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Cited by 11Cultural Heritage Management and PreservationArchaeology and Cultural HeritageArchaeological Research and Protection

The DOI matches its Crossref record; 70 of the 72 references it cites were found in a registry or an index; none of the 48 sources its claims cite is checked for support yet.

Teaching Archaeological Heritage Management. Towards a Change in Paradigms

Open access
Willems, Annemarie, Thomas, Suzie, Castillo Mena, Alicia, Čeginskas, Viktorija, Immonen, Visa, Kalakoski, Iida, Lähdesmäki, Tuuli, Lähdesmäki, Ulla, Gowen-Larsen, Margaret, Marciniak, Arkadiusz, Pérez González, Elena, White, Cheryl, Mazel, Aron D.·2018·Conservation and Management of Archaeological Sites
DOI 10.1080/13505033.2018.1559423
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Abstract

The concept of archaeological heritage management (AHM) has been key to wider archaeological research and preservation agendas for some decades. Many universities and other education providers now offer what is best termed heritage management education (HME) in various forms. The emphasis is commonly on archaeological aspects of heritage in a broad sense and different terms are often interchangeable in practice. In an innovative working-conference held in Tampere, Finland, we initiated a debate on what the components of AHM as a course or curriculum should include. We brought together international specialists and discussed connected questions around policy, practice, research and teaching/training, at local, national, transnational and World Heritage levels. In this article we take the Tampere discussions further, focusing especially on the meaning, necessity, implications and prerequisites of interdisciplinary HME. We offer our thoughts on developing HME that reflects the contemporary aspects and needs of heritage and its management.

Overview

AI snapshot

Written from the paper’s full text.

TL;DR

This article reports on a 2017 Tampere working-conference of 46 specialists from 16 countries and argues that archaeological heritage management education (HME) needs a new, interdisciplinary, practice-aligned curriculum. It synthesizes participant discussions into a vision for training future heritage professionals in research, transferable/soft skills, and broader heritage contexts.

Key findings

  • The working-conference reached strong consensus that a new kind of AHM curriculum is needed: education for graduates preparing for HM employment is “largely undeveloped and unexplored,” there is a shortage of fully trained AHM professionals, teachers may lack practical experience, and the disconnect between academic archaeology and HM practitioners needs bridging.
  • Participants agreed HME should be interdisciplinary and should teach “soft”/transferable skills—communication, presentation, negotiation, project management, financing and budgeting, marketing, active listening, legal and administrative frameworks, mediation, and political/diplomatic skills—as an integral part of HME rather than optional extras; research should also be the foundation of AHM.
  • AHM requirements are not the same everywhere, though many issues are common. Examples cited include Finland, where three universities have an archaeology degree programme but only the University of Turku has offered one specialized HM course continuously since 1995; a 2005 survey showing more than 70% of professional Australian archaeologists found employment in the HM sector; and the DISCO project covering 21 European countries.
  • Disagreements remained: some participants favoured a local curriculum focus while others stressed international policy, legislation, and best practice; there was no consensus on whether skills should be taught in primary degrees or Masters programmes, or whether a Bachelors’ degree in archaeology should be required for entry to a Masters-level AHM programme.

Methods

  • The paper draws on an “innovative working-conference” titled “Development and Best Practices of (Archaeological) Heritage Management as a Course,” held in Tampere, Finland, from 7–9 June 2017, bringing together 46 specialists from 16 countries.
  • The programme was divided into four sessions—Policy, Practice, Research, and Teaching and Training—with keynotes and breakout discussions addressing World Heritage, transnational, national, and local scales, and questions about what AHM is, whether it is a discipline, what future heritage professionals need, how AHM is taught, and whether a dedicated curriculum is needed.
  • The methodology stems from the Delphi Method’s Estimate-Talk-Estimate technique; data included notes and reports by six student volunteers, audio recordings made with participant consent, and notes/observations by chairs and two organizers (Willems and Thomas), with organizers evaluating the notes, reports, and key viewpoints.

