Purpose
This paper aims to offer a conceptual model for the development of a teaching–learning experiential ecosystem which favors university entrepreneurship in the area of sustainable tourism and innovation acceleration.
Design/methodology/approach
The methodology is carried out in two phases. First, participatory action research in the context of the “Protocol and Event Organization” subject, included in the Tourism degree taught at the University of Alicante, analyzing a didactic experience as a case study. Second, primary qualitative and quantitative research.
Findings
Although at a small scale, it is shown that the relational approach for university management fosters entrepreneurship and generates social awareness regarding the sustainable tourism business.
Research limitations/implications
This is a local simulatory case on relational university and is based on only one subject. However, as a starting point, it has the following implications.
Practical implications
The authors contribute in a practical manner to model a learning and entrepreneurship ecosystem for configuring an education innovation agenda in the field of tourism, with the cooperation of all agents involved in this sector to accelerate novel entrepreneurships, as well as transitions, toward sustainability.
Social implications
The model is useful to accelerate new entrepreneurship and transitions toward sustainable regional development.
Originality/value
Students have led the process and have become quintessential relationatory agents, creating their own career opportunities on sustainable tourism, in addition to creating society–university links.
This paper presents the findings of a training programme based on an Action-Research methodology that has been applied in two subjects of Event Organization, Protocol and Institutional Relations undergraduate and Master's degrees. Through a teaching methodology called «learning by doing», students are encouraged to understand, internalise and apply the potential of technology in this field of knowledge, by means of building their personal brand as a key for digital literacy and professional empowerment. Thus, firstly this work proposes a review of the use of technology in teaching, with the goal of resignifying the concept of educational e-innovation from a transdisciplinary approach, which promotes progress in education ranging from technological to social innovation (technological-education-cultural-relational). Then, both the specific features and activities designed to build the students' personal brands during the course as well as the research methodology applied to analyze the results are described. The methodology is based on a longitudinal «ex post-facto» approach through a panel sample survey. Finally, results demonstrate how this training programme has allowed graduates to improve their employability and career development opportunities from then on, encouraging active participation and self-directed learning. Initial conclusions encourage us to apply this experience to larger groups and new university degrees in the higher education context.
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