Global survey of land surveying and geomatics education

With rapid advancements in geospatial technology and its applications, understanding the status of academic education in land surveying and geomatics has become essential. A recent global survey by FIG Commission 2 has provided insight into the curricula, goals, methodology and relevance of the various disciplines taught academically within this field. By contributing to building a robust global community for academic exchange and professional collaboration, this ongoing research can also help to address common challenges related to research, curriculum development and professional standards.

The field of land surveying and geomatics represents critical disciplines that integrate geographical, technical, and environmental sciences. These fields are the foundation for spatial data collection and analysis, facilitating the planning and management of land, infrastructure, and natural resources. The International Federation of Surveyors (FIG), through its Commission 2, has launched a collaborative project to gather and assess global academic education data in these disciplines to create a comprehensive understanding of the academic landscape worldwide.

The ongoing research project is aimed at achieving several goals:

• Understanding the academic discipline globally: A core motivation is to establish a better understanding of the diversity in academic programmes, curricula and the structure of degrees related to land surveying and geomatics worldwide.
• Curriculum analysis: The project seeks to analyse the learning content of the curriculum, focusing on the inclusion of relevant skills and knowledge areas within these disciplines. This analysis provides insights into how educational institutions are preparing students for careers in the geospatial industry.
• Strengthening FIG’s networks: The survey is designed to reinforce FIG’s professional and academic networks by engaging educators and institutions from various parts of the world. This could contribute to building a robust global community for academic exchange and professional collaboration.
• Interactive global inventory: One of the unique aspects of this initiative is the creation of a global inventory of educational programmes, made accessible through an interactive web map viewer.

These goals align with FIG’s broader mission to support the Sustainable Development Goals (SDGs) by fostering education and professional development in the surveying and geomatics fields. One of the key outcomes expected from this survey is insight into the actual integration of two crucial themes in land surveying programmes: the Sustainable Development Goals (SDGs), and ethical practices in the use of geographic information.

Moreover, the research will help clarify the differences in degree nomenclature and – where applicable – regulated professional titles, such as land surveyor, geodesist, topographer, geomatician, cartographer or cadastral engineer. Additionally, it will provide information on the regulatory frameworks required in each country to practice as land surveyors, with a focus on cadastral surveying.

Methodology for the global online survey

The project’s primary research tool is an online survey, designed to capture critical information about academic education in land surveying and geomatics from teaching staff at universities and institutions worldwide. The survey covers a wide range of questions aimed at understanding various aspects of academic programmes, curricula and professional requirements in different countries.

Key survey components

1. Basic information: The survey starts by collecting basic information about the university or institution, including contact details, geographical location and academic standing.
2. Bachelor’s degree and curriculum: Responders are asked detailed questions regarding their institution’s bachelor’s degree programmes in land surveying/geomatics. This includes the structure of the curriculum, the key courses offered, and the skills emphasized within the programme.
3. Professional requirements: To better understand the professional landscape, the survey includes questions about the professional requirements for land surveyors and geomatics professionals in each country. This supports analysis of how academic programmes align with national and international standards for professional licensure and practice.
4. Personal opinions: Responders are also encouraged to share their personal opinions on the current and future state of land surveying and geomatics as academic disciplines. These insights provide valuable qualitative data about trends and challenges facing the fieldd.
5. Interdisciplinary relationships: Another critical aspect of the survey is exploring the relationship between land surveying, geomatics, land administration, land management and geospatial science. Participants share their views on the distinctions and overlaps between these disciplines, particularly in the context of their own country.

Survey responses

The survey has so far received 86 responses from academic institutions across 37 countries, providing a diverse and representative sample. This broad participation has allowed analysis of global trends in academic education and the identification of regional differences and similarities.

Results and analysis

The survey responses provide a wealth of information about the state of academic education in land surveying and geomatics. Analysis of the key findings from the survey has produced interesting insights into curriculum content, professional requirements and interdisciplinary relationships.

Curriculum content and structure

One of the key areas of focus in the survey is the curriculum content of bachelor’s degree programmes. The survey reveals a strong emphasis on technical skills such as:

• Surveying techniques and technologies: Traditional surveying methods, combined with the use of modern technologies like global navigation satellite systems (GNSS), cartography, geographic information systems (GIS) and Lidar (to a lesser extent), are core components of most curricula.  
  
