Module manager: Andy Newing
Email: a.newing@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2024/25
| GEOG1400 | Digital Geographies |
| GEOG2150 | Social and Spatial Data Analysis with GIS |
This module is not approved as a discovery module
This module explores how spatial analysis is used to deliver public and private services at the neighbourhood level. Students will understand the impact of population change (e.g. ageing, growing health inequalities, urban-rural inequality, cost of living challenges and post-Covid working and mobility patterns) on the need for, provision of and access to services. The examples used are drawn from healthcare and retailing and taught via lectures, linked practical work and the ‘playing’ of an interactive game.
By the end of this module, students should have acquired:
- an understanding of the key components of population change and their relationships with the provision of healthcare and retail services.
- knowledge of the processes driving neighbourhood inequalities in health, wellbeing and the provision of services at a variety of spatial scales
- an ability to apply statistical and spatial analysis to identify area-based inequalities and relate these to underlying service provision
- an understanding of spatial data sources and spatial analytic tools and techniques that link needs/demand and service provision through measures of accessibility
- employability skills relevant to a range of public and private sector organisations and for ongoing research within this application area
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1. An understanding of the importance of spatial analysis in identifying small-area population change and neighbourhood inequalities (e.g. in income, health, and wellbeing) and their importance in determining the need /demand for public and private sector services.
2. Knowledge of the factors and processes that underpin provision, utilisation and accessibility of healthcare and retail services at a range of spatial scales.
3. An appreciation of the range of spatial data and spatial/statistical analysis techniques that are used in the analysis, planning and evaluation of healthcare and retail services.
4. An ability to apply spatial analysis tools to evaluate service provision and its relationship with area-based demand-side indicators.
5. An ability to critique the application of spatial analysis techniques to a evaluate service provision within urban and rural contexts and at different spatial scales.
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
1. Reflection: The ability to recognise and express knowledge and understanding.
2. Critical thinking: The ability to weigh up different arguments and perspectives, using supporting evidence to form opinions, arguments, theories and ideas.
3. Technical/IT skills: The ability to use technology appropriately and ethically to enhance efficiency, identifying appropriate technologies for tasks. Can range from basic IT skills (e.g. use of Excel, QGIS etc).
4. Academic writing: The ability to write in a clear, concise, focused and structured manner that is supported by relevant evidence.
5. Academic language: The ability to use the oral, written, auditory, and visual language proficiency needed to be able to learn effectively and demonstrate understanding.
6. Time management: The ability to plan time, prioritise tasks and organise academic and personal commitments effectively
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 10 | 1 | 10 |
| Practical | 7 | 2 | 14 |
| Seminar | 1 | 2 | 2 |
| Private study hours | 174 | ||
| Total Contact hours | 26 | ||
| Total hours (100hr per 10 credits) | 200 | ||
Students’ primary means for formative feedback will be via the weekly practical sessions, during which demonstrators and academic staff are available for 1-1 discussions and feedback in relation to the practical work or wider lecture content. Students will also attend a single seminar in which they will pay an educational board game in a group of 5-6 students and with a member of academic staff. This also serves as an opportunity for detailed discussion and formative feedback.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Assignment | Coursework | 60 |
| Total percentage (Assessment Coursework) | 60 | |
The portfolio of practical outputs requires students to submit specific outputs (e.g. maps, tables, charts) from their practical work. Students use these to answer short answer questions which assess their interpretation, analysis and communication skills.
| Exam type | Exam duration | % of formal assessment |
|---|---|---|
| Online Time-Limited assessment | 1.5 Hrs Mins | 40 |
| Total percentage (Assessment Exams) | 40 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 10/14/2024
Errors, omissions, failed links etc should be notified to the Catalogue Team