human geography dissertation methodology

Methods in Human Geography: a guide for students doing a research project Second Edition

Flowerdew, R. and Martin, D. (eds.) (2005) Methods in Human Geography: a guide for students doing a research project Second Edition , Harlow, UK. Pearson , 366pp.

Book Description Provides an accessible guide to a wide variety of contemporary research methods, together with practical advice on choosing a topic and producing the written report. The text provides an overview of both qualitative and quantitative techniques, together with guidance on how to pursue each approach further. As such it will prove of great value not only to human geography students, but as an introduction to research methods for all students preparing a dissertation. Features and Benefits written specifically for human geography research students. Provides expert advice on methodology with each chapter written by an expert in their own field. Covers qualitative and quantitative approaches, together with the preparation of a research report. Over 60 line diagrams. Ideal text for undergraduates of human geography and research methods. Synopsis Many students find it difficult to select and use appropriate techniques required for preparing research projects, in the final years of their human geography course. Methods in Human Geography provides an accessible guide to a wide variety of contemporary research methods, together with practical advice on choosing a topic and producing the written report. The text provides an overview of both qualitative and quantitative techniques, together with guidance on how to pursue each approach further. As such it will prove of great value not only to human geography students, but as an introduction to research methods for all students preparing a dissertation. Key Features:- Focuses on human geography research - Integrates previously disparate material into one focused book - Combines qualitative and quantitative techniques, for example using interviews as a research methodology, participant observation, analysing numerical data, questionnaire design - Provides a guide to a variety of available research methods - Offers invaluable advice on: how to choose a topics; data sources; writing up, etc. - The text is organised into sections containing an introduction, preparation for research, qualitative and quantitative approaches, the analysis of data and the preparation of a report - Written by a team of active researchers and experienced dissertation supervisors Robin Flowerdew is Senior Lecturer in Geography, in the Department of Geography at the University of Lancaster. He is a past Chair of the Quantitative Research Group of the Royal Geographical Society with the Institute of British Geographers (RGS/IBG). David Martin is Reader in Geography, in the Department of Geography at the University of Southampton. He is a past Secretary/Treasurer of the Quantitative Research Group of the RGS/IBG.

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Research Ethics for Human Geography A Handbook for Students

• Helen F. Wilson - University of Durham, UK
• Jonathan Darling - Durham University, UK
• Description

Research Ethics for Human Geography   is a lively and engaging introduction to key ethical issues in geographical research by leading figures in the discipline. It addresses the wide range of ethical issues involved in collecting, analysing and writing up research across the social sciences, and explores and explains the more specific ethical issues associated with different forms of geographical inquiry. Each chapter comprises detailed summaries and definitions, real-life case studies, student check-lists and annotated recommendations for reading, making the book a valuable toolkit for students undertaking all forms of geographical research, from local and overseas fieldwork, through to dissertation research, methods-training, and further research. 

This is an important and timely book that will prove an essential resource for teaching about research ethics.  It provides students with invaluable advice, information and reading as well as helpful examples of ethical practice in geographical research.

Finally we have a book that both expertly and accessibly outlines the myriad of ethical decisions that need to be worked through when embarking on research. This excellent text will be an invaluable resource for students undertaking research.

This engaging textbook on preparing, and working through encountering challenging ethical consideration, processes and decisions to make (and live with) in human geography research will be of major interest to advanced under-graduate, masters and Doctoral students, as well as new academics. The chapters here are conceptual and systematic drawing on personal research experiences as well as case studies from the public literature, and come with recommendations for readers to consider and think through.

A comprehensive, clear, accessible and useful survey of ethical issues involved in human geography research.

This is an accessible and engaging text which provides a comprehensive guide to ethical considerations in human geography research. Through excellent contributions, conceptual discussion and practical research guidelines it forms an invaluable toolkit for undergraduate and postgraduate geographers.

An easy to understand resource which is useful for postgraduate students and other people interested in research.

This richly illustrated and incisive book brings together leading scholars to provide the most comprehensive and critical consideration of research ethics for human geography - and will now be the ‘go to’ text for students, teachers and researchers.   

This is a book I suggest for guiding students as they start their research fieldwork. It is very helpful for postgrad and PhD students working on their research fieldwork and thesis.