  
• Geospatial data analysis: Many programmes integrate geospatial data analysis into their courses, highlighting the growing importance of data science in the field of geomatics. This is essential for the development of spatial databases, modelling and decision-making processes in land management.
  
  
• Land administration and management: The curriculum often includes aspects of land administration, cadastre, valuation and land management, indicating the interdisciplinary nature of the field. These areas are critical for ensuring effective land use planning and property rights management.
  
  
• SDGs and the ethical use of geospatial data: Unfortunately, education on the SDGs and the ethical use of geospatial data is only weakly integrated into the curricula of most of the responding universities. This highlights an urgent need for academia and the professional world to incorporate training and raise awareness about these issues.

Professional requirements

Another key insight from the survey is the variation in professional requirements across different countries. In some regions, particularly in Europe and North America, there are well-established pathways for professional certification. Industry professionals are often required to hold academic qualifications and pass a series of exams.

In other parts of the world, the professional landscape is less formalized, with fewer regulatory bodies overseeing the profession. This highlights the need for greater international collaboration and the development of global standards for professional recognition in land surveying and geomatics.

Interdisciplinary relationships

The survey also explores how respondents perceive the relationship between land surveying/geomatics and related disciplines such as land administration, land management and geospatial science. The responses so far indicate that these disciplines are closely intertwined, with many institutions offering interdisciplinary programmes or courses that cover multiple areas.

Several respondents noted that geomatics serves as an umbrella term that encompasses a wide range of geospatial technologies and applications. In contrast, land surveying is often seen as a more traditional discipline focused on measurement and boundary delineation. However, the integration of new technologies and data-driven approaches is blurring the lines between these fields, leading to a more holistic approach to land and resource management.

Applications and future perspectives

The data collected through the global survey has several practical applications, both for academia and the surveying profession. One of the most significant outcomes of the project is the creation of a global inventory of land surveying and geomatics-related academic programmes. This inventory, that could be accessible via an interactive web map, provides a valuable resource for educators, students and professionals looking to explore educational opportunities and collaborate internationally.

Strengthening professional networks

By engaging academic institutions from around the world, the survey strengthens FIG’s professional and academic networks. These connections are vital for fostering collaboration on research, curriculum development and professional standards. The global survey serves as a platform for sharing best practices and addressing common challenges in education and professional development.

Enhancing curriculum relevance

The survey’s findings can also inform curriculum development efforts at universities and institutions. By identifying key skills and knowledge areas that are in demand within the profession, academic programmes can tailor their curricula to better prepare students for the workforce. Additionally, the emphasis on sustainable development and the SDGs suggests that institutions should integrate more content related to environmental and societal challenges into their programmes.

Conclusion

FIG’s Global Survey on Academic Education in Land Surveying/Geomatics has provided invaluable insights into the current state of education in these fields. By analysing the survey responses from 37 countries, it has become clear that there is a diverse range of academic programmes, each with its own strengths and challenges. The project has also highlighted the need for greater international collaboration and the development of global standards for professional education and certification.

This research could support the development of future collaborative actions, such as establishing regional or thematic capacity networks and bridging gaps among professionals, industries and academia. Additionally, the experiences of certain countries can inspire others to make changes or embrace new challenges, fostering genuine virtual communities. The pandemic showed that distance is no barrier to knowledge-sharing and collaboration, and that it is possible to build global communities of educators while strengthening local capacities. However, the first step in creating this network is to understand its members: their realities, strengths, weaknesses and challenges. This inventory is a foundational step towards building a virtual educational community.

Further reading

• Casanova, R. (2022). ‘Education on the Geographic Indicators of the Sustainable Development Goals in Uruguay’, XXVII FIG Congress, Poland.
• Collado, A. (2023). ‘Reflections on the State of Geomatics Engineering Curricula in Spanish Higher Education’, International Conference on Geomatics Education, Hong Kong, China.
• International Federation of Surveyors (FIG), Commission 2. Professional Education Working Plan 2023-2026.