Exploring sustainable tourism education in business schools: The honours program

Schweinsberg, Stephen; Wearing, Stephen; McManus, Phil

doi:10.1016/j.jhtm.2013.05.003

Cited by 28 publications

(15 citation statements)

References 39 publications

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“…Awareness of the necessity for enhancement of practical skills за students in the sphere of tourism education is based on opinions of Yang Zhang, 2017, Stephen Schweinsberg, Stephen L.Wearing, Phil McManus, 2013, Huei-Ming Chiao Yu-Li Chen, Wei-Hsin Huang, 2018 [13][14][15].…”

Section: Background and Methodsmentioning

confidence: 99%

Innovative technologies in vocational tourist-excursion education

et al. 2020

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Section: Background and Methodsmentioning

confidence: 99%

Innovative technologies in vocational tourist-excursion education

et al. 2020

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“…In this context, it is important to learn how sustainability approaches and practices can be incorporated into teaching and research in higher education in the field of tourism [17]. In the related literature, it has been stated that a transformative learning [18], the equivalence of theoretical and practical knowledge, skills education in tourism [19], educational methodology [12] and sustainable development competencies [20] the conception of sustainability in the curricula [14] are the requirements for sustainable tourism education.…”

Section: Sustainability In Tourism Educationmentioning

confidence: 99%

Relationships between Student Personality Traits, Mobbing, and Depression within the Context of Sustainable Tourism Education: The Case of a Faculty of Tourism

2018

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Sustainable education has the target of improving skills that encourage students or life-long learners to reflect on actions realized by themselves. Its main concern is considering their actual and future cultural, socio-economic, and environmental impacts. Such a paradigm to evaluate these impacts is to bring about a local and a global perspective. Sustainability, as a means of qualified education, is a consequence of lifelong learning philosophy. All levels and all kinds of education should deal with the issues of sustainability and create holistic and transformational skills in this topic. In this context, pedagogy and learning environment is of great importance. Concerning learning environment, mobbing cases have frequently coincided in educational organizations. Mobbing has been regarded as an important business disease of contemporary work-life. Besides, mobbing might be coincided not only in the businesses but also in the organizations providing educational services. In schools and universities, mobbing leads to physiological, sociological, and psychological harms for the students. Recent studies have shown that in the school environment, students are exposed to a possible mobbing behavior and that their academic performance and achievement, as well as their mental and physical health, are negatively influenced. In addition, many academic studies indicate that the personality traits students have are an important predictor of exposure to mobbing and depression. This study aimed to determine the levels of mobbing and depression perceptions of students (type A, type B) who are studying tourism education at undergraduate level. In this context, within the groups of personality traits, the levels of depression in the process of mobbing were examined. Research data were collected from 524 students surveyed in a tourism faculty of a state university. In order to realize the data collection, Personality Traits, Mobbing, and Depression scales were used. Correlation, t-test, and regression analysis were performed as well as descriptive statistics (frequencies, mean, and standard deviation) in the process of data analysis. As a consequence of the research, it was determined that mobbing influenced psychological conditions of all students showing the features of A and B type as personality traits. Nevertheless, mobbing and depression perceptions differ upon their personality groups. It was found that the mean scores of mobbing and depression perceptions of students’ having A type personality traits were comparatively higher than the ones having B type personality traits. In addition, it has been revealed that there is a positive relationship between mobbing and depression perceptions of students. Mobbing explained 14% of the change in the depression levels of the students. As a result of the findings, it was determined that personality trait is an important and significant factor in the impact levels of students from mobbing and depression. Incorporation of personality traits into the transformational learning process in the education system as well as teaching and supporting of students with applied social education can be an effective element of sustainable education.

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“…THROUGH WIL Schweinsberg et al (2013) have recently argued that sustainability education is predicated on students, teachers and universities embracing notions of 'criticality' in curriculum design. In the wake of the global financial crisis, many universities have been suitably lambasted for a historically dominant focus on profit generation as the key deliverable from a neoliberal-based tertiary education (see Quigley, 2011).…”

Section: Conclusion: Toward a Critical Knowingmentioning

confidence: 99%