Key publications
Winks L, Green N, Dyer S (2020). Nurturing innovation and creativity in educational practice: Principles for supporting faculty peer-learning through campus design.
Higher Education Full text.
Dyer S (2019). Co-pedagogy: Teaching together for successful student learning. In Walkington H, Hill J, Dyer S (Eds.) Handbook on Teaching and Learning in Geography, Cheltenham, UK and Northampton, MA, USA: Edward Elgar.
Walkington H, Hill J, Dyer S (eds)(2019). Handbook for Teaching and Learning in Geography. Cheltenham, UK and Northampton, MA, USA, Edward Edgar.
Walkington H, Dyer S, Solem M, Haigh M, Waddington S (2018). A capabilities approach to higher education: geocapabilities and implications for geography curricula.
Journal of Geography in Higher Education,
42(1), 7-24.
Abstract:
A capabilities approach to higher education: geocapabilities and implications for geography curricula
© 2017 Informa UK Limited, trading as Taylor. &. Francis Group. A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society–environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.
Abstract.
Dyer S (2016). Appreciate: Cards to support appreciative partnership learning – a guide. York, Higher Education Academy.
Dyer S, Walkington H, Williams R, Morton K, Wyse S (2016). Shifting landscapes: from coalface to quick sand? Teaching Geography, Earth and Environmental Sciences in Higher Education.
Area,
48(3), 308-316.
Abstract:
Shifting landscapes: from coalface to quick sand? Teaching Geography, Earth and Environmental Sciences in Higher Education
© 2016 Royal Geographical Society (with the Institute of British Geographers) in this paper we examine contemporary academic working lives, with particular reference to teaching-only and teaching-focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re-examine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes that (re)inscribe their marginalisation. We uncover the gendering of the teaching-focused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight.
Abstract.
Full text.
Publications by category
Books
Walkington H, Hill J, Dyer S (eds)(2019). Handbook for Teaching and Learning in Geography. Cheltenham, UK and Northampton, MA, USA, Edward Edgar.
Journal articles
Winks L, Green N, Dyer S (2020). Nurturing innovation and creativity in educational practice: Principles for supporting faculty peer-learning through campus design.
Higher Education Full text.
Walkington H, Dyer S, Solem M, Haigh M, Waddington S (2018). A capabilities approach to higher education: geocapabilities and implications for geography curricula.
Journal of Geography in Higher Education,
42(1), 7-24.
Abstract:
A capabilities approach to higher education: geocapabilities and implications for geography curricula
© 2017 Informa UK Limited, trading as Taylor. &. Francis Group. A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society–environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.
Abstract.
Dyer S, Walkington H, Williams R, Morton K, Wyse S (2016). Shifting landscapes: from coalface to quick sand? Teaching Geography, Earth and Environmental Sciences in Higher Education.
Area,
48(3), 308-316.
Abstract:
Shifting landscapes: from coalface to quick sand? Teaching Geography, Earth and Environmental Sciences in Higher Education
© 2016 Royal Geographical Society (with the Institute of British Geographers) in this paper we examine contemporary academic working lives, with particular reference to teaching-only and teaching-focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re-examine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes that (re)inscribe their marginalisation. We uncover the gendering of the teaching-focused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight.
Abstract.
Full text.
Batnitzky A, McDowell L, Dyer S (2012). Remittances and the Maintenance of Dual Social Worlds: the Transnational Working Lives of Migrants in Greater London. International Migration, 4(50), 140-156.
Dyer S, McDowell L, Batnitzky A (2011). Migrant work, precarious work-life balance: What the experiences of migrant workers in the service sector in greater London tell us about the adult worker model.
Gender, Place and Culture,
18(5), 685-700.
Author URL.
Dyer S, McDowell L, Batnitzky A (2010). The Impact of Migration on the Gendering of Service Work: the Case of a West London Hotel.
Gender, Work and Organization,
17(6), 635-657.
Author URL.
Batnitzky A, McDowell L, Dyer S (2009). Flexible and strategic masculinities: the working lives and gendered identities of male migrants in London.
Journal of Ethnic and Migration Studies,
35(8), 1275-1293.
Author URL.
Mcdowell L, Batnitzky A, Dyer S (2009). Precarious work and economic migration: Emerging immigrant divisions of labour in Greater London's service sector.
International Journal of Urban and Regional Research,
33(1), 3-25.
Author URL.
Dyer S, Demeritt D (2009). Un-ethical review? Why it is wrong to apply the medical model of research governance to human geography.
Progress in Human Geography,
33(1), 46-64.
