EGIS (1994), copyright EGIS Foundation.
Established in 1988 this 12 month nationally and internationally recognised course aims to provide highly qualified, motivated and enthusiastic people, soundly educated in the principles of Geographical Information Systems, to enter a job market that is still expanding quite rapidly. Although located within the Department of Geography it is a multi-disciplinary course with important contributions being made by staff in the Department of Mathematics and Computer Science. The course was formulated around three major tenets which have all stood the test of time. First, that a complete training in GIS must include, not only the 'geography' component, but also, a rigorous treatment of the computer science aspects of information systems. Second, that the primary need is for a broad education in the essential principles of GIS rather than training tied to specific software products, and third, that graduates must, not only have this broad education, but also, display competency in a range of computing skills associated with GIS.
The experience gained by the Leicester Teaching Team in designing, developing and delivering this course over the past six years is discussed under the following headings: context; aim; philosophy; objectives; course syllabus; assessment; industrial visits and guest lectures; teaching facilities; course participants; graduate employment record; teaching and learning methods; Leicester GIS educational resource materials; and international curriculum collaboration.
The Diploma/M.Sc. in GIS at the University of Leicester was established in the academic year 1988/89. In the six years since then some 116 students have completed the course and gone on to make a significant contribution to the development of GIS in all sectors of business throughout the world. Although located within the Department of Geography it is a multidisciplinary course with important contributions being made by staff in the Department of Mathematics and Computer Science. The appointment, to the Department of Geography, of three GIS specialists with a primary responsibility to lecture on the course accounts for its spatial science orientation and high technical content. These give the Diploma/M.Sc. at Leicester a unique character which differentiates it from similarly titled courses at other UK universities. The course is fully accredited by the UKs Natural Environment Research Council and Economic and Social Research Council which fund a number of studentships annually. Accreditation is based on regular evaluations to ensure that course content includes all of the elements required by a GIS graduate and that the teaching methods and facilities available are of the highest quality. The Diploma/ M.Sc. attracts students from all over the world; the present class of 26 comprises 15 from the UK, 6 from EU countries and 4 from south east Asian countries.
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The course aims to provide highly qualified, motivated and enthusiastic people, soundly educated in the principles of Geographical Information Systems, to enter a job market that is still expanding quite rapidly.
The philosophy of the course is formulated around three major tenets which have all stood the test of time, namely that:
From the philosophy and aim of the course we are able to derive the following objectives: Students will...
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The course, which commences in October, has two main components; the Diploma which extends over the first eight months and includes the taught modules; and the Thesis, for those progressing to an M.Sc., which involves four months research, analysis and presentation.
The Diploma is modular in structure with each module involving 20 class contact hours. There are presently 12 modules all of which are taught exclusively to Diploma/M. Sc. Students. When the course was originally designed it was decided, after an in-depth analysis of the educational and skill expectations of a GIS graduate, that all modules were essential and consequently that they should be taken by all students. Since the present syllabus is very demanding it has been decided at each annual review not to add further optional modules, although the actual contents of the modules have evolved substantially over the years.
However, the recent appointment of a Research Professor and a lecturer in remote sensing could lead to the inclusion of optional modules after the next course review. The modules currently taught are:
1. Introduction to Computing under UNIX and DOS
The purpose of this introductory programme is to establish a basic operational familiarity with the various computers, operating systems, utilities, and information sources which are utilized throughout the remainder of the course.
2. Introduction to Raster GIS
This intensive week-long module introduces students to the basic concepts and facilities of a raster structured GIS and illustrates some of the potential applications for a digital raster database. The module enables students to become familiar with the operation of the Idrisi GIS, and provides some exposure to its analysis capabilities and limitations. This is achieved with extensive hands-on use of the system through the medium of four specially created self-paced exercises (Langford, 1993) which provide realistic applications driven examples of some of the issues which GIS are used to address.
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3. Introduction to Vector GIS
This intensive week-long module complements that on raster GIS. The module is based around two specially designed and developed 'resource bases' which use the ARC/INFO GIS. After an introductory session in which four interactive case studies are used to demonstrate the potential of vector GIS (Hickin et al, 1992) the students follow a linked suite of six lectures and exercises (Strachan et al, 1993). These have been designed to get students started in ARC/INFO and give them the ability and confidence to develop their own analytical and display skills using this widely operated GIS software package.
