Pub Date : 2020-07-02DOI: 10.1080/15313220.2020.1797610
M. Teruel-Serrano, M. Viñals
ABSTRACT Tourism studies are showing an increasing interest in the analysis of environmental sustainability and responsibility in the Anthropocene epoch. In the Higher Education (HE) Tourism studies, new concepts and skills are incorporated helping students to develop environmental knowledge and responsible attitudes and behaviours grounded in closer associations between the Earth systems and Humanity. The aim of this study is to examine the extent to which environmental education is incorporated in the curricula of Tourism studies at 55 Spanish universities throughout a syllabus content analysis. The results evidence that HE Tourism studies in Spain has a generalist orientation because of the holistic vision inherent to that courses, whereas matters regarding environmental issues would be necessary to organise in a more coherent way in the form of specialised training tracks devoted to environmental education including both sustainability and responsibility issues.
{"title":"Teaching environmental sustainability and responsibility in the Anthropocene: Overview of Tourism Studies in Spain","authors":"M. Teruel-Serrano, M. Viñals","doi":"10.1080/15313220.2020.1797610","DOIUrl":"https://doi.org/10.1080/15313220.2020.1797610","url":null,"abstract":"ABSTRACT Tourism studies are showing an increasing interest in the analysis of environmental sustainability and responsibility in the Anthropocene epoch. In the Higher Education (HE) Tourism studies, new concepts and skills are incorporated helping students to develop environmental knowledge and responsible attitudes and behaviours grounded in closer associations between the Earth systems and Humanity. The aim of this study is to examine the extent to which environmental education is incorporated in the curricula of Tourism studies at 55 Spanish universities throughout a syllabus content analysis. The results evidence that HE Tourism studies in Spain has a generalist orientation because of the holistic vision inherent to that courses, whereas matters regarding environmental issues would be necessary to organise in a more coherent way in the form of specialised training tracks devoted to environmental education including both sustainability and responsibility issues.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"20 1","pages":"216 - 231"},"PeriodicalIF":2.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15313220.2020.1797610","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49404093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/15313220.2020.1797611
Kajsa G. Åberg
As reasoned in the invitation for this special issue, tourism management has been taught as ways to control and design nature and culture as resources that fit commercial use (Hockert et al., 2019)...
正如本期特刊邀请函中所述，旅游管理已被教授为控制和设计适合商业用途的自然和文化资源的方法（Hockert et al.，2019）。。。
{"title":"Regional tourism organizations from management to marketing to knowledge-based development","authors":"Kajsa G. Åberg","doi":"10.1080/15313220.2020.1797611","DOIUrl":"https://doi.org/10.1080/15313220.2020.1797611","url":null,"abstract":"As reasoned in the invitation for this special issue, tourism management has been taught as ways to control and design nature and culture as resources that fit commercial use (Hockert et al., 2019)...","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"20 1","pages":"232 - 236"},"PeriodicalIF":2.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15313220.2020.1797611","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49125441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-05DOI: 10.1080/15313220.2020.1775757
Duke D. Biber
ABSTRACT The purpose of this article was to propose a model of transformative learning for short-term study abroad programs. The proposed study abroad program has been developed and implemented by faculty for the past 5 years on study abroad programs to Belize and includes high-impact practices, cultural integration, and experiential reflection for students. This article provides application for other human services’ professionals and students for promoting transformative learning through study abroad education.
{"title":"Transformative learning curriculum for short-term study abroad trips","authors":"Duke D. Biber","doi":"10.1080/15313220.2020.1775757","DOIUrl":"https://doi.org/10.1080/15313220.2020.1775757","url":null,"abstract":"ABSTRACT The purpose of this article was to propose a model of transformative learning for short-term study abroad programs. The proposed study abroad program has been developed and implemented by faculty for the past 5 years on study abroad programs to Belize and includes high-impact practices, cultural integration, and experiential reflection for students. This article provides application for other human services’ professionals and students for promoting transformative learning through study abroad education.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"21 1","pages":"198 - 204"},"PeriodicalIF":2.5,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15313220.2020.1775757","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43282965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-25DOI: 10.1080/15313220.2020.1768621
Edmund Goh, Jun Wen
ABSTRACT The main purpose of this study is to understand hospitality management students’ perceptions and motivations around using electronic discussion boards as part of their hospitality course delivery. The technology acceptance model was chosen as the key theoretical framework. Thirty-two undergraduates enrolled in a hospitality degree program were interviewed. Results of exploratory research revealed that seven aspects of perceived usefulness, four aspects of perceived ease of use, and five attitudinal features influenced students’ engagement with the electronic discussion board platform. Ease of posting and reflections on course material were the two most common motivational items. These findings have important implications for higher education institutions regarding the use of electronic discussion boards in hospitality and tourism–related coursework.
