Extended work-related placements in developing countries: supporting remote learning and assessment

Abstract

Undertaking independent project work in overseas locations, and especially in developing countries, can be both a rewarding and challenging experience. Challenges encountered by students in their host country will include: adapting to an unfamiliar physical, cultural and social environment; designing and undertaking informative field research; and having limited communications with family, friends and supervisory staff in the UK. When introducing individual overseas fieldwork into academic programmes, close consideration needs to be given to both logistical and academic issues.

The Geography Department at Bath Spa University (BSU) runs a Foundation Degree in Development Geography, which is designed to increase student employability within the field of development on completion of the degree. A pivotal aspect of this programme is an extended field visit to a developing country, where students undertake a work-related placement and design and implement their own small-scale research project. In 2005–06 the department received GEES Subject Centre Small-Scale Learning & Teaching Project Funding to undertake research into supporting remote learning and assessment, in relation to our overseas placement module. Based on recent experiences of staff and students, this article reviews aspects of communication, student support and assessment that should be considered when designing independent overseas fieldwork.

Introduction

Work-related placements are becoming increasingly common within the Higher Education sector due to increasing emphases on employability. In attempts to integrate employer needs and academic study, many placements occur on a one day a week basis, or in a block, either during or following an academic semester (Yorke and Knight, 2004). In contrast, the logistical and academic issues involved in designing independent overseas research are wide-ranging and little literature has been written explicitly concerning extended independent work-related placements (Nash, 2004) as distinct from supervised long-haul group fieldwork (McGuinness and Simm, 2005; Simm and McGuinness, 2004). Robust consideration of health and safety issues, learning support in the field and placement assessment needs to be undertaken in order to provide an effective and safe learning experience for students. Based on recent curricula developments and overseas research undertaken by staff at Bath Spa University (BSU), this review provides advice on setting up overseas placements, supporting remote learning and designing appropriate assessments.

Overseas placements

Separate from academic programmes, many opportunities exist for overseas travel and work-related activities, often as gap years before, during, or after University (Hindle and Bindloss, 2005). Popular placements include summer camps (such as Camp America, British Universities North America Club (BUNAC); Teaching English as a Foreign Language (TEFL); and undertaking voluntary work in developing countries through Non-Governmental Organisations (MGOs) or Voluntary Service Overseas (VSO). Making constructive use of overseas travel is seen by HE and by employers as a valuable experience, broadening skills and making students more employable, a need which young people are increasingly aware of.

Several companies cater to the gap-year market, including GAP Activity Projects, Teaching and Projects Abroad, Travellers Worldwide, Raleigh International and Global Adventures Projects. These organisations provide: i) a structured voluntary experience, ii) good standards of in-country support, iii) pre-departure information and induction, iv) on-going relationships between the local community and the company, and v) some gearing towards personal development (for example, Raleigh International stress the development of teamwork and leadership skills). Disadvantages in taking this type of placement could be that: it may feel too managed; interaction with the local culture can be variable (across companies and locations); costs are high; and occasionally projects may have been set up by the organisation, rather than providing a ‘real’ experience (Hindle and Bindloss, 2005) where project work is fully integrated with community needs.

Undergraduate fieldwork

Overseas fieldwork at undergraduate level falls into three types: supervised (staff- led), semi-supervised (indirect supervision) and independent (remote supervision). Fieldwork at different levels should reflect progression within the degree programme, so level 1 work may involve an excursion of the Cook’s Tour variety, with more student-centred and independent learning becoming dominant in the later stages of the degree programme (Kent et al., 1997).

While a number of opportunities exist for overseas fieldwork at university (through dissertation work, educational exchanges and one year language placements) few departments offer the opportunity to undertake independent fieldwork in a developing country. This is partly because this is seen as a high risk endeavour, with issues including personal liability, health and safety and ethics, and the problems of establishing overseas support networks. This needs to be in accordance with the new British Standards: Specification for the provision of visits, fieldwork expeditions, and adventurous activities, outside the United Kingdom (BS8848:2007, ISBN 978 0 580 505 03). Academic support of student project work is also more difficult without the option of holding face-to-face meetings. It is paramount to establish guidelines for remote support through established communications networks and to have strategies in place for crisis-resolution in the case of projects becoming untenable (Simm and McGuinness, 2004).