Limitations

  • The paper states that final outcomes for future HME development “remain to be seen,” that many avenues for further and deeper research were identified, and that the feasibility of students entering AHM programmes from other academic backgrounds requires in-depth research beyond the article’s scope.
  • It also reports unresolved disagreements, including the level at which transferable skills should be taught and whether a Bachelors’ degree in archaeology should be an entry requirement.
  • Evident from the text: the conclusions derive from a single working-conference and participant expertise rather than a systematic survey or evaluated curriculum intervention; some claims rely on “personal observations” and participant reports, and the paper does not provide a formal quantitative evaluation of HME outcomes.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1080/13505033.2018.1559423

Cites

70 of 70 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Verification

Claims the paper makes

0 of 48 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    There was a strong consensus across the working-conference sessions about the importance of 'soft skills' when working in AHM as well as transferable skills.

    “There was a strong consensus across the working-conference sessions about the importance of 'soft skills' when working in AHM as well as transferable skills, such as participatory skills, communication, project management, financing and budgeting, marketing, active listening skills, knowledge about legal and administrative frameworks, mediation, and political and diplomatic skills (see also Sutcl”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Sutcliffe 2014 source
  • Findingown data

    There was general consensus among the participants about the type of courses that should be integrated in HME.

    “Many of the answers of how this can be achieved do exist, and there was general consensus among the participants about the type of courses that should be integrated, although reasons can be identified as to why this 'dreamed of' curriculum has not been set-up until now.”
    Quote in the paperSubstantial claim
  • Findingnone given

    Disciplines other than archaeology are generally not integrated in the AHM curriculum.

    “However, these disciplines are generally not integrated in the AHM curriculum.”
    Quote in the paperSubstantial claim
  • Premisecitation

    Heritage increasingly includes intangible heritage and cultural associations connected to resources and the wider landscape.

    “Increasingly, heritage is seen to include the intangible heritage and cultural associations connected to these resources and the wider landscape (UNESCO 2003).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites UNESCO 2003

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Premisecitation

    The absolute numbers employed in archaeology has fallen significantly.

    “The absolute numbers employed in archaeology has fallen significantly between archaeologists have typically become smaller; a slight decline in sectoral transnational mobility; archaeologists are increasingly educationally mobile; and vocational education and training (VET) in the sector is almost universally delivered by universities through academic degree programmes' (Aitchison et al., 2014: 6-”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Aitchison et al., 2014

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. 64
  • It may state two separate claims as one. 20

  • Probably not a substantial claim.

    Findingown data

    The educational preparedness of future heritage managers, practitioners and advocates is largely an underdeveloped and underexplored field.

    “It became evident during the working-conference that the educational preparedness of future heritage managers, practitioners and advocates is largely an underdeveloped and underexplored field”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingnone given

    There was no consensus as to whether a Bachelors' degree in archaeology should be a requirement for entry to a Masters-level AHM programme.

    “Furthermore, there was no consensus as to whether a Bachelors' degree in archaeology should be a requirement for entry to a Masters-level AHM programme.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Findingnone given

    There is a disconnect between academic archaeology and HM practitioners.

    “the disconnect between academic archaeology and HM practitioners needs to be bridged”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.

    Findingnone given

    In developing countries with limited options for academic financing, NGOs with a heritage mandate often fill the vacuum.

    “In the context of developing countries with limited options for academic financing, NGOs with a heritage mandate often fill the vacuum.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Findingreasoning

    Students and practitioners in archaeology and HM all require a strong foundation in academic research.

    “Discussants felt that students and practitioners in archaeology and HM all require a strong foundation in academic research.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Findingreasoning

    It was accepted that AHM professionals must be capable of conducting well-structured, focused and appropriate research.

    “It was accepted, however, that AHM professionals must be capable of conducting well-structured, focused and appropriate research.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim.

    Findingnone given

    Discussions at Tampere emphasized that the divisions between academic research and HM need to be addressed.

    “Discussions at Tampere emphasized that the divisions between academic research and HM need to be addressed.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Findingreasoning

    Research cannot be considered as something primarily done at the universities; it must be regarded as the essential basis and groundwork for HM.

    “Research cannot be considered as something primarily done at the universities, instead it must be regarded as the essential basis and groundwork for HM.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.

    Findingreasoning

    Education and training in AHM needs to be developed, both for university students, and in the form of Continuing Professional Development (CPD).

