Bridging the Geospatial Education-Workforce Divide: A Case Study on How Higher Education Can Address the Emerging Geospatial Drivers and Trends of the Intelligent Web Mapping Era

Autor/in	Stout, Wendy Rose
Titel	Bridging the Geospatial Education-Workforce Divide: A Case Study on How Higher Education Can Address the Emerging Geospatial Drivers and Trends of the Intelligent Web Mapping Era
Quelle	(2022), (232 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-3009-7
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Case Studies; Labor Force Development; Geographic Information Systems; Labor Needs; Maps; Learning Processes; Self Efficacy; Information Technology; Spatial Ability; Q Methodology; Preferences; Generalization; Stakeholders; Teaching Methods; Information Science Education; Urban Areas; Curriculum Development; College Faculty; Trend Analysis; Interdisciplinary Approach; Teacher Collaboration; Specialists; Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Arbeitskräftebestand; Labour needs; Arbeitskräftebedarf; Map; Karte; Learning process; Lernprozess; Self-efficacy; Selbstwirksamkeit; Informationstechnologie; Räumliches Vorstellungsvermögen; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologische Bildung; Urban area; Stadtregion; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fakultät; Trendanalyse; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerkooperation
Abstract	The purpose of this exploratory collective case study is to discover how geospatial education can meet the geospatial workforce needs of the Commonwealth of Virginia, in the emerging intelligent web mapping era. Geospatial education uses geographic information systems (GIS) to enable student learning by increasing in-depth spatial analysis and meaning using geotechnology tools (Baker & White, 2003). Bandura's (1977) self-efficacy theory and geography concept of spatial thinking form an integrated theoretical framework of spatial cognition for this study. Data collection included in-depth interviews of twelve geospatial stakeholders, documentation collection, and supporting Q methodology to determine the viewpoints of a total of 41 geospatial stakeholders. Q methodology is a type of data collection that when used as a qualitative method utilizes sorting by the participant to determine their preferences. Data analysis strategies included cross-case synthesis, direct interpretation, generalizations, and a correlation matrix to show similarities in participants' preferences. The results revealed four collaborative perceptions of the stakeholders, forming four themes of social education, technology early adoption, data collaboration, and urban fundamentals. Four strategies were identified for higher education to prepare students for the emerging geospatial workforce trends. These strategies are to teach fundamentals, develop agile faculty and curriculum, use an interdisciplinary approach, and collaborate. These strategies reflect the perceptions of stakeholders in this study on how higher education can meet the emerging drivers and trends of the geospatial workforce. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01