Author URL.
Batnitzky A, McDowell L, Dyer S (2008). A middle-class global mobility? the working lives of Indian men in a west London hotel.
Global Networks,
8(1), 51-70.
Author URL.
Dyer S, McDowell L, Batnitzky A (2008). Emotional labour/body work: the caring labours of migrants in the UK's National Health Service.
Geoforum,
39(6), 2030-2038.
Author URL.
McDowell L, Batnitzky A, Dyer S (2008). Internationalization and the spaces of temporary labour: the global assembly of a local workforce.
British Journal of Industrial Relations,
46(4), 750-770.
Author URL.
McDowell L, Batnitzky A, Dyer S (2007). Division, segmentation, and interpellation: the embodied labors of migrant workers in a Greater London hotel.
Economic Geography,
83(1), 1-25.
Author URL.
Dyer S (2004). Rationalising public participation in the health service: the case of research ethics committees.
Health and Place,
10(4), 339-348.
Author URL.
Demeritt D, Dyer S (2002). Dialogue, metaphors of dialogue and understandings of geography.
Area,
34(3), 229-241.
Author URL.
Chapters
Dyer S (2019). Co-pedagogy: Teaching together for successful student learning. In Walkington H, Hill J, Dyer S (Eds.) Handbook on Teaching and Learning in Geography, Cheltenham, UK and Northampton, MA, USA: Edward Elgar.
Dyer S, Lubicz-Nawrocka T (2019). Sketch: Using Play to Facilitate Faculty–Student Partnership—How can you Co-design a Module?. In James A, Nerantzi C (Eds.)
The Power of Play in Higher Education, Cham: Palgrave Macmillan, 299-302.
Abstract:
Sketch: Using Play to Facilitate Faculty–Student Partnership—How can you Co-design a Module?
Abstract.
Dyer S, Weiner K (2015). Surviving and Progressing as a Research Fellow. In Dingwall R, Bryne McDonnell M (Eds.) The SAGE Handbook of Research Management, London: SAGE, 348-357.
McDowell L, Batnitzky A, Dyer S (2012). Global flows and local labour markets: precarious employment and migrant workers in the UK. In Scott S, Dex S, Plagnol A (Eds.) Gendered Lives, London: Edward Arnold, 123-151.
Dyer S (2008). Hybrid Geographies (2002): Sarah Whatmore. In Hubbard P, Kitchin R, Valentine G (Eds.)
Key texts in human geography, Sage Publications Ltd, 207-213.
Abstract:
Hybrid Geographies (2002): Sarah Whatmore
Abstract.
McDowell L, Batnitzky A, Dyer S (2008). Migration, employment and gender divisions of labour. In Scott JL (Ed)
Women and employment, Edward Elgar Publishing, 329-346.
Abstract:
Migration, employment and gender divisions of labour
Abstract.
Reports
Dyer S (2016). Appreciate: Cards to support appreciative partnership learning – a guide. York, Higher Education Academy.
Dyer S (2016). Appreciative Inquiry. Building and enhancing appreciative partnership communities., Higher Education Academy.
Publications by year
2020
Winks L, Green N, Dyer S (2020). Nurturing innovation and creativity in educational practice: Principles for supporting faculty peer-learning through campus design.
Higher Education Full text.
2019
Dyer S (2019). Co-pedagogy: Teaching together for successful student learning. In Walkington H, Hill J, Dyer S (Eds.) Handbook on Teaching and Learning in Geography, Cheltenham, UK and Northampton, MA, USA: Edward Elgar.
Walkington H, Hill J, Dyer S (eds)(2019). Handbook for Teaching and Learning in Geography. Cheltenham, UK and Northampton, MA, USA, Edward Edgar.
Dyer S, Lubicz-Nawrocka T (2019). Sketch: Using Play to Facilitate Faculty–Student Partnership—How can you Co-design a Module?. In James A, Nerantzi C (Eds.)
The Power of Play in Higher Education, Cham: Palgrave Macmillan, 299-302.
Abstract:
Sketch: Using Play to Facilitate Faculty–Student Partnership—How can you Co-design a Module?
Abstract.
2018
Walkington H, Dyer S, Solem M, Haigh M, Waddington S (2018). A capabilities approach to higher education: geocapabilities and implications for geography curricula.
Journal of Geography in Higher Education,
42(1), 7-24.
Abstract:
A capabilities approach to higher education: geocapabilities and implications for geography curricula
© 2017 Informa UK Limited, trading as Taylor. &. Francis Group. A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society–environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.
Abstract.