4. Database Systems
The development of information systems, geographic or otherwise, is all to often seen as an art rather than a science. Inevitably, this leads to poorly designed systems that are unreliable and costly to maintain. This module equips students with the skills necessary to design and implement robust relational database systems. It concentrates on two aspects of the information system life-cycle: conceptual design and logical design. In the former, high level conceptual data modelling tools are used to represent accurately real-world situations, while in the latter, the conceptual design is mapped into a model more amenable to computerisation.
5. Programming
Many tasks involved with the handling of geographical data can still be accomplished more readily, more elegantly, and more efficiently by writing relatively short computer programs. This means that software development remains a major activity in the field of GIS and that basic programming skills are often essential within the roles of technical support, systems implementation, and the routine operation of a GIS. This module is intended to equip students with a basic understanding of the high level programming language 'C'. In particular, it is aimed at developing practical skills in both programming and algorithmic design.
6. Spatial Information Science
Although GIS are a relatively recent development most of the theory on which they draw has evolved over many years and it is possible to describe these concepts as a science of spatial information. Most GIS developers and vendors agree that, to use the software properly, users and developers need a good understanding of these underpinnings and of spatial theory. The module is organised into four units; point location analysis; linear objects; typical area objects codes both as regular rasters and irregular polygons; and scalar and vector fields. Throughout, emphasis is placed on the underlying algorithms that are used.
7. Digital Remote Sensing
This module aims to provide a sound appreciation of the scientific basis of remote sensing and some familiarity with its products and applications. The techniques and procedures used for processing digital remote sensing products are addressed in detail. Remotely sensed images are recognised as a valuable data resource for GIS, especially within environmental applications. The physical basis of remote sensing within the electromagnetic spectrum is examined as are data collection systems and the characteristics of the data. Digital image processing techniques, visual enhancement, numerical analysis and information extraction are also investigated in detail.
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8. Geographical Visualisation
The purpose of this module is to illustrate the many approaches available for the visualisation of geographical data sets. The range of techniques covered includes: standard statistical graphing; traditional 2-dimensional cartographic representations; 3-dimensional surface rendering through isolines and pseudo-3-dimensional projections; beyond 3-dimensions into pseudo-4-dimensions; and the use of animation. A discussion of the technical issues concerning the manipulations of data that are needed in order to allow effective visualisation, such as map projections, interpolation and colour utilisation is also included.
9. Spatial Decision Making
This module introduces various developments which are giving GIS the power to assist decision makers in their primary role. These include three major topics: multicriteria decision making; location-allocation modelling; and knowledge based systems. Students will have a working knowledge of at least one of the methods of multicriteria evaluation and an appreciation of the many alternative methods which are available. They will also gain an understanding of the general methods of network analysis including routing and location-allocation modelling. The essentials of artificial intelligence in general expert systems are also covered.
10. Applications in GIS
Although many aspects of information technology have had a very dramatic impact on GIS its origins can be traced to developments that have a much longer pedigree. In a course which brings together graduates and professionals from a variety of backgrounds it is important that they understand the background history and conceptual framework of GIS. Ten key issues have been identified, discussed and exemplified, these include: who uses GIS; data sources; decision support systems; GIS usability; institutional issues; legal matters.
11. GIS Practical Project
The purpose of this module is to consolidate the understanding that students have gained in the different elements of the course. It also develops their ability to create a GIS to address particular problems of a geographical nature. Working in teams, students identify a number of issues which each wishes to investigate. They then assemble the data required and undertake the data manipulation and analyses relevant to their own particular area of concern. In addition to highlighting many matters relating to data acquisition, accuracy, system capability and output devices the project also exposes students to team work, dependencies and interaction.