Setting up the ‘Field Experience’ module

The Foundation Degree in Development Geography (FDDG) at BSU, which began in 2005-06, is innovative in offering independent fieldwork for undergraduate Level 2 students. The ‘Field Experience’ module (see Box 1) enables students to experience overseas project work and research and significantlyincreases their employability in the field of development. While the degree programme attracts a proportion of mature students, most have limited experience of overseas travel or NGO work. Thus, from the start it was essential to integrate student support mechanisms into the fieldwork programme. The first step involved setting up placements in cooperation with a partner, Teaching and Projects Abroad (T&PA), who also provide vital overseas support, supervision and a point of contact 24 hours a day.

Box 1 Field experience module

Background

• Field Experience (60 credit module) in year 2, semester 2.

• 3 month placement in developing country

• Placement with Teaching & Projects Abroad (T&PA) (www.teaching-abroad.co.uk) who offer a choice of 18 destinations and various placements, including Conservation, Care and Community, Teaching, Journalism and Medicine.

• Students negotiate placement destination and academic project (which may or may not be on an associated topic) with BSU tutors.

• T&PA organise placement, provide field supervisors and offer full logistical support (e.g. translators, medical care).

• T&PA offer induction and familiarisation programmes to students on arrival at destination.

Project planning and assessment

• Pre-placement planning (second semester of year 1): students participate in workshops and tutorials to select a placement, design a research study and undertake secondary research on the host country.

• Students are assigned an academic tutor (at home institution) and a T&PA supervisor(in the destination country)

• Debriefing Tutorials on return from placement.

• Assessment Items:

  • Investigative project report (50%) 5000 words

  • Seminar Presentation and Abstract (20%) (20-minute presentation at the Department’s Annual Research Symposium)

  • Reflective diary extracts/summaries (30%) 3000 words

• Final reports are supplied by students to community contacts at the destination.

• Learning outcomes:

  • Demonstrating an understanding of development issues relating to the country hosting their field placement

  • Applying previously acquired geographical skills and knowledge to a small-scale investigation in a field-based setting

  • Relating the outcomes of a small-scale field based investigation to development issues relevant to the host country

  • Reflecting on personal field experiences and using these to inform career decisions

  • Deploying a range of subject and key skills in oral and written presentations

Using a placement provider, as opposed to establishing overseas networks from scratch, enables a greater variety of placement choice for students and provides on the ground support and advice. T&PA has a legal agreement with the university and students have to sign up to T&PA terms and conditions stating commitment to their chosen placement (T&PA supervisors sign a statement to show that students have completed their placements). Specialist placement companies, while perhaps offering a less cutting-edge experience than NGO work, provide appropriate logistical support and enable students to complete pre-planned placements and undertake their own research, while engaging with the host culture and developing language skills. This experience provides a unique opportunity for students planning subsequent work in the NGO sector.

Figure 1 Sacsayhuaman archaeological site, Peru (photo credit: Winlow, 2006)

Thorough pre-placement training is embedded in the FDDG programme through workshops on fieldwork design, assessment, health and safety and research ethics; while individual fieldwork planning and preparation includes familiarisation with appropriate country guides and literature on fieldwork (and research methodologies) in developing countries (for example Desai and Potter, 2006; Laws, 2003). All students design their own research project (which can either be related to their placement, or be separate from it) in collaboration with an academic supervisor who also provides guidance during the research process.

For modules based on independent fieldwork it is imperative that effective support and communications systems are established to deal with both academic and pastoral concerns (such as culture shock and isolation) experienced by students in their host location. Guidelines for appropriate levels of communication relating to academic projects need to be agreed (both to provide adequate levels of supervision and to ensure equity of supervisory provision as much as possible), progress should be monitored and a recognised point of completion of the research should be agreed with each student.

Figure 2 Selling vermi-compost at market, Rajapalayam, Tamil Nadu, India (photo credit: Simm, 2006)

Project aims

The aims of our funded project were to consider ways of supporting the FDDG students whilst undertaking placements in developing countries. This involved staff undertaking fieldwork in selected placement locations in order to establish local contacts, to assess field logistics for learning and pastoral support, and to consider scenarios for assessment. Fieldwork was undertaken by two staff, in Peru and India respectively, who each registered on a T&PA placement (see Box 2). The main aims of our field research were to:

1. Design and implement a communications checklist

2. Shadow T and PA supervisor(s)

3. Experience different placements (including: Teaching, Care, Inca Projects, Conservation, Medical)

4. Talk to volunteers

5. Keep reflective diary and field note records

6. Write up weekly summaries of experiences for dissemination via Minerva (Virtual Learning Environment (VLE))

7. Keep electronic records (digital photos, video-diary)

Box 2 Case study 1: Inca Projects, Sacred Valley, Peru

• T&PA Inca Projects are unique archaeology-based projects.