This is a great book which is useful not only for undergraduates but also for postgraduates as they navigate research ethics.

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Qualitative Research Methods in Human Geography

Qualitative research is the collection of information about human behaviour and perception. It is about focusing in depth to find out why and how certain activities and events occur.

In research we aim to be rigorous in the scientific processes, which means aiming to be thorough, exhaustive and accurate. This requires ensuring that a study is replicable, by being transparent about the steps that were taken to obtain the findings that are presented. It also means being able to justify why you took each step in your research. Triangulation is a technique used to instill rigour. Triangulation is the use of multiple research methods for data collection to reveal insight about a specific topic.

Key Considerations

Positionality:  Who you are, where you are, and how you ask your questions will influence the responses you elicit from participants in your study.

Reflexivity:  This is a process of considering your own positionality and the effects that your positionality will have on your research. It entails throughly considering the benefits and drawbacks of your positionality, and how this in turn can benefit or hinder your research.

S ample: A sample is a set of data. In the case of qualitative data methods covered in this section, your sample is composed of those who are taking part in your study. The number of people who participate will be your sample size. When you reach a point of saturation, it means that you are starting to collect the same ideas over and over from your sample.

Interview:  An interview is a method of inquiry in which you ask your participants a set of questions.  It can be semi-structured or and structured and can use different mediums (e.g., phone, email, in-person). A semi-structured interview is one in which you have an idea about the types of questions you ask but the order and way you ask the question may vary.  A structured interview is a specified set of questions that is asked in the same order using the same words during each interview.

Focus group:  This is a method in which you have a heterogeneous population come together in one room to discuss a certain topic of interest. Typically a facilitator organizes the focus group and will guide the conversation to keep the topic of conversation on track. The strength of this method is the opportunity for free flow of conversation; comments tend to stimulate new ideas and discussion topics. The challenge associated with this method is that it is possible for a few assertive people to dominate the conversation.

Participant observation:  This refers to when a researcher embeds him- or herself in the research context by becoming an active participant.

S urvey:  This method uses a set of written questions that the participants then answer directly on paper or online.

Oral history:  This is the process of gathering and listening to people tell their stories and share knowledge. Traditionally oral histories were passed down through generations, building the knowledge bases of communities. Oral histories are often recorded so that both the information, as well as the voices and character of the story telling, can be preserved.

Participatory mapping:  Sometimes called sketch mapping, this is asking a set of questions and having the participants draw how they view the world in a map form. It is typically done using a piece of paper, but could be done using digital free drawing applications.

Journaling:  When a researcher or a participant documents his or her thoughts feelings or ideas on a topic on a regular basis, it is referred to as journaling. Journaling is a free-flow writing exercise.

Content analysis:  This method collects content in multimedia formats from the media, policy documents and other outlets and then codes the material for common themes and ideas.

Qualitative data analysis: Qualitative data is collected via the methods described above and then is often transcribed and thematically coded. This means a researcher will read the transcript to identify common themes. There are multiple strategies to code qualitative data, either by formulating codes prior to collection it and reading transcripts, or by the researcher identifying common themes that emerge from the data.

Obtaining informed consent:  Ethically, researchers are required to inform the participants of what data they are collecting, why, and how the data will be used and shared. Depending on the study, researchers may wish to maintain anonymity of the participants; however, in some studies they may wish to have their real names be used.

Further resources

• Iain Hay (2000) Qualitative Research Methods in Human Geography

British Columbia in a Global Context Copyright © 2014 by Geography Open Textbook Collective is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Your Human Geography Dissertation Designing, Doing, Delivering

• Kimberley Peters - Helmholtz Institute for Functional Marine Biodiversity at University of Oldenburg
• Description
• Designing: Deciding on your approach, your topic, and your research question, while also ensuring your project is feasible
• Doing: Situating your research and selecting the best methods for your dissertation project
• Delivering: Dealing with data and writing up your findings

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This excellent new text guides students carefully, intelligently and sympathetically through the process of doing a human geography dissertation. It offers grounded advice - from the question of what a dissertation is, to the mechanics of data analysis - which will be indispensable for students researching the full diversity of topics covered by contemporary human geography. The insights, advice and reflections from both previous students and academic staff who currently teach human geography add valuable insights that will both reassure students and help them avoid making common mistakes.

