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This article explores some of the synergetic relationships between research and teaching which can help shape geography undergraduate students' understandings of research. Through the experience of investigating students' attitudes towards, and engagement with, satellite navigation technologies, it considers ways in which learning can be achieved through dialogic processes in teaching and research. It presents an example of active student engagement with academic research praxis in a co-learning setting in which research is encountered and experienced as exploration of the new, processes of enquiry and ultimately, tangible research products.

The Bologna Declaration focuses on skill acquisition as a means of improving student employability and fieldwork is considered to be a pivotal teaching method for geography students to obtain such skills. This paper presents results from a major substantive survey of European geography academics and students which investigated their perspectives with regard to the role of geography fieldwork in the gaining of transferable employability skills. Results are compared with past research in the wake of the European Commission's geography "TUNING" project, which provided a set of subject-specific and generic skills attained through fieldwork. (Contains 7 tables.)

Fieldwork is widely reported to be an effective learning and teaching tool. The authors report here how international fieldwork has enabled successful cross-phase collaboration to the benefit of both school and university geography departments. Eleven years' experience of joint A-level and university geography fieldwork in the French Alps and Romania is evaluated and the benefits and challenges for both school and universities are explored. Overwhelmingly evaluations have been positive from all perspectives, and collaborative school-university fieldwork is seen as important in demystifying the university experience for school students. The outcomes of this collaboration are discussed here in the context of transition from school to university studies. (Contains 4 tables and 1 note.)

Provides information on the geography program at Liverpool Hope University College (England). Discusses geography research at Liverpool Hope and outlines the Geography for the New Undergraduate program, considering its impact on teaching and learning. Addresses the evolving research agenda for teaching and learning. (CMK)