{"title":"Applying the technology acceptance model to understand hospitality management students’ intentions to use electronic discussion boards as a learning tool","authors":"Edmund Goh, Jun Wen","doi":"10.1080/15313220.2020.1768621","DOIUrl":"https://doi.org/10.1080/15313220.2020.1768621","url":null,"abstract":"ABSTRACT The main purpose of this study is to understand hospitality management students’ perceptions and motivations around using electronic discussion boards as part of their hospitality course delivery. The technology acceptance model was chosen as the key theoretical framework. Thirty-two undergraduates enrolled in a hospitality degree program were interviewed. Results of exploratory research revealed that seven aspects of perceived usefulness, four aspects of perceived ease of use, and five attitudinal features influenced students’ engagement with the electronic discussion board platform. Ease of posting and reflections on course material were the two most common motivational items. These findings have important implications for higher education institutions regarding the use of electronic discussion boards in hospitality and tourism–related coursework.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"21 1","pages":"142 - 154"},"PeriodicalIF":2.5,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15313220.2020.1768621","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42984191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-25DOI: 10.1080/15313220.2020.1770663
J. Shi, Jianan Zhang, L. Cai
ABSTRACT Hospitality and tourism programs in institutions of higher education are confronted with unique challenges in preparing students for the complex world. Characteristic shifts in their learning styles, coupled with dynamic changes in the global mobility landscape, demand curricular innovations. This case study illustrates the transformation of an introductory tourism course from traditional teaching to student-orientated active learning. The redesign removes the textbook and exams and creates course components of Atlas, Landmark, QuickTrip, MyTrip, and GlobalTrip. The redesigned course emphasizes students’ involvement and empowerment in sourcing course materials, using learning tools, and applying acquired knowledge to real-world projects. In addition to the end-of-semester course evaluation, students complete a questionnaire to assess the effectiveness of the course redesign. The findings from the assessment reveal the contribution of each of the redesigned components to the course learning objectives. The case study concludes with the proposition of a student-orientated active learning process for introductory tourism courses and the discussion on its implications for hospitality and tourism curricula.
{"title":"Active learning for an introductory tourism course—a case study","authors":"J. Shi, Jianan Zhang, L. Cai","doi":"10.1080/15313220.2020.1770663","DOIUrl":"https://doi.org/10.1080/15313220.2020.1770663","url":null,"abstract":"ABSTRACT Hospitality and tourism programs in institutions of higher education are confronted with unique challenges in preparing students for the complex world. Characteristic shifts in their learning styles, coupled with dynamic changes in the global mobility landscape, demand curricular innovations. This case study illustrates the transformation of an introductory tourism course from traditional teaching to student-orientated active learning. The redesign removes the textbook and exams and creates course components of Atlas, Landmark, QuickTrip, MyTrip, and GlobalTrip. The redesigned course emphasizes students’ involvement and empowerment in sourcing course materials, using learning tools, and applying acquired knowledge to real-world projects. In addition to the end-of-semester course evaluation, students complete a questionnaire to assess the effectiveness of the course redesign. The findings from the assessment reveal the contribution of each of the redesigned components to the course learning objectives. The case study concludes with the proposition of a student-orientated active learning process for introductory tourism courses and the discussion on its implications for hospitality and tourism curricula.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"21 1","pages":"1 - 18"},"PeriodicalIF":2.5,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15313220.2020.1770663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47522939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-21DOI: 10.1080/15313220.2020.1768620
Brendan T. Chen, C. Y. Lu, M. Chang, Chia Yun Joy Lin
ABSTRACT The purpose of this study is to understand the core values of students choosing to enter the airline ground crew internship. This study adopted the means-end chain theory and was conducted through one-on-one in-depth interviews with 40 students who were interns in the airline industry. The results showed that the two most important values of changing and enriching knowledge were self-growth and perceived achievement. The most significant motivational factors were the high aviation industry threshold, enhancement of skills, and self-growth. The results of this study could be provided to several universities to develop the basis for an airline industry internship program.