This book will be an invaluable read for all Human Geography dissertation students. It conveys the excitement and possibilities of Human Geography research, whilst also alerting the reader to its challenges and pitfalls. This is certainly not a generic ‘how to do your dissertation’ textbook; instead it engages with Human Geography as a discipline and the role of the dissertation student as a producer of geographic knowledge. The book’s clear sections on designing, doing and delivering your dissertation, have useful examples, include input from the author’s students themselves, making this an accessible and comprehensive text. 

Kim Peters has written a much needed book that will be of great value to Geography students undertaking what is often the most challenging part of their degree, the dissertation.  As a Geography lecturer I have often wished that a book such as this existed.  Your Human Geography Dissertation goes way beyond a standard examination of the pros and cons of different research methods, covering a range of topics from the identification of dissertation subjects and the development of research questions through gathering data and writing up.  It is a readable and highly accessible text full of helpful detail, practical advice and useful examples.  Thank you Kim!  

This book is fantastic! It is recommended reading for our second-year research design course, and I have used some of the ‘dissertation tips’ videos in lectures on this course during 2018/9.  For my own dissertation students in supervision meetings, this book is my core recommendation of a text that will help students with their whole human geography dissertation journey. 

Of all the books that I recommend to my dissertation students, this book is always the first. Writing a dissertation is a daunting task, certainly the most demanding and challenging part of a degree, and Kim Peters, with her accessible style and useful and highly relevant advice, makes it a bit less intimidating. Your Human Geography Dissertation guides students through all the stages of their dissertation, helping them to think geographically, refine their research question and choose the appropriate research methods. This book is so recent but already feels like a classic. 

This volume is a well-written and well-organised volume to recommend to both my dissertation research students and to use on my section (human geography research methods) of our research methods in geography module. I will be using it as a recommended reading.

With this book as their guide your students will be able to achieve what it promises: design, do and deliver.

• This is a great step-by-step guide for final year human geography undergraduates, packed with engaging case study examples and useful testimonies for previous students
• The book takes students all the way from developing a research question through to presenting the final results. It deals with methods and data in an accessible and practical way
• The companion website will feature sound bites from lecturers and previous students, as well as links and materials mentioned throughout the book

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Starting out: Identifying your approach

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• What Is a Research Methodology? | Steps & Tips

What Is a Research Methodology? | Steps & Tips

Published on 25 February 2019 by Shona McCombes . Revised on 10 October 2022.

Your research methodology discusses and explains the data collection and analysis methods you used in your research. A key part of your thesis, dissertation, or research paper, the methodology chapter explains what you did and how you did it, allowing readers to evaluate the reliability and validity of your research.

It should include:

• The type of research you conducted
• How you collected and analysed your data
• Any tools or materials you used in the research
• Why you chose these methods
• Your methodology section should generally be written in the past tense .
• Academic style guides in your field may provide detailed guidelines on what to include for different types of studies.
• Your citation style might provide guidelines for your methodology section (e.g., an APA Style methods section ).

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Table of contents

How to write a research methodology, why is a methods section important, step 1: explain your methodological approach, step 2: describe your data collection methods, step 3: describe your analysis method, step 4: evaluate and justify the methodological choices you made, tips for writing a strong methodology chapter, frequently asked questions about methodology.

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Your methods section is your opportunity to share how you conducted your research and why you chose the methods you chose. It’s also the place to show that your research was rigorously conducted and can be replicated .

It gives your research legitimacy and situates it within your field, and also gives your readers a place to refer to if they have any questions or critiques in other sections.

You can start by introducing your overall approach to your research. You have two options here.

Option 1: Start with your “what”

What research problem or question did you investigate?

• Aim to describe the characteristics of something?
• Explore an under-researched topic?
• Establish a causal relationship?

And what type of data did you need to achieve this aim?

• Quantitative data , qualitative data , or a mix of both?
• Primary data collected yourself, or secondary data collected by someone else?
• Experimental data gathered by controlling and manipulating variables, or descriptive data gathered via observations?

