we personally dislike.

7. Opening remarks (3) Talking to ourselves about the “importance of geography” is not very productive.

8. Murphy and others in Canadian Geographer: “ Many geographers work on matters of great relevance for the issues facing society, but geography is rarely invoked in public debates over matters of contemporary concern. As a result, geographical perspectives are often missing from public discourse, and outmoded conceptions of geography are reinforced. ”

9. Opening remarks (4) What are we talking about: school geography or academic geography? Of course, the two are closely related! What are we talking about: school geography or academic geography? Of course, the two are closely related!

11. Geography education Haubrich: survey 1996, 35 countries Gerber: survey 2000, 31 countries Haubrich: survey 1996, 35 countries Gerber: survey 2000, 31 countries

12. Geography education Mandatory in primary and lower secondary education Key concepts, use of atlas and maps Value orientation weak Global orientation in decline Very little use of systems approach Mandatory in primary and lower secondary education Key concepts, use of atlas and maps Value orientation weak Global orientation in decline Very little use of systems approach

13. Academic geography Very strong fragmentation Mainly a research-driven trend, But increasingly also driven by educational changes (such as the Bologna Process) Very strong fragmentation Mainly a research-driven trend, But increasingly also driven by educational changes (such as the Bologna Process)

14. Academic geography Ron Johnston “Fragmentation around a defended core” (1998) “A conglomerate of separate communities writing for different audiences” (2003) Ron Johnston “Fragmentation around a defended core” (1998) “A conglomerate of separate communities writing for different audiences” (2003)

15. Academic geography Harvey’s four elements of the “geographical imagination”: -Mapping -The spatial dimension -Place and territory -Society and the natural environment Harvey’s four elements of the “geographical imagination”: -Mapping -The spatial dimension -Place and territory -Society and the natural environment

16. Academic geography MSc in Development Studies (Utrecht) BSc in Economics and Geography (UCL) MA in Urban Studies (Lille) BSc in Earth Sciences (Utrecht) MSc in Applied Environmental Geoscience (Tubingen)

17. Academic geography Broad undergraduate education: embedded geography Graduate education (including masters): niche markets driven by research directions and labor market opportunities Broad undergraduate education: embedded geography Graduate education (including masters): niche markets driven by research directions and labor market opportunities

18. Employability Stockholm Declaration on Graduate Employability

19. Employability Good performance in “traditional fields” (spatial planning, environmental management, services) Generic skills for the wider labor market Good performance in “traditional fields” (spatial planning, environmental management, services) Generic skills for the wider labor market

20. Employability “The geographical advantage”: -Breadth of geography; -Fieldwork; -Internationalization; -Sustainability literate; -Flexible and adaptable. “The geographical advantage”: -Breadth of geography; -Fieldwork; -Internationalization; -Sustainability literate; -Flexible and adaptable.

21. Employability Geographers’ talents and expertise: -Think spatially & use GIS; -Integrative thinking and problem solving; -Cross-cultural respect and empathy; -Et cetera... Geographers’ talents and expertise: -Think spatially & use GIS; -Integrative thinking and problem solving; -Cross-cultural respect and empathy; -Et cetera...

22. Conclusions School geography solid, but “relevance” requires our attention A solid field of undergraduate education Collaboration and openness in the graduate domain Strengthen our public role Academic quality - theory & ‘big ideas’ School geography solid, but “relevance” requires our attention A solid field of undergraduate education Collaboration and openness in the graduate domain Strengthen our public role Academic quality - theory & ‘big ideas’