12. GIS Seminar Series
The seminar series has a two-fold purpose not addressed by the other modules. First, students are given the opportunity to develop and practice oral presentation skills. Second, issues related the 'group dynamic' are encountered and addressed in a number of challenging 'tasks'. These include: brain-storming and reporting the results within two hour period; presenting a summary of a technical paper; role playing; and writing a project brief. This module has been developed in response to the needs of the modern workplace in which oral presentations are routinely required. These skills include, not only the ability to give the presentation, but also the correct use of visual aids and the confidence to participate in subsequent discussion.
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Students who have successfully completed the Diploma in GIS can then research and present a thesis in fulfillment of the M.Sc. component of the course. The thesis is on a GIS topic approved by the Course Director in consultation with the Teaching Team. A supervisor is appointed and meets with the student at regular intervals throughout the research period. The research towards the thesis may be undertaken away from Leicester although in such cases the Course Director will check to ensure that appropriate supervision is available, together with adequate access to the data, hardware, and software required to successfully research the topic selected. The thesis should be based on advanced study and research into the topic and demonstrate the student's understanding of the context, data requirements, analytic techniques and presentation skills with respect to the problem/issue under consideration. It should conform to the expected thesis format, has a 15,000 word-limit, and should include a substantial amount of computer output, such as, code, tables, maps, and graphics.
All of the modules, with the exception of the Seminar Series and the GIS Project, are assessed by both coursework and written examination. For the Seminar Series the assessment is based on an assemblage of Group and Individual marks derived from the different elements of the module, whereas that for the GIS Project is based on each student's 'Project Report'. Students receive an 'Assessment Guide' at the beginning of the Diploma component of the course which sets out the conditions and requirements of the course. The award of a Diploma in GIS and permission to proceed to the M.Sc. (Thesis) part of the course is dependent on the student having satisfactorily completed both the coursework and examination components. An M.Sc. in GIS with 'DISTINCTION' is awarded to those students whose overall performance is especially meritorious across coursework and examinations and who are deemed to have submitted a '1st Class' thesis.
A Board of Examiners oversees the operation of the assessment process and reports to an External Examiner whose responsibility it is to validate assessments, viva students as required, and to give advice and support to the Course Director and Teaching Team.
A programme of visits to organisations directly involved in GIS forms an integral part of the Diploma/M.Sc.. This normally includes software houses and applications based businesses and provides students with some first-hand awareness both of how GIS are being used and the range of employment opportunities for graduates of the course. Each visit includes a discussion session during which students have the opportunity to follow up issues raised during the visit. Software houses are also invited to Leicester to demonstrate and discuss their systems. The students also attend one of the major GIS trades exhibitions and are encouraged to attend relevant conferences and workshops, such as GISRUK.
Guest lectures take place throughout the year, most are arranged by the Course Director, but others are given by visitors to the Midlands Regional Research Laboratory which is located in the Department of Geography.
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To meet the aims and objectives of the course it was recognised from the outset that every effort had to be made to give the Diploma/M.Sc. in GIS a structure, identity and administration that clearly differentiated it from other groups of students in the Department of Geography. To this end, as has already been noted, all modules are taught exclusively to this group of students and a dedicated computer laboratory has been established.
The latter is equipped with fifteen 486 PC/Workstations which are networked to both the Department and University PC fileservers, and to the University's UNIX mainframe; they can also function as stand-alone machines. The laboratory contains an image processing workstation, two AO digitising stations, two A3 digitising tablets, an inkjet colour plotter, thermal image plotter and laser printer. The provision of one workstation to every two students is felt to be the right ratio for the type and intensity of computer based work required by students. The course has access to an extensive software library through either the Departmental and University fileserver or the UNIX mainframe. The most frequently used packages include:
Students are also granted access to additional specialist equipment and software, including UNIX workstations, high quality colour printers, and multimedia devices, if this is necessary for the completion of their research thesis.
The nature of GIS means that students from a diversity of disciplinary and business backgrounds register for the course. Normally they should have a 'good' university degree (upper-second class honours degree) or its equivalent. The Teaching Team encourage applications from mature students without the normal qualifications, but with relevant industrial or business experience. Applicants from outside the UK are also welcome and presently make up one-third of students on the course.