Option 2: Start with your “why”

Depending on your discipline, you can also start with a discussion of the rationale and assumptions underpinning your methodology. In other words, why did you choose these methods for your study?

• Why is this the best way to answer your research question?
• Is this a standard methodology in your field, or does it require justification?
• Were there any ethical considerations involved in your choices?
• What are the criteria for validity and reliability in this type of research ?

Once you have introduced your reader to your methodological approach, you should share full details about your data collection methods .

Quantitative methods

In order to be considered generalisable, you should describe quantitative research methods in enough detail for another researcher to replicate your study.

Here, explain how you operationalised your concepts and measured your variables. Discuss your sampling method or inclusion/exclusion criteria, as well as any tools, procedures, and materials you used to gather your data.

Surveys Describe where, when, and how the survey was conducted.

• How did you design the questionnaire?
• What form did your questions take (e.g., multiple choice, Likert scale )?
• Were your surveys conducted in-person or virtually?
• What sampling method did you use to select participants?
• What was your sample size and response rate?

Experiments Share full details of the tools, techniques, and procedures you used to conduct your experiment.

• How did you design the experiment ?
• How did you recruit participants?
• How did you manipulate and measure the variables ?
• What tools did you use?

Existing data Explain how you gathered and selected the material (such as datasets or archival data) that you used in your analysis.

• Where did you source the material?
• How was the data originally produced?
• What criteria did you use to select material (e.g., date range)?

The survey consisted of 5 multiple-choice questions and 10 questions measured on a 7-point Likert scale.

The goal was to collect survey responses from 350 customers visiting the fitness apparel company’s brick-and-mortar location in Boston on 4–8 July 2022, between 11:00 and 15:00.

Here, a customer was defined as a person who had purchased a product from the company on the day they took the survey. Participants were given 5 minutes to fill in the survey anonymously. In total, 408 customers responded, but not all surveys were fully completed. Due to this, 371 survey results were included in the analysis.

Qualitative methods

In qualitative research , methods are often more flexible and subjective. For this reason, it’s crucial to robustly explain the methodology choices you made.

Be sure to discuss the criteria you used to select your data, the context in which your research was conducted, and the role you played in collecting your data (e.g., were you an active participant, or a passive observer?)

Interviews or focus groups Describe where, when, and how the interviews were conducted.

• How did you find and select participants?
• How many participants took part?
• What form did the interviews take ( structured , semi-structured , or unstructured )?
• How long were the interviews?
• How were they recorded?

Participant observation Describe where, when, and how you conducted the observation or ethnography .

• What group or community did you observe? How long did you spend there?
• How did you gain access to this group? What role did you play in the community?
• How long did you spend conducting the research? Where was it located?
• How did you record your data (e.g., audiovisual recordings, note-taking)?

Existing data Explain how you selected case study materials for your analysis.

• What type of materials did you analyse?
• How did you select them?

In order to gain better insight into possibilities for future improvement of the fitness shop’s product range, semi-structured interviews were conducted with 8 returning customers.

Here, a returning customer was defined as someone who usually bought products at least twice a week from the store.

Surveys were used to select participants. Interviews were conducted in a small office next to the cash register and lasted approximately 20 minutes each. Answers were recorded by note-taking, and seven interviews were also filmed with consent. One interviewee preferred not to be filmed.

Mixed methods

Mixed methods research combines quantitative and qualitative approaches. If a standalone quantitative or qualitative study is insufficient to answer your research question, mixed methods may be a good fit for you.

Mixed methods are less common than standalone analyses, largely because they require a great deal of effort to pull off successfully. If you choose to pursue mixed methods, it’s especially important to robustly justify your methods here.

Next, you should indicate how you processed and analysed your data. Avoid going into too much detail: you should not start introducing or discussing any of your results at this stage.

In quantitative research , your analysis will be based on numbers. In your methods section, you can include:

• How you prepared the data before analysing it (e.g., checking for missing data , removing outliers , transforming variables)
• Which software you used (e.g., SPSS, Stata or R)
• Which statistical tests you used (e.g., two-tailed t test , simple linear regression )

In qualitative research, your analysis will be based on language, images, and observations (often involving some form of textual analysis ).

