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Abstract
This paper develops two sets of concepts to theorize why students engage differently in Geographical Information Systems (GIS). These theoretical concepts are used as an analytical lens to explore empirical data on the experiences and engagement of students enrolled in an undergraduate GIS course in planning and management. The analysis shows that both the theoretical perspectives and the custom and didactical contract are important to understand students' engagement in GIS. However, it is the personal desiderata that are the key to understanding the students' different engagement. Further, a temporal dimension and contextual awareness are important in understanding students' engagement in a broader perspective.
Acknowledgments
This study is based on observations and interviews with students at the Department of Geoscience and Natural Resource Management, University of Copenhagen. We are indebted to all of them for having shared their time and thoughts with us not only in relation to the GIS course but also in relation to their personal feelings and perceptions concerning their present and future study and life trajectories. Also we want to thank the teacher for letting us observe the teaching practice, the students' engagement in the course, and discuss our queries into the course. Finally we want to thank four anonymous reviewers for their valuable comments that significantly improved the paper. All names used in the article are fictitious and all usual disclaimers apply.
