Run by School of Natural Sciences
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Dr Eifiona Lane
Overall aims and purpose
The module will analyse the geographical factors influencing the location and distribution of agricultural activity, food marketing, regulation, consumption and dietary change, with specific reference to inequalities within and between the global North and South as have emerged over the last two centuries. Students will develop specialist knowledge and understanding of geographies of food, including a range of established techniques and research methodologies.
The module will introduce the political economic and social workings of the dominant food system at various scales and also encourage students to consider perspectives of gender and equity. The module will cover the local policy context, experiences and practices of food production and/or consumption relevant in Wales, the United Kingdom, Europe and globally.
Students will work collaboratively to plan field based activities. By the end of the course, students will be able to interpret, use, evaluate and communicate effectively information about a wide range of data about food systems, experiences and wider issues of sustainable food and drink development.
The study of food in all its dimensions offers opportunities to explore a wide range of pressing questions in the area of sustainable communities and wider areas of governance and spatial analysis across human and environmental geography. Food and drink development affects all and everything in some-way whether spatially-focused on production systems, cultural gastronomy and historical change or place based food regeneration - all connect people to growing, producing and consuming spaces, local land management to international markets regulations and markets. Global changes within physical and political climates suggest contexts where a clear understanding of issues such as wise resource use and its impacts of food and drink are important theoretical concepts of innovation and governance are key to investigate the changing geographies of food and drink which include impacts of both unsustainable practices in periods of scarcity and abundance, dietary balance and malnutrition.
Grades D- to C+ No major omissions or inaccuracies in the deployment of information/skills. Some grasp of theoretical/conceptual/practical elements. Integration of theory/practice/information present intermittently in pursuit of the assessed work's objectives. Limited use of the primary literature.
Grades B- to B+ Much or most of the relevant information and skills accurately displayed. Good/adequate grasp of theoretical/conceptual/practical elements. Good/fair integration of theory/practice/information in the pursuit of the assessed work's objectives. Evidence of the use of creative and reflective skills. Some critical use of primary literature and broad general use of the literature in general.
Grades A- and above An outstanding performance, exceptionally able. The relevant information accurately deployed. Excellent grasp of theoretical/conceptual/practice elements. Good integration of theory/practice/information in pursuit of the assessed work's objectives. Strong evidence of the use of creative and reflective skills. Wide-ranging and critical use of literature beyond that proscribed.
Effectively collate and synthesise information from a wide variety of sources and from field based learning, web based resources and social media.
Apply original planning skills to present and organise a potential food or drink innovation within current context for funding and implementation in the sectors of gastronomy, community food access, food product development, food tourism.
Demonstrate a conceptual and practical understanding of a wider range of food innovations and the ability to apply this knowledge within a practical and sustainable resource management setting.
Display excellent skills in communication of new developments, issues and organisations within and across a wide range of food and drink innovations and geographies.
Demonstrate a critical understanding of a range of issues and topics across food innovation and food geographies
|INDIVIDUAL PRESENTATION||Food and drink innovation plan presentation||10|
|REPORT||Field work report (Semester 1)||30|
|WRITTEN PLAN||Food and drink innovation plan(Semester 2)||20|
Teaching and Learning Strategy
3 x 1 hour drop in slots(Semester 2 only)
9 x 2 hour lecture
4 x 9 hours field work
6 x 2 hours
|Practical classes and workshops||
4 x 2 hours
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Awareness of the concepts of spatial and temporal scale in understanding processes and relationships.
- Appreciation of the reciprocal nature of human-environmental relationships.
- Apply appropriate techniques for presenting spatial and/or temporal trends in data.
- Employ appropriate social-survey methods.
- Preparation of effective maps, diagrams and visualizations.
Process management : 1. Organisation - able to coordinate an administer workloads efficiently 2. Prioritisation - able to rank tasks according to level of importance 3. Planning - able to set achievable goals and structure the necessary action 4. Complexity management- able to handle ambiguous and complex situations and their consequences 5. Decision making - able to decide firmly, clearly and swiftly upon a course of action from a series of options 6. Evaluation - able to examine the outcomes of tasks and events from a personal and organisational viewpoint also judge levels of quality and importance
Liaison Customer relations - able to liaise sensitively and diplomatically with a cross section of users Negotiation - able to discuss and attempt to achieve mutually satisfactory resolution of contentious issues Conflict resolution - able to resolve conflicts in relationship with others Networking - able to build relationships in various and multiple scenarios, sharing skills and ideas
Relating to self & others Self confidence- having confidence to deal with the challenges faced. Emotional intelligence - having a sensitivity to emotions in the field work location, being able to navigate those of others and to manage those of your own
Relating to working practices Independence- able to work and demonstrate to relevant stakeholders that you can work to an appropriate level with minimal supervision Initiative- able to take appropriate action and arrange activities without having to be prompted Adaptability - able to respond positively to changing circumstances and new challenges within the field work location Positive attitude - having an optimistic and proactive approach to the stakeholders Stress tolerance- able to retain effectiveness and be efficient under pressure Willingness to learn - Demonstrate a willingness to learn about the field work location prior to going there and also whilst there in order to meet the needs of the stakeholders
These criteria have been drawn from the Skills & Qualities Analysis of the Bangor Employability Award and are used with kind permission.
Resource implications for students
Field work clothing and footwear as appropriate
Courses including this module
Optional in courses:
- L700: BA Geography year 3 (BA/GEOG)
- L701: BA Geography (with International Experience) year 4 (BA/GEOGIE)
- F803: BSc Geography with Environmental Forestry year 3 (BSC/GEF)
- F804: BSc Geography with Environmental Forestry year 4 (BSC/GEF4)
- F800: BSC Geography year 3 (BSC/GEOG)
- F802: BSc Geography (with International Experience) year 4 (BSC/GEOGIE)
- F801: MGeog Geography year 3 (MGEOG/G)
- F805: MGeog Geography with International Experience year 4 (MGEOG/GIE)