Specific methods might include:

• Content analysis : Categorising and discussing the meaning of words, phrases and sentences
• Thematic analysis : Coding and closely examining the data to identify broad themes and patterns
• Discourse analysis : Studying communication and meaning in relation to their social context

Mixed methods combine the above two research methods, integrating both qualitative and quantitative approaches into one coherent analytical process.

Above all, your methodology section should clearly make the case for why you chose the methods you did. This is especially true if you did not take the most standard approach to your topic. In this case, discuss why other methods were not suitable for your objectives, and show how this approach contributes new knowledge or understanding.

In any case, it should be overwhelmingly clear to your reader that you set yourself up for success in terms of your methodology’s design. Show how your methods should lead to results that are valid and reliable, while leaving the analysis of the meaning, importance, and relevance of your results for your discussion section .

• Quantitative: Lab-based experiments cannot always accurately simulate real-life situations and behaviours, but they are effective for testing causal relationships between variables .
• Qualitative: Unstructured interviews usually produce results that cannot be generalised beyond the sample group , but they provide a more in-depth understanding of participants’ perceptions, motivations, and emotions.
• Mixed methods: Despite issues systematically comparing differing types of data, a solely quantitative study would not sufficiently incorporate the lived experience of each participant, while a solely qualitative study would be insufficiently generalisable.

Remember that your aim is not just to describe your methods, but to show how and why you applied them. Again, it’s critical to demonstrate that your research was rigorously conducted and can be replicated.

1. Focus on your objectives and research questions

The methodology section should clearly show why your methods suit your objectives  and convince the reader that you chose the best possible approach to answering your problem statement and research questions .

2. Cite relevant sources

Your methodology can be strengthened by referencing existing research in your field. This can help you to:

• Show that you followed established practice for your type of research
• Discuss how you decided on your approach by evaluating existing research
• Present a novel methodological approach to address a gap in the literature

3. Write for your audience

Consider how much information you need to give, and avoid getting too lengthy. If you are using methods that are standard for your discipline, you probably don’t need to give a lot of background or justification.

Regardless, your methodology should be a clear, well-structured text that makes an argument for your approach, not just a list of technical details and procedures.

Methodology refers to the overarching strategy and rationale of your research. Developing your methodology involves studying the research methods used in your field and the theories or principles that underpin them, in order to choose the approach that best matches your objectives.

Methods are the specific tools and procedures you use to collect and analyse data (e.g. interviews, experiments , surveys , statistical tests ).

In a dissertation or scientific paper, the methodology chapter or methods section comes after the introduction and before the results , discussion and conclusion .

Depending on the length and type of document, you might also include a literature review or theoretical framework before the methodology.

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to test a hypothesis by systematically collecting and analysing data, while qualitative methods allow you to explore ideas and experiences in depth.

A sample is a subset of individuals from a larger population. Sampling means selecting the group that you will actually collect data from in your research.

For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

Statistical sampling allows you to test a hypothesis about the characteristics of a population. There are various sampling methods you can use to ensure that your sample is representative of the population as a whole.

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Our undergraduate students cover a wide range of topics from Human Geography to Physical Geography. Here you can find some examples of recently completed undergraduate dissertations.

Human Geography dissertation examples

Georgina Ogg

Supervised by: Dr. Flurina Wartmann

Simone Arvid

What was your dissertation about?

My dissertation was investigating the sustainability of ecologically restoring The Dunvegan Estate and The Kinrara Estate in Scotland using a qualitative mixed-method approach. It explored how local context and levels of engagement within planning processes are shaping different stakeholder and local community perceptions. The findings highlighted how complex issues of scale, social constructions and political-historical structures impacts the perceptions and general sustainability of the projects. It also illustrated that potential barriers to inclusive processes included revenues associated with woodland restoration, a disconnection with localism and the impacts of COVID-19.

What skills did you develop (further) during your dissertation research?

Due to the impacts of COVID-19, I had no prior practical experience with conducting research. Furthermore, we were initially restricted to conducting research using online methods, which led me to choose a qualitative mixed methods approach (e.g. surveys and interviews). However, I struggled to collect sufficient data due to the remoteness of both projects and a bias in the design of my survey. It pushed me to re-adjust the design of my methodology, which included in-person fieldwork in October/November as the COVID-19 guidelines changed. Ultimately, the process developed my research skills, creativity and resilience, as I managed to gather substantial data after experiencing significant setbacks.

