通过全球危机推进酒店和旅游教育和研究

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in Travel & Tourism Pub Date : 2022-07-03 DOI:10.1080/15313220.2022.2110550
J. Shi, L. Cai, K. Wolfe
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引用次数: 0

摘要

几十年来,酒店和旅游高等教育在全球范围内经历了根本性的转变和巨大的变化。新冠肺炎疫情的爆发进一步中断了传统的教学活动。学生和教育工作者都在努力应对从面对面到在线或混合教学模式的直接转变(Park & Jones, 2021)。因此,如何改变现有课程以确保学生的学习体验和成果变得至关重要(Seo & Kim, 2021)。大流行不仅促使教育工作者迫切需要寻求替代教学形式,以适应不断变化的学习环境和需求,而且还为学者提供了激发变革和主动学习的机会。面对全球流动性和学生学习风格的特征转变,Shi等人(2021)展示了一个案例研究,该案例研究将旅游导论课程从传统教学重新设计为以学生为导向的主动学习。他们的研究表明,变革和主动学习有助于培养学生的跨文化能力、批判性思维、解决问题和分析能力。具备了这些能力和技能,酒店和旅游专业的毕业生就能更好地满足动态和不断变化的社会需求。酒店和旅游教育工作者和学者必须确定对这些能力和技能的新需求,在课程设计和交付方面进行创新,并及时传播最佳做法。自大流行爆发以来,酒店企业和旅游组织目睹了前所未有的对正常生活的冲击。大流行病加速了应对挑战和利用技术创新进步以及人口结构和人民生活方式的持续变化的机会。在目的地形象、营销策略以及游客和居民的行为方面存在更大的复杂性(Zenker & Kock, 2020)。认识到技术在人们日常生活中的普及,包括旅游,越来越多的旅游企业和目的地采用网红营销作为推广目的地和与潜在游客沟通的策略(Femenia-Serra et al., 2022)。移动技术和社交媒体起到了作用
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Advancing hospitality and tourism education and research through global crises
Hospitality and tourism higher education has experienced fundamental shifts and dramatic changes for decades across the global landscape. The outbreak of the COVID-19 pandemic further interrupted traditional teaching and learning activities. Both students and educators grappled with the immediate transition from face-to-face to online or hybrid teaching and learning modalities (Park & Jones, 2021). In response, how to transform the existing curriculum to ensure student learning experience and outcomes became critical (Seo & Kim, 2021). The pandemic not only promoted the urgency for educators to seek alternative instructional formats in adapting to the changing learning environment and demands, but also afforded the opportunities for scholars to inspire transformative and active learning. Facing characteristic shifts in global mobility and student learning styles, Shi et al. (2021) illustrated a case study of redesigning an introductory tourism course from traditional teaching to student-oriented active learning. Their study demonstrated that transformative and active learning is conducive to developing the students’ intercultural competence, critical thinking, problem-solving, and analytical skills. Equipped with such competencies and skills, hospitality and tourism graduates are better prepared to meet the dynamic and evolving societal needs. It is essential for hospitality and tourism educators and scholars to identify emerging demands for these competencies and skills, to become innovative in curriculum design and delivery, and to timely disseminate best practices. Since the onset of the pandemic, hospitality businesses and tourism organizations have witnessed an unprecedented onslaught on the normality of any sort. The pandemic has accelerated the challenges in coping with and the opportunities in leveraging the advancement in technological innovations as well as the continuing changes in demographics and people’s lifestyles. There is a greater complexity in destination images, marketing strategies, and tourists’ and residents’ behaviors (Zenker & Kock, 2020). Recognizing the prevalence of technology in people’s daily life including travel, an increasing number of tourism businesses and destinations have employed influencer marketing as a strategy to promote the destinations and communicate with potential tourists (Femenia-Serra et al., 2022). Mobile technology and social media serve as
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来源期刊
Journal of Teaching in Travel & Tourism
Journal of Teaching in Travel & Tourism EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
12.00%
发文量
32
期刊介绍: The Journal of Teaching in Travel & Tourism is the professional journal of the International Society of Travel & Tourism Educators (ISTTE). This journal serves as an international interdisciplinary forum and reference source for travel and tourism education. The readership of the journal is international in scope, with a good representation in college and university libraries as well as high schools and professional schools offering courses in travel and tourism.
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