    “education and training in AHM needs to be developed, both for university students, and in the form of Continuing Professional Development (CPD)”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may state two separate claims as one.

    Findingown data

    There was consensus in working-conference discussions that research should be the foundation of AHM, although there was no agreement as to how this could be achieved and integrated into a one or two-year Masters-level programme.

    “There was consensus in working-conference discussions that research should be the foundation of AHM although there was no agreement as to how this could to be achieved and integrated into a one or two-year Masters-level programme (with all the other skills that need to be taught).”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim.

    Findingnone given

    There is a shortage of fully trained professionals in AHM.

    “there is a shortage of fully trained professionals in AHM”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingnone given

    There was no consensus during the discussions about whether soft/transferable skills should be taught during primary degree programmes or Masters-level programmes.

    “There was no consensus during the discussions about whether they should be taught during primary degree programmes or Masters-level programmes.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingnone given

    The people teaching AHM may sometimes lack practical experience.

    “the people teaching AHM may sometimes lack practical experience”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Findingnone given

    The working-conference acknowledged that 'grey literature' constitutes an important record in itself, but that it often simply describes the findings of survey and excavation and data and lacks detailed and insightful contextual research and analysis.

    “The working-conference acknowledged that 'grey literature', in countries where it exists, constitutes an important record in itself, but that it often simply describes the findings of survey and excavation and data and lacks detailed and insightful contextual research and analysis.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Findingreasoning

    Research must have a key place in HME.

    “It was argued that it therefore must have a key place in HME.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Findingreasoning

    Appropriate academic preparedness in HM requires better qualified graduates with research skills that are able to bring an elevated quality of work to the available employment market.

    “Appropriate academic preparedness in HM requires better qualified graduates with research skills that are able to bring an elevated quality of work to the available employment market.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Findingnone given

    General agreement emerged at the working-conference that the distinction between research and practice in HM, albeit contrived, has caused a deep universal disconnect between academic archaeology and HM practitioners.

    “General agreement emerged at the working-conference that the distinction between research and practice in HM, albeit contrived, has caused a deep universal disconnect between academic archaeology and HM practitioners.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim.

    Findingreasoning

    Heritage professionals working for NGOs may lack sufficient academic training, ability and time/resources to publish their research work within traditional scholarly outlets.

    “This dynamic 'ipso facto' can create a situation where heritage professionals working for NGOs may lack sufficient academic training, ability and time/resources to publish their research work within traditional scholarly outlets.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

    Findingnone given

    Research is an essential foundation and support for the rationale for, and long-term focus on the protection, conservation and management of, cultural heritage resources.

    “Research is an essential foundation and support for the rationale for, and longterm focus on the protection, conservation and management of, cultural heritage resources.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Findingnone given

    The professionals now in leading positions in AHM were mostly trained in the 1970s and 1980s when HM was just emerging, and they learnt AHM 'by doing' rather than being trained as heritage managers.

    “The professionals that are now in leading positions in AHM were mostly trained in the 1970s and 1980s when HM was just emerging.These people were not trained as heritage managers but were educated as academics and learnt AHM 'by doing', through practical experience, or by taking additional courses.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim.

    Findingreasoning

    There is a need for many AHM professionals to broaden and update their skills.

    “the concern was expressed by the particpants that there is a need for many AHM professionals to broaden and update their skills.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. It may state two separate claims as one.

    Findingnone given

    The requirements of AHM are not the same in all parts of the world, although there is commonality in many of the issues addressed.

    “the requirements of AHM are not the same in all parts of the world, although there is commonality in many of the issues addressed”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper may give no reason why it holds.

    Findingnone given

    Many tertiary educators with a solid knowledge of academic research may have little understanding or experience of HM practice in the field.

    “In addition, many tertiary educators with a solid knowledge of academic research may have little understanding or experience of HM practice in the field.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Findingreasoning

    There was a strong consensus at the working-conference that a new kind of AHM curriculum is needed.

    “Ultimately, there was a strong consensus at the working-conference that a new kind of AHM curriculum is needed.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

    Findingnone given

    The potential and significance of education for graduates preparing for employment in HM is a largely undeveloped and unexplored field.