What was the highlight of your dissertation work?

Conducting fieldwork in-person and getting the opportunity to connect with the local stakeholders on a personal level was a very rewarding and inspiring experience. It allowed me to explore the local culture and project sites, which enhanced my understanding of the place-based contexts and issues. Contributing new knowledge to a contemporary academic and political debate also ensured that the dissertation process was engaging throughout and felt very meaningful to complete.

Supervised by: Dr. Paula Duffy

What was your dissertation about? My dissertation was undertaken to study the contribution of land reform to sustainable development in the Western Isles of Scotland. This was conducted in collaboration with the James Hutton Institute and compared survey data from the National Islands Plan across the different Scottish Island regions; as well as my own interviews in Na h-Eileanan Siar. In an attempt to gauge the strengths and weaknesses of the Community Land Organisations (Community Land Trusts) in the region. The findings were incorporated to provide policy recommendations related to land reform which were presented to representatives of the Scottish Government and Islands Team.

What skills did you develop (further) during your dissertation research? I developed my research skills, both in quantitative and qualitative analysis; and also increased my knowledge in a key area of interest for me; and an area of great importance for policy makers and land managers in Scotland.

What was the highlight of your dissertation work? I think the real highlight for me was getting to see the benefit of my work to the government and interacting with many important stakeholders in this area. It was also really amazing to study an area such as Na h-Eileanan Siar in depth. The culture, the people and their relationship with the land is really inspiring and is something which I think we all could learn from.

Supervised by Dr. Lorna Philip

I chose to focus my dissertation on the role of urban green spaces in Aberdeen during the ongoing pandemic.

During the first lockdown it was clear to see that people being confined to their own homes led them to seek any opportunity to get outdoors so as to improve their physical and mental well-being. This was supported by Google's 2020 mobility data report which highlighted Aberdeen City as an example of a place showing a particularly large increase in park visitors during this period. I wanted to find out more about why people were deciding to visit green spaces or conversely maybe why there were now less inclined.

Access was a key aspect I focused on to identify the distribution of green spaces across Aberdeen city and find pockets that access could be improved for residents. I created online questionnaires to gather first hand responses of how people had been using green spaces and how maybe that had changed over the past year. The outcome of my dissertation made it clear to see how valuable these green spaces were to residents during the pandemic but also the new challenges which had arisen.

Supervised by Dr. Flurina Wartmann

Physical Geography dissertation examples

Emma Simpson

My dissertation mapped the groundwater vulnerability to the contamination through pesticides in the Ythan catchment. The river Ythan has a significant amount of baseflow which indicates a strong correlation between the groundwater and the river flow and is under a lot of agricultural pressure. Agriculture is the main identified reason for high pesticide values in the water which led to the area becoming a Nitrate vulnerability zone. Through creating two different models I visualised the most vulnerable zones of the catchment and with that data created a risk map for crops. This shows the areas that have intensive crops farming and are also vulnerable to groundwater pollution. Mapping two models allowed to show the distinctions when emphasising different parameters.

Throughout my research I developed skills in building hydrological models using ArcGIS as well as improved my data management skills. Especially from the data management I learned a lot for future research as I had to create 5 to 7 GIS layers per model and often further layers throughout the process. Another important learning was to extract the important information from the less important and to make choices for my final data set.

The highlight of my work was seeing the final maps and understanding the differences in the models. But also realising how abstract they are but then through creating risk maps can become relevant for stakeholders.

Supervised by Dr. JC Comte

Fingal Summers

My dissertation used modelling to analyse the effect of forestation on reducing river flood peaks in a Scottish upland catchment area. The catchment in questions was the Linne nam Beathach river catchment, Argyll. I created the model using a commonly implemented hydrological modelling software called SWAT (Soil and Water Assessment Tool), using a wide assortment of input data including measured discharge measurements, weather statistics, as well as soil and land use maps. After calibration and validation occurred, I used ArcGIS to manually update the land use map to extend forest boundaries to several different areas. Results showed that increasing forests on this catchment would decrease flood peak scenarios by a small margin.

