ABSTRACT
Postgraduate education in geography, especially at the Master's level, is undergoing significant changes in the developed world. There is an expansion of vocationally oriented degree programmes, increasing recruitment of international students, integration of workplace skills, and the engagement of non-traditional postgraduate students as departments respond to policies for a more ‘inclusive’ higher education. This paper sets the context by outlining some programmatic changes in selected countries (Australia, the UK, and the USA). The authors briefly reflect on how postgraduate ‘bars’ or ‘levels’ are defined and explore in detail what ‘diversity’ or ‘heterogeneity’ means in these new postgraduate settings. They then explore some practice examples drawn from their own experiences, recognizing that relevance will vary in other contexts. Finally they consider how diversity can be harnessed as a strength that has potential to enhance taught elements of contemporary postgraduate education in and beyond the discipline.