{"title":"Motives for internships-airline ground crew as an example","authors":"Brendan T. Chen, C. Y. Lu, M. Chang, Chia Yun Joy Lin","doi":"10.1080/15313220.2020.1768620","DOIUrl":"https://doi.org/10.1080/15313220.2020.1768620","url":null,"abstract":"ABSTRACT The purpose of this study is to understand the core values of students choosing to enter the airline ground crew internship. This study adopted the means-end chain theory and was conducted through one-on-one in-depth interviews with 40 students who were interns in the airline industry. The results showed that the two most important values of changing and enriching knowledge were self-growth and perceived achievement. The most significant motivational factors were the high aviation industry threshold, enhancement of skills, and self-growth. The results of this study could be provided to several universities to develop the basis for an airline industry internship program.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"21 1","pages":"19 - 42"},"PeriodicalIF":2.5,"publicationDate":"2020-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15313220.2020.1768620","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46728734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-18DOI: 10.1080/15313220.2020.1749925
H. Clark, A. Weaver
ABSTRACT Hospitality and tourism degree programs are not typically studied in a historical context. Chronicling the past with respect to the formation and evolution of a post-secondary academic qualification has merit but research of this nature is not often conceptually sophisticated. A historical study of a four-year hospitality degree program is being undertaken at Niagara College Canada, an educational institution that has offered this academic qualification since 2003. The history of the degree program is distinguished by two themes: the degree is both a collective endeavour imbued with emotions and a product of calculated, business-driven deliberations. A degree, in this paper, is portrayed as an emotional enterprise; the work associated with its creation and management is informed by emotions and rational, commercial discourse. This paper uses the hospitality degree at Niagara College Canada as a case study to pursue a deeper understanding of the making and shaping of an academic qualification.
摘要酒店和旅游学位课程通常不在历史背景下进行研究。将过去与中学后学历的形成和演变联系起来是有好处的，但这种性质的研究在概念上往往并不复杂。加拿大尼亚加拉学院（Niagara College Canada）正在进行一项为期四年的酒店学位课程的历史研究，该教育机构自2003年以来一直提供这一学历。学位课程的历史有两个主题：学位既是充满情感的集体努力，也是经过深思熟虑、以商业为导向的思考的产物。在本文中，学位被描述为一种情感事业；与它的创作和管理相关的作品是由情感和理性的商业话语所决定的。本文以加拿大尼亚加拉学院的酒店学位为例，深入了解学历的形成和塑造。
{"title":"Emotion and rationality by degree: a history of the hospitality degree program at Niagara College Canada","authors":"H. Clark, A. Weaver","doi":"10.1080/15313220.2020.1749925","DOIUrl":"https://doi.org/10.1080/15313220.2020.1749925","url":null,"abstract":"ABSTRACT Hospitality and tourism degree programs are not typically studied in a historical context. Chronicling the past with respect to the formation and evolution of a post-secondary academic qualification has merit but research of this nature is not often conceptually sophisticated. A historical study of a four-year hospitality degree program is being undertaken at Niagara College Canada, an educational institution that has offered this academic qualification since 2003. The history of the degree program is distinguished by two themes: the degree is both a collective endeavour imbued with emotions and a product of calculated, business-driven deliberations. A degree, in this paper, is portrayed as an emotional enterprise; the work associated with its creation and management is informed by emotions and rational, commercial discourse. This paper uses the hospitality degree at Niagara College Canada as a case study to pursue a deeper understanding of the making and shaping of an academic qualification.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"20 1","pages":"364 - 388"},"PeriodicalIF":2.5,"publicationDate":"2020-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15313220.2020.1749925","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44670466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-30DOI: 10.1080/15313220.2020.1757565
L. M. Bliss, Galen R. Collins
ABSTRACT Sexual harassment is widespread in restaurants, but is often ignored, brushed under the rug, or even encouraged. With their young, predominately female employees and low-wage earners, restaurants are a hotbed for harassment. In 2017, the #MeToo movement was born after a famed entertainment mogul was accused of sexual harassment and assault by multiple women. Thereafter, multiple high profile restauranteurs were accused of horrific incidents of sexual harassment and assault, heightening awareness of sexual harassment in the restaurant industry. The purpose of this case study is to increase awareness of sexual harassment and its consequences, to develop ways to prevent sexual harassment, and to change the culture of sexual harassment acceptance in the restaurant industry.