    “the potential and significance of education for graduates preparing for employment in HM is a largely undeveloped and unexplored field”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Findingreasoning

    There is a need for a curriculum in AHM that is better aligned with practice.

    “there is a need for a curriculum in AHM that is better aligned with practice”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingnone given

    Graduates themselves are becoming increasingly transnational.

    “Furthermore, there was a recognition that emerged in several of the working-conference discussions, that graduates themselves are becoming increasingly transnational.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Findingown data

    The consensus from the working-conference participants is that AHM is still practiced and taught in a multidisciplinary way with archaeology as the point of departure, bringing in experts from disciplines other than archaeology to teach and share knowledge, ideas and experience.

    “The consensus ascertained from the working-conference participants is that AHM is still practiced and taught in a multidisciplinary way with archaeology as the point of departure, bringing in experts from disciplines other than archaeology, to teach and share knowledge, ideas and experience.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingnone given

    The Tampere working-conference was a starting point for a robust discussion about how university teaching and training can contribute to shaping a new all-round heritage professional that can operate effectively in different contexts.

    “The Tampere working-conference was a starting point for a robust discussion about how university teaching and training can contribute to the shaping of a new all-round heritage professional that can operate effectively in different contexts.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may state two separate claims as one.

    Findingnone given

    The diverse heritage specialists participating in the Tampere working-conference all agreed upon the requirement for teaching transferable skills and the importance of research in AHM.

    “The diverse heritage specialists participants in the Tampere working-conference all agreed upon the requirement for teaching transferable skills and the importance of research in AHM.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. It may state two separate claims as one.

    Findingnone given

    The working-conference from which this paper stems found some answers but also identified many avenues for further and deeper research.

    “Ultimately, the working-conference from which this paper stems found some answers but also identified many avenues for further and deeper research.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingnone given

    During the Tampere discussions, the terms multidisciplinarity and interdisciplinarity were used interchangeably.

    “During the Tampere discussions, the terms multidisciplinarity and interdisciplinarity were used interchangeably, showing that there is a need to clarify the distinction.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Managing archaeological cultural assets requires considering a wide range of dimensions, from scientific to social aspects.

    “Managing archaeological cultural assets/resources/properties/goods, therefore, requires considering a wide range of dimensions, from scientific to social aspects (Castillo and Querol 2014).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Castillo and Querol 2014 source

  • Probably not a substantial claim.

    Study design and conductcitation

    The methodology used in the article stems from the Delphi Method's Estimate-Talk-Estimate technique, based on alternating phases of interactive exchange of ideas and envisioning between a group of experts and summarizing key views by facilitators.

    “The methodology used stems from the key ideas and approaches of the Delphi Method, or more precisely from its Estimate-Talk-Estimate technique, based on alternating phases of an interactive exchange of ideas and envisioning between a group of experts and summarizing the key views of the group by facilitators (Nelms 1985;Rowe 1999).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Nelms 1985 source
    • cites Rowe 1999 source

  • Probably not a substantial claim. It may state two separate claims as one.

    Premisecitation

    The dominance of archaeology and its methods and ethics in HM, nationally based tradition and understandings, top-down approaches, and emphases on tangible heritage is manifest in the Authorised Heritage Discourse (AHD).

    “The dominance of archaeology and its methods and ethics in HM, nationallybased tradition and understandings, top-down approaches, and emphases on tangible heritage is manifest in what Smith (2006) has labelled the Authorised Heritage Discourse (AHD).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Smith (2006) source

  • Probably not a substantial claim. It may state two separate claims as one.

    Premisereasoning

    There are challenges concerning consensus within the HM community regarding what frames the discipline, and questions concerning the focus of HME programmes.

    “it would appear that the content delivered to learners and trainees in Masters' programmes together with HM's position in various disciplines, may suggest that there are challenges concerning consensus within the HM community regarding what frames the discipline, as well as questions concerning the focus of heritage management education (HME) programmes.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites SpringerBriefs series in Archaeological Heritage Management

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites European Archaeological Council (EAC) Occasional Papers

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Study design and conductcitation

    The working-conference can be described as a 'needs analysis'.

