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Abstract Field study, widely regarded as an essential part of geographical higher education, is under severe pressure due to its high cost, resource demands and a legacy of poor educational practices that have left it on the fringes of the curriculum. This paper outlines a case study of an undergraduate module, framed around a field course, which seeks to integrate fieldwork into the curriculum by combining training in field study with training in research and presentation skills. The module employs group‐based project work throughout, with no items assessed individually. The paper concludes by pointing to the pedagogic and tactical advantages of the approach adopted, but warns against the overuse of group work.
Haigh et al. (Fri,) studied this question.