The value of fieldwork as a means of delivering experiential teaching and learning is widely accepted across the geographical disciplines, and for many years Worcester’s Geography programmes have been commended for their provision of a diversity of field experiences that enhance student learning. In December 2016, Geography piloted a two-week fieldcourse to Malawi for final year students undertaking GEOG3136 ‘Environment and Development in Sub-Saharan Africa’. This has emerged from students requesting more international fieldwork opportunities, at a time when staff have significant collaborative research links with Malawi. The aim of the fieldcourse was to immerse students in experiential, research-led learning opportunities in a wide range of real sustainable development contexts. This SAP project sought to evaluate the learning impacts of the fieldcourse to identify lessons learned for future provision. Drawing on a series of individual and focus group conversations, and the written reflective journals of participants, the project revealed a range of ‘life-changing learning experiences’ for students. These were regarded as shaped through research-driven interactions and encounters with local people and NGOs in rural and urban contested spaces, as well as via experiencing the many logistical challenges of living and working in a developing country. Students also cited a much greater depth of understanding of the complex challenges facing sustainable development than would otherwise be achieved through classroom learning. Despite some significant challenges in developing and facilitating the fieldcourse, it has provided a unique and invaluable learning opportunity