    “This workingconference can also be described as a 'needs analysis', because one of the main questions was, Is there a need for a teaching programme/curriculum/course for this relatively new discipline?(O'Neill 2015: 18).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites O'Neill 2015

      Checked before — its earlier verdict is held back until a new check runs.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Vocational education and training (VET) in the sector is almost universally delivered by universities through academic degree programmes.

    “The absolute numbers employed in archaeology has fallen significantly between archaeologists have typically become smaller; a slight decline in sectoral transnational mobility; archaeologists are increasingly educationally mobile; and vocational education and training (VET) in the sector is almost universally delivered by universities through academic degree programmes' (Aitchison et al., 2014: 6-”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Aitchison et al., 2014

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Study design and conductown data

    All sessions were audio-recorded, and participants were asked beforehand to sign a consent form.

    “All the sessions were audio-recorded, and in order to ensure use of the data from these sessions in future research and publications, the participants were asked beforehand to sign a consent form.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may state two separate claims as one.

    Premisecitation

    In the Arab regions of the world the most prominent obstacle for heritage preservation is a lack of trained and qualified individuals, and a lack of skills in the application of internationally accepted principles and knowledge.

    “In the Arab regions of the world the most prominent obstacle for heritage preservation is a lack of trained and qualified individuals, and a lack of skills in the application of internationally accepted principles and knowledge.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Seif (2017) source
    • cites Aslan (2014) source

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    A transnational heritage regime has emerged, replacing the predominant European heritage regime.

    “According to Willems (2014: 117) this shift represents the emergence of a 'transnational heritage regime', meaning a transnational way of dealing with heritage, that replaced the predominant 'European heritage regime'.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Willems (2014) source

      Checked before — its earlier verdict is held back until a new check runs.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Interpretationreasoning

    The Suriname example shows how national circumstances influence educators to organize their curriculum differently, which can be positive if it results in a broader range of experiences for the students.

    “The Suriname example shows how national circumstances influence educators to organize their curriculum differently, which can be positive, if this results in a broader range of experiences for the students.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    In the USA, despite over 40 years of AHM practices, there remains a significant disconnect between the requirements of professional archaeological practice in a consulting context and the formal training that aspiring archaeologists receive.

    “In the USA, despite over 40 years of AHM practices, there remains a significant disconnect between the requirements of professional archaeological practice in a consulting context and the formal training that aspiring archaeologists receive (Jameson 2013: 13).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Jameson 2013

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.

    Premisenone given

    In Finland, only one university offers a degree programme in heritage studies and one in cultural environment research, but neither of them qualifies the student to work on archaeological sites.

    “In Finland, only one university offers a degree programme in heritage studies and one in cultural environment research, but neither of them qualifies the student to work on archaeological sites.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Premisecitation

    The results of the repeated survey of the profession in Europe did not reveal significant changes in approaches in teaching and training as only few relevant university curricula and programmes were developed or modified as a direct consequence of the survey's findings.

    “Yet the results of this repeated survey of the profession in Europe did not reveal significant changes in approaches in teaching and training as only few relevant university curricula and programmes were developed or modified as a direct consequence of the survey's findings (Aitchison et al., 2014).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Aitchison et al., 2014

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper may give no reason why it holds.

    Interpretationnone given

    The educational provision for heritage management has not kept pace with the development of heritage management since the 1970s.

    “Heritage management has rapidly evolved since the 1970s, but the educational provision for this new field of professional activity has not kept pace with this development.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.

    Interpretationreasoning

    These developments have combined to create the need for a new type of professional, the exact profile of which has not yet been fully determined.

    “These developments have combined to create the need for a new type of professional, the exact profile of which has not yet been fully determined.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Interpretationreasoning

    There is a need to clarify the distinction between multidisciplinarity and interdisciplinarity.

    “During the Tampere discussions, the terms multidisciplinarity and interdisciplinarity were used interchangeably, showing that there is a need to clarify the distinction.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Interpretationreasoning

    Although HM is often taught by archaeologists in departments of archaeology, this does not necessarily mean that this is the best place for it.

    “Although HM is often taught by archaeologists in departments of archaeology, this does not necessarily mean that this is the best place for it.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Premisecitation

    According to Ulm, Nichols and Dalley (2015), there is an urgent need to facilitate greater involvement of industry groups, the private, government and museum sectors and indigenous groups in the archaeology teaching and learning design and management process.

