Kingston University London: 20 Years of GIS Education continued from page 3 market for GIS specialists identified in two key publications. Both the 1984 Report on Remote Sensing and Digital Mapping (House of Lords Select Committee on Science and Technology, 1984) and the 1987 Report to the Secretary of State for the Environment of the Committee of Enquiry into the Handling of Geographic Information, chaired by Lord Chorley, identified the need for degree courses in GIS. The Chorley Report particularly stated “it is apparent that there continues to be a serious gap between education and training requirements and actual provision in the geographic handling areas. In our view, this gap is a factor holding back the use of technology for handling spatial data and the shortage of trained personnel could be even more of a constraint in the future as demand increases.” The Chorley Report concluded that there was “a need to increase substantially, and at all levels, the provision of trained personnel.” Evidence from both the U.S. and UK markets suggested that the rapid expansion of GIS technology would lead to the establishment of whole new GIS-based employment areas, including local government, utilities, commerce (in particular, sales and marketing), and environmental management. The AGI formed as a direct consequence of recommendations in the Chorley Report and identified a growth in demand for spatial information, computer systems that utilize this data, and trained personnel who can operate such systems. In the UK, £70M had been spent on GIS technology by the end of 1988, with an annual cost of £30M by the turn of the decade. Many HEIs subsequently incorporated GIS units into existing geography courses, and one-year master’s courses began to appear. The appropriateness of the “bolt-on” GIS unit, the problems of what to teach and how to properly resource practical exercises, and the lack of experience within existing staff were all problems that had to be addressed. The need for individuals with multiple skills in underlying subject areas, such as geography, engineering, and business; in conceptual and practical considerations of GIS; and in broader IT and management issues demanded a more substantive educational approach. At the school level, the inclusion of geography in the national curriculum and the general popularity of the subject was leading to oversubscribed geography degree programmes. The rise in interest in computing and information technology subjects and the increasing role of computers in society also suggested that the development of a new academic course that married these together could provide a popular subject. This potential was supported by the fact that the GIS unit in the geography degree course at KUL was itself oversubscribed. Market research of 45 leading firms and establishments that had some involvement with GIS found overwhelming support for a bachelor’s degree course and a growing need for graduates. Further support and advice on the course design were received from the AGI, British Cartographic Society, British Computer Society, and Ordnance Survey. The survey response was also crucial in the naming of the course, a decision which, with hindsight, was remarkably astute. The course was originally to be titled Environmental Information Management and Mapping Systems. On recommendation, the title changed to Geographical Information Systems, reflecting a terminology that was to become ubiquitous. With impetus established, a committed group of people in the School of Geography at the Polytechnic, alongside staff from KCFE, prepared course documents in January 1989 that were ratified by the Council for National Academic Awards (CNAA) in June. The first intake of 35 students in September 1989 was impressive for such an innovative course and fully justified its development. Within two years, there were more than 40 students majoring in GIS, and in 1991, a Higher National Diploma (HND) course in GIS was added to its portfolio, with an intake of 20. In 1992, the Polytechnic was granted permission to become a university, and Kingston University London was born as the first cohort of students graduated with the highest student retention rate in the university, along with the highest level of graduate employment within six months of taking the course. By 1997, there were approximately 70 students per annum studying GIS. The aim of the bachelor’s degree course was to provide students with the skills and understanding necessary to apply GIS technology to a wide range of environments. This provided a framework for understanding GIS concepts and how they are integrated into broader information technology strategies. Objectives were to • Provide an interdisciplinary and integrated approach to GIS. • Develop critical and analytic skills for problem solving through the use of GIS. • Enhance students’ ability to undertake effective decision making. • Develop skills in evaluation, application, and management of information systems. Illustration by Elizabeth Davies, Esri • Provide a sound understanding of the role of spatial data in decision-making processes. • Understand the business, social, and environmental implications of GIS. • Provide students with a range of skills and knowledge to undertake a range of GIS-related jobs. • Help students adapt to the rapid changes taking place in information technology and be able to respond flexibly and positively. Course content was organized around four underlying themes. The environmental information theme examined sources and character of social, economic, and physical data operating over various spatial and temporal scales and their measurement and description. Information collection methods covered principles of data collection and capture, photogrammetry, remote sensing, surveying, and social and economic surveys. Data analysis explored GIS and other information systems for data management, intelligent data manipulation, spatial and statistical analysis, and system design and evaluation. Finally, information management and communication focused on cartography and digital mapping, report compilation and desktop publishing, management, and budgeting implications. The course engendered an applied philosophy so students gained knowledge and understanding of the application of GIS to effectively examine and solve spatial questions. Back to the Now The general framework survives to this day, though the balance and course content have changed considerably to both reflect developments in