In recent years students have come from a variety of backgrounds:
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A very positive and rewarding feature of the Diploma/M.Sc. has been the ability of graduates to secure employment. Of the sixty-one students who graduated during the first four years of the course all those seeking jobs in GIS or related fields have been successful and of the thirty who completed their course in September 1993 only four have yet to get a GIS post. The employment destinations are encouragingly diverse, the percentages in the main sectors are:
Industrial/Business 43% Public Service 12% Environmental Agencies 15% University Lecturing and Research 18% Further Postgraduate Training 12%
The high industry/business destination of graduates is a distinctive feature which reflects the conceptual and technical emphasis of the course. It is a feature that the Teaching Team value and wish to develop further.
In keeping with the statement in the course philosophy that the primary need is for an 'education' rather than a 'training' in GIS, particular regard has been given to using a wide range of innovative teaching and learning methods. These include:
Lectures - a key teaching mode in most
modules;
Practical work - laboratory sessions are linked
to each lecture class;
Project work - this forms an assessed
component of all modules;
Self-paced learning - interactive resources have
been designed for several
modules;
Computer Assisted Learning (CAL) - computer based tutorials;
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Team work - the GIS Project module is
Group based;
Research Skills - are developed during the
preparation of the thesis.
Group brainstorming/
Group reporting/
Role playing/
Student led discussion/
Verbal presentation - are all introduced and developed through
the seminar series;
Through the work of the Midlands Regional Research Laboratory, which is partly based in the Department of Geography, a range of GIS educational products has been designed, developed and produced. These commercially published and distributed resource bases are now being widely used in higher education institutions, not only in the UK, but throughout the world, they include:
'Introduction to GIS: the ARC/INFO Method' by Hickin BW, Maguire DJ, & Strachan AJ. (1992) MRRL, University of Leicester, England.
'Getting Started in GIS' by Langford M. (1993) CVCP/USDU, University of Sheffield, England.
'Moving On in GIS' by Langford M. (1993) CVCP/USDU, University of Sheffield, England.
'Getting Started with PC ARC/INFO' by Strachan AJ, Hickin BW, Unwin DJ, A Kitmitto K. (1993) CVCP/USDU, University of Sheffield, England.
'Getting Started with Workstation ARC/INFO' by Strachan AJ, Hickin BW, Unwin DJ & Kitmitto K. (1993) CVCP/USDU, University of Sheffield, England.
From the outset the course has attracted students from all over the world. The very positive contribution that they have made led the Teaching Team to explore the possibility of establishing more formal collaborations with academic institutions in other countries. A successful application to participate in the European Social Fund, Transnational Trainee Programme has made this possible. To date curriculum collaboration agreements have been entered into with Trinity College Dublin, Ireland and GEON, Groningen, The Netherlands. Under this programme reciprocal exchanges have been arranged which enable students from Leicester to undertake part of their course in either Dublin or Groningen and students from Ireland or The Netherlands to take GIS courses at Leicester. To date the exchanges have been organised such that course modules are undertaken mainly at Leicester with the thesis being supervised in either Dublin or Croningen, however, other types of exchange arrangement are envisaged. Student responses to this programme have been very positive and it is hope to be able to increase the number of participating institutions; please contact the authors if you want to discuss establishing a collaborative link.
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The Diploma/M.SC. in GIS at the University of Leicester is a well established and mature course that has provided a large number of motivated and highly skilled personnel to assist in the development of a rapidly expanding GIS industry. We believe that it has a number of characteristics that set it apart from other similarly named courses. In particular it is a course aimed firmly at providing a broad education in GIS principles rather than software-specific training. It has a distinctive and well proven syllabus capable of producing top quality graduates in GIS. It is taught by a specialist teaching team using a dedicated laboratory that is well equipped with modern hardware. It is equally modern in educational terms too, employing a wealth of teaching and learning methods matched by a varied range of assessment modes. It is unique in the range of innovative teaching resources employed in its delivery, and is noteworthy in its level of international teaching collaboration. Finally, the proof of the pudding is always in its eating, and in this regard the diversity of students attracted to the course, the range of employment destinations to which they head on completing their degree, and the evident employability of our past graduates all suggest that the recipe is a good one.
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