I developed my skills in hydrological modelling, and in finding data sources for model creation. Furthermore, I had to get used to using a variety of new software and techniques, including the model software itself, and SWAT-CUP, which I used for the crucial step of calibration. More generally I increased my ability in finding creative solutions to difficult problems, and I further developed my Excel skills, such as using keyboard shortcuts to speed up handling of large amounts of data.

The highlight for me was seeing the calibrated model run for the first time and getting results. It had taken a lot of work to get to this point so it was a moment of great satisfaction. Another aspect I enjoyed was the analysis of the final simulated data, and using statistical techniques to compare it with original scenario of forest cover.

Supervised by Dr. David Haro Monteagudo

What was your dissertation about? My dissertation used data extracted from pollen diagrams to map patterns of tree spreading in the British Isles during the early Holocene. I created a series of isochrone maps – showing the direction and timing of species dispersal – using ArcGIS. This built upon research first conducted in the late 1980s (with hand-drawn maps), almost doubling the number of data points. Significant changes in patterns were observed in some instances, with the research ultimately adding to our body of knowledge regarding species distributions, rates of spread, and response to controlling factors such as climate and topography.

What skills did you develop (further) during your dissertation research? I learnt a number of new techniques, particularly how to use GIS software, and improved my statistical analysis skills and my ability to think critically when analysing data outputs. I also improved my ability to quickly find and filter potential data sources. In terms of personal development, working during the COVID lockdown helped me hone my time management skills, notably creating and keeping to my own deadlines whilst also remembering to take regular breaks.

What was the highlight of your dissertation work? Finding new and undiscovered patterns of tree spread, and being able to explore the possible causes for this. Completing my dissertation was a rewarding experience as I felt that I had contributed new knowledge to my subject field.

Supervised by Dr. J. Edward Schofield

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A selection of dissertations from recent undergraduate students, and MPhil Conservation Leadership placement reports*, are now available for reading access online.

We regret to announce that paper copies of dissertations submitted prior to 2020 are not included in this service.

Paper copies of dissertations between 2015-2019 can only be viewed upon request in the Geography Library itself – please ask staff for access. Dissertations earlier than 2015 may be available to view in the Manuscripts Reading Room at the UL (again you need to request access in advance to view these). To find out about the availability of paper copies of earlier dissertations, you will need to search on iDiscover by searching using the words ‘Geography’, ‘Tripos’ and ‘Dissertation’. Check the holdings information to see whether they have a note to say ‘Transferred to UL’.

Please note down the file number (in the first column) before you proceed to the online request form , where you can request access to two dissertations per application. It is best to use this form from the Geography intranet.

You can also request a particular dissertation by clicking on the number in the first column of the table, which also takes you through to the request form.

Terms and conditions apply, and you must agree to these before you are given access.

Please note we can only process requests during our staffed hours. Please see the Library opening hours for further details.

*An index of the MPhil Conservation Leadership reports that are available to view are on the dedicated Moodle page for students.

Most recent years are shown first.

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Geography's 'Best Undergraduate Dissertation' award winner reflects on her journey

Rachel wibberley.

Geography graduate

05 November 2020

Rachel Wibberley, 2020 BA Geography graduate, was awarded 'Best Undergraduate Dissertation' last academic year for her outstanding research on gender pay gap inequalities in London’s financial services sector. She's written a blog reflecting on her time at King's, why she chose her dissertation topic and what she is up to now.

I decided to study a BA in Geography at King’s in order to gain the analytical and technical skills needed to understand real-world development issues. I knew that I was keen to pursue an international policy route within my degree and the breadth of the course at King’s meant that I could use complex data sets to better understand the interactions between humans and their environments, whilst gaining practical experience in policy writing to facilitate positive change.

Alongside my degree, I took an interest in international gender and development issues and was even given the opportunity to represent young women in the UK at the UN Commission on the Status of Women and the UN Human Rights Council. My dissertation, or Independent Geographical Study (IGS) as it’s called in the Department, presented the perfect opportunity to develop this interest by exploring the knowledge gaps within current literature on gender inequalities and adding value where I felt it was needed the most. I decided to focus my IGS on an issue that will continue to impact every woman in the world until sufficient progress is made – the gender pay gap.

