The UK benchmark statement for earth sciences, environmental sciences and environmental studies: A critical evaluation and implications for assessing quality curricula

David Eastwood; Jennifer Blumhof

doi:10.1108/14676370210442391

Login

Welcome:
Guest

Search for:

Browse:

Product Information:

Resources:

International Journal of Sustainability in Higher Education

ISSN: 1467-6370

Online from: 2000

Subject Area: Education

Content: Latest Issue | Latest Issue RSS | Previous Issues

Options: To add Favourites and Table of Contents Alerts please take a Emerald profile

The UK benchmark statement for earth sciences, environmental sciences and environmental studies: A critical evaluation and implications for assessing quality curricula

Document Information:
Title:	The UK benchmark statement for earth sciences, environmental sciences and environmental studies: A critical evaluation and implications for assessing quality curricula
Author(s):	David Eastwood, (School of Biological and Environmental Sciences, University of Ulster, Coleraine, UK), Jennifer Blumhof, (Department of Environmental Sciences, University of Hertfordshire, Hatfield, UK)
Citation:	David Eastwood, Jennifer Blumhof, (2002) "The UK benchmark statement for earth sciences, environmental sciences and environmental studies: A critical evaluation and implications for assessing quality curricula", International Journal of Sustainability in Higher Education, Vol. 3 Iss: 4, pp.359 - 370
Keywords:	Benchmarking, Knowledge workers, Learning, Quality assurance, Teaching, United Kingdom
Article type:	Research Paper
DOI:	10.1108/14676370210442391 (Permanent URL)
Publisher:	MCB UP Ltd
Abstract:	This article is written by the chairman and a panel member of the UK Benchmarking Group in Earth Science, Environmental Science and Environmental Studies. In it we have discussed the broad “purpose” of benchmarking and the timescale and remit afforded to the group. As far as the benchmark statement itself is concerned, we have reviewed the statement section by section concentrating especially both on the rationale underpinning each section and the way in which the statement may be used for the purpose of academic review. Finally, we have looked briefly at the process of academic review itself, in so far as it is understood at the moment. Although we are confident that the Benchmarking Group as a whole would agree with the vast majority of this article, nonetheless it must be seen as representing only our own views.