    “According to a study byUlm, Nichols and Dalley (2015: 22-23) there is an urgent need to 'facilitate greater involvement of industry groups, the private, government and museum sectors and indigenous groups in the archaeology teaching and learning design and management process'.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Ulm, Nichols and Dalley (2015: 22-23)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

    Interpretationnone given

    From an academic perspective, there is no straightforward or logical place for HME, given its applied nature and poorly defined role of research within it.

    “From an academic perspective, there is no straightforward or logical place for HME, given its applied nature and poorly defined role of research within it.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper may give no reason why it holds.

    Premisenone given

    Heritage management has rapidly evolved since the 1970s.

    “Heritage management has rapidly evolved since the 1970s, but the educational provision for this new field of professional activity has not kept pace with this development.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Interpretationreasoning

    While these professional bodies are all concerned with enhancing archaeology as a discipline, they are not focused on the recognition of HM as a discipline in itself.

    “While these are all concerned with enhancing archaeology as a discipline, they are not focused on the recognition of HM as a discipline in itself.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Interpretationnone given

    HME is a new interdisciplinary phenomenon.

    “HME is a new interdisciplinary phenomenon that has to establish itself in a time where the Higher Education structures are changing, as described by Bridges (2000) almost 20 years ago, to meet current challenges.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Interpretationreasoning

    Interdisciplinary teaching and learning, sharing knowledge in other disciplines and cooperating with different kinds of educational facilities does not fit in the traditional university and tertiary system.

    “Interdisciplinary teaching and learning, sharing knowledge in other disciplines and cooperating with different kind of educational facilities does not fit in the traditional university and tertiary system.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Premisecitation

    Different disciplines frequently use different technical language, which may make interdisciplinary teaching and work challenging and time-consuming, and cause friction.

    “In addition, they frequently use different technical language, which may make interdisciplinary teaching and work challenging and time-consuming, and cause friction (Uzzell 2009: 327).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Uzzell 2009: 327

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Diversity is one of the potential strengths of archaeology.

    “In a report on benchmarking archaeology degrees in Australia, Beck (2008) underlines that diversity is one of the potential strengths of archaeology.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Beck 2008

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim.

    Premisecitation

    According to the SAA Committee on Curriculum, there is a lack of 'fit' between the current academic/training curricula and the job market.

    “According to the SAA Committee on Curriculum there is a lack of 'fit' between the current academic/training curricula and the job market (Neusius 2009: 18).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Neusius 2009: 18

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. It may state two separate claims as one.

    Premisecitation

    Willems (2014) argues that not all heritage is archaeological and not all archaeological resources are heritage.

    “Willems (2014) argues that not all heritage is archaeological and not all archaeological resources are heritage.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Willems (2014) source

      Checked before — its earlier verdict is held back until a new check runs.

  • Probably not a substantial claim.

    Interpretationreasoning

    The traditional organization of universities and their departments does not provide scope for a 'fit' with the new discipline of HM.

    “Given the strongly interdisciplinary nature of HM, the traditional organization of universities and their departments does not provide scope for a 'fit' with this new discipline and needs to be rethought with regard to HME.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

    Interpretationnone given

    The strong interdisciplinary requirements of HME does not fit in most traditional university structures.

    “The strong interdisciplinary requirements of HME does not fit in most traditional university structures.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper may give no reason why it holds.

    Interpretationnone given

    HME does not fit comfortably within current tertiary educational systems.

    “As it is, it has not developed much during the last few decades, and this may be due to the fact that it does not fit comfortably within current tertiary educational systems.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Premisecitation

    Smith and Waterton's (2009) argument against the conflation of archaeology and heritage is that the dominance of archaeology freezes out other approaches and other forms of heritage.

    “Smith and Waterton's (2009) argument against the conflation of archaeology and heritage is that the dominance of archaeology freezes out other approaches and other forms of heritage.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Smith and Waterton's (2009)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.

    Interpretationreasoning

    The material itself is not necessarily the most important (or at least not the only) aspect of HM.