{"title":"Sexual harassment: what is at Stake at JJ Steak","authors":"L. M. Bliss, Galen R. Collins","doi":"10.1080/15313220.2020.1757565","DOIUrl":"https://doi.org/10.1080/15313220.2020.1757565","url":null,"abstract":"ABSTRACT Sexual harassment is widespread in restaurants, but is often ignored, brushed under the rug, or even encouraged. With their young, predominately female employees and low-wage earners, restaurants are a hotbed for harassment. In 2017, the #MeToo movement was born after a famed entertainment mogul was accused of sexual harassment and assault by multiple women. Thereafter, multiple high profile restauranteurs were accused of horrific incidents of sexual harassment and assault, heightening awareness of sexual harassment in the restaurant industry. The purpose of this case study is to increase awareness of sexual harassment and its consequences, to develop ways to prevent sexual harassment, and to change the culture of sexual harassment acceptance in the restaurant industry.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"20 1","pages":"389 - 394"},"PeriodicalIF":2.5,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15313220.2020.1757565","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48577735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-07DOI: 10.1080/15313220.2020.1745732
Stelios Marneros, George Papageorgiou, A. Efstathiades
ABSTRACT Competencies are probably one of the most popular study subjects in scholarly hospitality research. Even though numerous scholars have attempted to identify competencies required in the hospitality industry, there is a need to further study and better understand competencies necessary for managerial-level positions. Thirty competency statements were included in the survey, falling into five competency domains. Data were collected via a representative sample of hospitality professionals in hotel establishments in Cyprus. The findings that emerged from the present study show that the industry has a strong preference to hire people with “soft” people management skills and strong practical professional skills.
{"title":"Identifying key success competencies for the hospitality industry: the perspectives of professionals","authors":"Stelios Marneros, George Papageorgiou, A. Efstathiades","doi":"10.1080/15313220.2020.1745732","DOIUrl":"https://doi.org/10.1080/15313220.2020.1745732","url":null,"abstract":"ABSTRACT Competencies are probably one of the most popular study subjects in scholarly hospitality research. Even though numerous scholars have attempted to identify competencies required in the hospitality industry, there is a need to further study and better understand competencies necessary for managerial-level positions. Thirty competency statements were included in the survey, falling into five competency domains. Data were collected via a representative sample of hospitality professionals in hotel establishments in Cyprus. The findings that emerged from the present study show that the industry has a strong preference to hire people with “soft” people management skills and strong practical professional skills.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"20 1","pages":"237 - 261"},"PeriodicalIF":2.5,"publicationDate":"2020-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15313220.2020.1745732","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42353447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/15313220.2019.1665486
J. Bury
ABSTRACT Storytelling is a fundamental component of human communication. As a teaching method, its introduction can lead to a wide range of benefits. Despite this, storytelling is not commonly employed by educators in tertiary education in Japan. As a result, students’ reactions to it as a pedagogic approach are relatively underreported in that context. Consequently, this study investigated the perceptions of undergraduate students (n = 132) enrolled in the Faculty of Tourism and Business Management at a university in Japan following the introduction of storytelling into the curriculum. It was found that the participants felt it improved their understanding of the tourism and hospitality industry, was a positive aspect of their course, and improved their perceptions of their English abilities and confidence when using English. It is therefore suggested that storytelling be incorporated more into tourism and hospitality courses.
{"title":"Introducing storytelling into tourism and hospitality courses: students’ perceptions","authors":"J. Bury","doi":"10.1080/15313220.2019.1665486","DOIUrl":"https://doi.org/10.1080/15313220.2019.1665486","url":null,"abstract":"ABSTRACT Storytelling is a fundamental component of human communication. As a teaching method, its introduction can lead to a wide range of benefits. Despite this, storytelling is not commonly employed by educators in tertiary education in Japan. As a result, students’ reactions to it as a pedagogic approach are relatively underreported in that context. Consequently, this study investigated the perceptions of undergraduate students (n = 132) enrolled in the Faculty of Tourism and Business Management at a university in Japan following the introduction of storytelling into the curriculum. It was found that the participants felt it improved their understanding of the tourism and hospitality industry, was a positive aspect of their course, and improved their perceptions of their English abilities and confidence when using English. It is therefore suggested that storytelling be incorporated more into tourism and hospitality courses.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"20 1","pages":"135 - 155"},"PeriodicalIF":2.5,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15313220.2019.1665486","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47595323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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