• Inca Projects volunteers typically spend 4 days a week on the current archaeology project at Sacsayhuaman, including 2 days digging and 2 days working with native plant species (e.g. potting them, building shelters (see figure 2) for future habitat restoration at the site).

• Inca Projects volunteers receive a weekly archaeological lesson and Spanish lesson.

• Archaeological work is arranged in cooperation with the Instituto Nacional de Cultura (I.N.C.) and there is currently a two-year agreement in place with the INC for the Inca Projects work at Sacsayhuaman (started in 2006).

• Inca Projects volunteers regularly have the opportunity to be involved in hikes to remote locations and archaeological sites.

• Inca Projects volunteers are issued with an INC pass allowing them free access to all archaeological sites.

• Volunteers on all projects are based with families (who provide accommodation and food) in towns along the Sacred Valley, including Urubamba, Pisac and Calca.

• Communications: Internet connections are cheap and relatively reliable; there are many internet cafes in Urubamba and Cusco; some volunteers have to travel up to 1 hour by bus to access these. Volunteers can use the phone of their host families, using a phone card (which can also be used in local public pay phones, available in each town). Mobile phone access is intermittent; text messaging and international calls can be made using a Tri-Band phone.

• Transport: Buses are regular, but crowded; open taxis are available for local journeys. All volunteers are based within one hour from T&PA office in Urubamba.

• Contacts: Each volunteer is issued with an emergency contact card (providing phone numbers for T&PA) and given a booklet containing names and local phone numbers of current volunteers (updated monthly).

This research enabled departmental staff to get an overview of: the suitability of the placements for our students; the role of T&PA in the host community and the effectiveness of their support networks; aspects of communication; and suitability of assessment types. This research will underpin the advice and support given to students taking the ‘Field Experience’ module. The following sections focus on: the planning and implementation of a Communications Checklist; establishing a VLE; and assessment using Reflective Diaries.

Communications checklist

Although it is difficult to quantify the quality and provision of communications at distant localities, a semi-quantitative pro-forma can be used to compile useful information. In order to assess the communication issues in different countries, a ‘Checklist’ was devised. Two variations of this pro-forma were designed: one for staff and one for students. The staff checklist list is divided into 6 sections, with the greatest emphasis on communications. These sections are as follows:

1. Communications. Information on i) phone communications (mobile and public); ii) Internet access (including access to e-mail (university account and yahoo/hotmail) and to the Minerva site- see below); iii) ‘Snail’ Mail; iv) Data downloads and compatibility of hardware and software; and v) Translation.

2. Transport, including questions on internal flights and local transport (including buses, trains, taxis and rickshaws).

3. Finances. Questions on access to and availability of exchange facilities and cashpoints.

4. Suitability of assessment types

5. Suitability of placements for the FDDG programme.

6. Health and Safety and Ethics (in addition to the School Health and Safety and Ethics forms which all students complete in advance of fieldwork). Health and Safety questions include perceptions of personal safety, storage of belongings and equipment, adverse weather conditions and accessibility to field sites. Ethical questions include: perceived integration of volunteers and T&PA in general with the community, and the appropriateness of using expensive equipment.

The student checklist is the same as the staff checklist, but without Part 5 which relates to the strategic planning of the award. Student feedback is asked for in relation to the relevance of assessment items, meaning that there is the possibility of amending items in the future, in accordance with practical and logistical issues.