    “The points that were reinforced in Tampere where it was suggested that the heritage practitioner community needs to play a key role in developing HME; that 'key transferable skills' are very important; and that perhaps we can conclude that the material itself is not necessarily the most important (or at least not the only) aspect of HM.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may state two separate claims as one.

    Premisecitation

    Willems, Smith and Waterton all emphasize that archaeological resources are the material remains of the past and that heritage is what we make of the past by ascribing certain values to it.

    “Willems, Smith and Waterton all emphasize that archaeological resources are the material remains of the past and that heritage is what we make of the past by ascribing certain values to it.”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Willems

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Smith

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Waterton

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim.

    Interpretationreasoning

    Their focus is on a remodelling and perhaps a major re-orientation of archaeology.

    “Their focus is on a remodelling and perhaps a major re-orientation of archaeology.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim.

    Interpretationreasoning

    How educational provision for heritage management should be designed remains undecided and a persistent question.

    “How such educational provision should be designed remains undecided and a persistent question.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper may give no reason why it holds.

    Interpretationreasoning

    The proliferation of definitions, and the lack of consensus on terminology and status has promoted a scattered academic and educational field.

    “The proliferation of definitions, and the lack of consensus on terminology and status has promoted a scattered academic and educational field.”
    Quote in the paperNot a substantial claim
68 of 68

  • The paper relies on this without support.

    Traditional archaeological research and practice is multidisciplinary in nature and involves or engages with a wide range of disciplines.

    “Traditional archaeological research and practice is multidisciplinary in nature and involves or engages with a wide range of disciplines .”

  • The paper relies on this without support.

    Expertise from disciplines such as anthropology, history, physical and political geography and a wide range of environmental and technical sciences is required to interpret the material remains of heritage structures and places and establish a cultural context for the findings of archaeological investigations.

    “In order to interpret the material remains of heritage structures and places and establish a cultural context for the findings of archaeological investigations, expertise is required from disciplines such as anthropology, history, physical and political geography and a wide range of environmental and technical sciences (e.g.zoology, osteology, archaeobotany, chemistry, and mathematics).”

  • The paper relies on this without support.

    Different disciplines have different teaching and training methods and maintain different ethical and professional working methods.

    “Also, different disciplines have different teaching and training methods and maintain different ethical and professional working methods.”

  • The paper relies on this without support.

    The university is not the only place to obtain non-archaeological professionally-focused knowledge.

    “The structures are changing, and the university is not the only place to obtain non-archaeological professionally-focused knowledge.”

  • The paper relies on this without support.

    There is now an increased focus on practical training and applied skills coupled with encouraging students to think critically about the agendas of different stakeholders.

    “There is now an increased focus on practical training and applied skills coupled with encouraging students to think critically about the agendas of different stakeholders ranging from, e.g., governments and private sector businesses to minority groups and socio-environmental, nongovernmental organizations (NGOs).”
5 of 5

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Uzzell citation year differs from reference

    Minor

    The text cites Uzzell as 2009, but the reference lists the work as 2010.

  • Richardson and Almansa-Sánchez citation year differs from reference

    Minor

    The text cites these authors as 2011, while their listed reference is dated 2015.

  • Ulm, Nichols and Dalley citation year differs from reference

    Minor

    The text cites the study as published in 2015, but the reference lists it under 2005.

  • Bridges citation year differs from reference

    Minor

    The text cites Bridges as 2010, while the listed reference is dated 2000.

  • Skeates citation year differs from reference

    Minor

    The text cites Skeates as 2000, but the listed reference is dated 2002.

  • Lowenthal citation year differs from reference

    Minor

    The text cites Lowenthal as 1997, while the listed reference is dated 1998.

6 of 6

Citations

Cites

Flagged first, then by citations

2 of the 72 references couldn’t be matched to a known paper.