Stagnant gender gap progress suggested that monitoring had not gone far enough in generating substantive progress towards gender equality – a fundamental human right. My IGS attempted to draw upon qualitative evidence from female employees in London’s financial services sector, alongside corporate narratives to explore the impacts of surveillance on everyday attitudes and behaviours. The study revealed that the narrow parameters of traditional monitoring theory and practice are limiting the progression of gender equality and it supported policy recommendations to drive cultural change.

Despite the coronavirus circumstances during my final term, I really enjoyed writing my IGS. Settling on an idea was the hardest part. I think the key is to not get bogged down with finding a ground-breaking gap in the literature but to add your analysis to an area you are genuinely interested in. This way the process becomes much more enjoyable.

Rachel with her award-winning dissertation

I conducted the bulk of my literature review research between February 2019 and December 2019. I reached out to potential participants on LinkedIn and conducted my interviews in the first term of my final year. I used the Christmas period to write my literature review and then used the final term to conduct my analysis and write the remainder of my dissertation. I spent several weeks editing my IGS before the final deadline, creating countless drafts in order to get it within the 10,000-word limit and ensure it read well. I submitted it and I hoped for the best.

When I received my mark I cried happy tears! I refreshed the result several times just to be sure that it wasn’t a mistake in the online system. I then read the examiners feedback and was blown away by the positive comments. I felt relieved that the year of hard work that went into my IGS had completely paid off and ecstatic that I had created a valuable piece of research.

More recently, I found out that I won the award for the best overall undergraduate dissertation. Again, I was in complete disbelief. Throughout university I often doubted myself before essay submissions and I think that receiving this award has instilled confidence in my own ability to produce quality research. This confidence has helped me within my current role as a policy executive, where I am working in a policy institute to produce a report on international gendered health inequalities.

I owe a lot to my wonderful IGS supervisor, Professor Cathy McIlwaine, who provided invaluable advice, expertise and support throughout the writing of my IGS and has since encouraged me to apply for postgraduate study. I hope to study for a Masters in the next couple of years. Following that, I would love to work in international development within an international organisation.

Read Rachel's Dissertation

‘No reporting about us, without us’: Exploring the Impacts of UK Surveillance Practices on Gender Inequality in London’s Financial Services Sector.

• Wibberley, Rachel 2020 (4.38 MB PDF)

In this story

Cathy McIlwaine

Vice Dean (Research), Faculty of Social Sciences and Public Policy

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Examples of methods in prize winning dissertations

We’ve looked through the full back catalogue of SCGRG prize winning undergraduate dissertations and found useful examples of methods that can be used during lockdown.

• In Search of Danish Atmospheres
• Uses auto-ethnography and analysis of family photographs to explore Danish identity.
• Geographies of Suicide and the Representation of Self-Sacrifice in Japanese Popular Culture and Media
• Discursive analysis of manga and anime animation, supported with secondary background data, to examine representations of suicide and self-sacrifice in Japanese popular culture.
• Breeding Frankenstein’s Bulldog: reimagining the Pedigree in Nineteenth Century England
• Archival research (some accessed digitally), literary analysis of novels, and visual analysis, in order to understand how bulldogs have been appropriated by different social groups.
• A kinaesthetic spirituality: An autophenomenographic account of running 250km of the Camino Portugués
• Uses autoethnographic methods focusing on the author’s own experiences of running to think about the embodied, sensual emergence of landscape and self through practice. 
• Jography: Exploring the Mobilities of Road-Running
• Uses online training diaries with runners as part of wider work with mobile methods.
• The landscape and culture of allotments: a study in Hornchurch, Essex
• Uses participant diaries/ ‘photovoice’ methods – a good way of doing primary research without having to go into the field. 
• “We are not here, we are not there”: Young Refugees’ and Asylum Seeker’s Negotiations of Identity and Belonging
• Another example of ‘photovoice’ methods.
• Constructing distant geographies of care: the example of Fairtrade in Horsham
• Analyses commercial Fairtrade images and their work in creating particular consumer imaginaries of the people and places they are linked to through their consumption.