2016
Dyer S (2016). Appreciate: Cards to support appreciative partnership learning – a guide. York, Higher Education Academy.
Dyer S (2016). Appreciative Inquiry. Building and enhancing appreciative partnership communities., Higher Education Academy.
Dyer S, Walkington H, Williams R, Morton K, Wyse S (2016). Shifting landscapes: from coalface to quick sand? Teaching Geography, Earth and Environmental Sciences in Higher Education.
Area,
48(3), 308-316.
Abstract:
Shifting landscapes: from coalface to quick sand? Teaching Geography, Earth and Environmental Sciences in Higher Education
© 2016 Royal Geographical Society (with the Institute of British Geographers) in this paper we examine contemporary academic working lives, with particular reference to teaching-only and teaching-focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re-examine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes that (re)inscribe their marginalisation. We uncover the gendering of the teaching-focused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight.
Abstract.
Full text.
2015
Dyer S, Weiner K (2015). Surviving and Progressing as a Research Fellow. In Dingwall R, Bryne McDonnell M (Eds.) The SAGE Handbook of Research Management, London: SAGE, 348-357.
Bearman N, Dyer S, Walkington H, Wyse S (2015). The power of collective tactics: response to Peters and Turner.
Environment and Planning A: international journal of urban and regional research,
47(4), 1015-1016.
Author URL.
2012
McDowell L, Batnitzky A, Dyer S (2012). Global flows and local labour markets: precarious employment and migrant workers in the UK. In Scott S, Dex S, Plagnol A (Eds.) Gendered Lives, London: Edward Arnold, 123-151.
Batnitzky A, McDowell L, Dyer S (2012). Remittances and the Maintenance of Dual Social Worlds: the Transnational Working Lives of Migrants in Greater London. International Migration, 4(50), 140-156.
2011
Dyer S, McDowell L, Batnitzky A (2011). Migrant work, precarious work-life balance: What the experiences of migrant workers in the service sector in greater London tell us about the adult worker model.
Gender, Place and Culture,
18(5), 685-700.
Author URL.
2010
Dyer S, McDowell L, Batnitzky A (2010). The Impact of Migration on the Gendering of Service Work: the Case of a West London Hotel.
Gender, Work and Organization,
17(6), 635-657.
Author URL.
2009
Batnitzky A, McDowell L, Dyer S (2009). Flexible and strategic masculinities: the working lives and gendered identities of male migrants in London.
Journal of Ethnic and Migration Studies,
35(8), 1275-1293.
Author URL.
Mcdowell L, Batnitzky A, Dyer S (2009). Precarious work and economic migration: Emerging immigrant divisions of labour in Greater London's service sector.
International Journal of Urban and Regional Research,
33(1), 3-25.
Author URL.
Dyer S, Demeritt D (2009). Un-ethical review? Why it is wrong to apply the medical model of research governance to human geography.
Progress in Human Geography,
33(1), 46-64.
Author URL.
2008
Batnitzky A, McDowell L, Dyer S (2008). A middle-class global mobility? the working lives of Indian men in a west London hotel.
Global Networks,
8(1), 51-70.
Author URL.
Dyer S, McDowell L, Batnitzky A (2008). Emotional labour/body work: the caring labours of migrants in the UK's National Health Service.
Geoforum,
39(6), 2030-2038.
Author URL.
Dyer S (2008). Hybrid Geographies (2002): Sarah Whatmore. In Hubbard P, Kitchin R, Valentine G (Eds.)
Key texts in human geography, Sage Publications Ltd, 207-213.
Abstract:
Hybrid Geographies (2002): Sarah Whatmore
Abstract.
McDowell L, Batnitzky A, Dyer S (2008). Internationalization and the spaces of temporary labour: the global assembly of a local workforce.
British Journal of Industrial Relations,
46(4), 750-770.
Author URL.
McDowell L, Batnitzky A, Dyer S (2008). Migration, employment and gender divisions of labour. In Scott JL (Ed)
Women and employment, Edward Elgar Publishing, 329-346.
Abstract:
Migration, employment and gender divisions of labour
Abstract.
2007
McDowell L, Batnitzky A, Dyer S (2007). Division, segmentation, and interpellation: the embodied labors of migrant workers in a Greater London hotel.
Economic Geography,
83(1), 1-25.
Author URL.
2004
Dyer S (2004). Rationalising public participation in the health service: the case of research ethics committees.
Health and Place,
10(4), 339-348.
Author URL.
2002
Demeritt D, Dyer S (2002). Dialogue, metaphors of dialogue and understandings of geography.
Area,
34(3), 229-241.
Author URL.