Research works printed but not linked: 10

  1. Beck, W., ed. 2008. By Degrees: Benchmarking Archaeology Degrees in Australian Universities. Strawberry Hills, NSW: Carrick Institute for Learning and Teaching in Higher Education.
  2. Castillo Mena, A. 2006. “Reflexiones Sobre la Enseñanza e Investigación de la Gestión de la Patrimonio Arqueológico en la Universidad Española.” Arqueoweb: Revista sobre Arqueología en Internet 8 (1). http://webs.ucm.es/info/arqueoweb/pdf/8-1/castillo.pdf
  3. Cleere, H. 1984. Approaches to the Archaeological Heritage. Cambridge: Cambridge University Press.
  4. Lähdesmäki, U. 2018. Muinaisjäännös Ympäristön Muutoksessa. Modernin Alueidenkäytön Vaikutuksia Pirkanmaan Muinaisjäännöskantaan. Karhunhammas 18. Turku: Turku Yliopisto.
  5. Lavento, M. 2014. “Aineistojen Käsittely.” In Johdatus Arkeologiaan, edited by P. Halinen, V. Immonen, M. Lavento, T. Mikkola, A. Siiriäinen, and P. Uino, 170–183. Helsinki: Gaudeamus.
  6. Neusius, S. W. 2009. “Changing The Curriculum: Preparing Archaeologists for Careers in Applied Archaeology.” Saa Archaeological Record 9 (1): 18–22.
  7. Pérez, E. 2015. Diagnosis y propuesta para una gestión del patrimonio arqueológico de las Islas Canarias. San Cristóbal de La Laguna: Universidad de La Laguna.
  8. Querol, M. A., and B. Martínez. 1996. La gestión del Patrimonio Arqueológico en España. Madrid: Akal Universidad.
  9. Schofield, J. 2008. “Heritage Management. Theory and Practice.” In The Heritage Raeder, edited by G. Fairclough, R. Harrison, J. Jameson, and J. Schofield, 15–31. New York: Routledge.
  10. 10.1111/aman.2017.119.issue-1 · DOI

Cited by

Sorted by citations

Related

Metadata

Authors
Willems, A., Thomas, S., Castillo Mena, A., Čeginskas, V., Immonen, V., Kalakoski, I., Lähdesmäki, T., Lähdesmäki, U., Gowen-Larsen, M., Marciniak, A., Pérez González, E., White, C., & Mazel, A. D.
Affiliations
  • University of Helsinki (FI)
  • Faculty of Geography and History, Department of Prehistory, Ancient History and Archaeology, Complutense University of Madrid, Madrid, Spain
  • University of Jyväskylä (FI)
  • University of Turku (FI)
  • Tampere University of Technology (FI)
  • Pirkanmaa Provincial Museum, Tampere, Finland
  • Archaeologist and heritage consultant, Hjørring, Denmark
  • Adam Mickiewicz University in Poznań (PL)
  • Universidad Europea de Canarias, Facultad de Ciencias Sociales, Santa Cruz de Tenerife, Spain
  • Anton de Kom University of Suriname (SR)
  • University of the Witwatersrand (ZA)
Corresponding author
Willems, Annemarie
ORCID
Venue
Conservation and Management of Archaeological Sites
Publisher
Informa UK Limited
Published
2018-11-02
Volume
20
Issue
5-6
Pages
297-318
ISSN
  • 1350-5033 (ISSN-L)
  • 1753-5522
DOI
10.1080/13505033.2018.1559423
OpenAlex
W2911498264
Cited by
11
References
72
Citations by year
2026: 3 · 2023: 1 · 2022: 2 · 2021: 5
FWCI
6.68
Type
journal article
Language
en
Open access
Locations
  • Conservation and Management of Archaeological Sites (publishedVersion)
  • Jyväskylä University Digital Archive (University of Jyväskylä) (submittedVersion)
  • ABACUS. Repositorio de Producción Científica (Universidad Europea) (submittedVersion)
  • Työväentutkimus Vuosikirja (submittedVersion, other-oa)
  • Newcastle University ePrints (Newcastle Univesity)
Funders
  • Helsingin Yliopisto
  • Newcastle University
Topics
  • Social Sciences › Arts and Humanities › Archeology (arts and humanities) › Cultural Heritage Management and Preservation
  • Social Sciences › Arts and Humanities › Archeology (arts and humanities) › Archaeology and Cultural Heritage
  • Social Sciences › Archeology › Archaeological Research and Protection
Keywords
archaeological heritage management, curriculum development, interdisciplinary teaching, World Heritage, transnational heritage, heritage policy

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

A language model drew the claims from the paper on 2026-11-10, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).

A second model labelled each claim on 2026-11-10 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

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