All staff and students who undertake a placement are requested to fill in the checklist. The aim is to build up a repository of information in order to gain a better understanding of communication issues in different areas with regard to planning and supporting future placements. Data collected via the proforma also allows the documenting of health and safety risks, which should be monitored both through pre-visit risk assessment and throughout the fieldwork (Couper and Stott 2006). The student communications checklist can be updated by students throughout their placements. This proforma provides structured guidelines to students to accompany induction by T&PA at the destination and prompts students to make initial contact with academic tutors at the home institution. Students are requested to communicate with academic tutors (via phone, internet or fax) within an agreed time-period on arrival and to get in contact every couple of weeks following this (although time-frames may vary according to level of communications provision). Mobile phone technologies have improved in many countries and can be accessed using tri-band or quad-band phones (or by using a local SIM card). In addition, internet facilities (which often include Skype, allowing cheap international calls) are now more widely available, although speed and accessibility can still vary greatly between different localities.

VLE

The use of on-line VLE software such as Blackboard can provide a valuable resource for student support. At BSU the Blackboard ‘Minerva’ environment is used across the institution. A Minerva module has been designed to support students registered for the ‘Field Experience’ module. This VLE can be used by students in the pre-planning stages, during their placement in the field, and at the post-project writing up stage. Our VLE currently includes: advice on project planning, examples from staff and student reflective diaries (the first student has recently returned from her placement in Swaziland), weekly newsletter summaries of experiences from recent staff placements, and an online discussion board. Using discussion boards while in the field enables students to share experiences, provide mutual support, and discuss progress. The boards enable the posting and answering of queries and enable communication between BSU tutors, students on placements in different countries/ continents and students at the home institution. Students are encouraged to e-mail occasional summary newsletters which will also be posted on the VLE. Of course, the use of the VLE depends on available technologies, download times, reliability of power, reliability of the home network or server and access to the nearest internet café in remote and distant locations. E-mail communication is generally more reliable than accessing VLEs so can often be the best and most cost-effective form of communication.

Reflective diaries

Recent literature has emphasised the importance of encouraging ‘active’ and ‘deep’ learning through teaching methods that encourage experiential learning (Biggs, 2003; Healey and Roberts, 2004). Gold et al. (1991) note that the main objectives of fieldwork should include the development of academic skills (including observation skills, experiential learning, experiencing ‘real’ research) and of personal skills (including group work and leadership). Our ‘Field Experience’ module has been designed with these objectives in mind. However, it is also important that the learning outcomes and assessment are closely linked to the wider objectives of the fieldwork.

While trying to ensure equity of field placements and supervision as much as possible, each student will gain a unique academic and cultural experience. Students may also encounter different personal, academic and logistical challenges which relate both to the positionality of the individual researcher and to unique aspects of the host culture and environment. In encountering a new and culturally different country, an aspect of self-reflection can be built into the assessment. In our fieldwork in Peru and India one of the aims was to consider the effectiveness of different assessment methods, so both staff took detailed field notes and made reflective diary entries. Students taking the field experience module are asked to write a reflective diary throughout their placement and are encouraged to consider both cultural differences and academic aspects relating to development issues. As part of the final assessment, students submit selected extracts from these diaries. The assessment items are closely linked to learning outcomes as shown in Box 1. Further consideration of the success of this method will be the subject of a future paper.

Recommendations

From our experiences of introducing the FDDG programme and the associated fieldwork placements, the following guidelines are suggested for consideration when planning independent overseas fieldwork, particularly in developing countries.

• Embed overseas fieldwork in academic programmes (for example, as a separate module)

• Work with a reputable and experienced partner which has overseas support networks in a range of countries (ensure that flights are covered by ABTA-ATOL and that placements are fully covered by insurance)

• Ensure the fieldwork is designed to encourage the development of academic skills and personal skills.

• Design assessment to encourage active learning and reflection on both the academic and cultural experience of working overseas

• Ensure that there are procedures in place for students which include: i) pre placement planning; ii) support whilst undertaking research abroad (both from supervisors in the UK and on the ground); iii) debriefing; iv) final dissemination of results; and v) reflection (see Kent et al. 1997 and Gold et al. 1991).

• Mentoring: Returning students can be asked to share their experiences and expertise with the following year’s students in their pre-planning stages (and can provide valuable information, inspiration and support).

• Design and implement a communications checklist and establish guidelines for first contact from destination and frequency of contacts.

• Provide student support through a VLE and/ or e-mail

• Plan staff visits to placement locations, every few years, to ensure compatibility with degree programme and effective incountry support systems

• Ensure that all placements your students participate in are ‘real’ placements, which are embedded in the community (and not organised singly designed by the placement provider).