The impact of the ERASMUS program on cultural identity: A case study of an Arab Muslim female student from Israel

Haj-Yehia, Kussai; Erez, Marlene

doi:10.1016/j.wsif.2018.08.001

Cited by 9 publications

(4 citation statements)

References 39 publications

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“…An emphasis is put on reciprocity, commitment to family and community members and values, respect for tradition, obedience to parents and emotional interdependence among family members. Jewish society, on the contrary, is considered to be more individualistic, focusing on personal achievements; individual freedom, responsibility and choice; and more egalitarian family relations (Alt, 2016; Guy, 2016; Haj‐Yehia & Erez, 2018; Lapidot‐Lefler & Hosri, 2016).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Factors promoting the use of virtual worlds in educational settings

Shonfeld¹,

Greenstein²

2020

Brit J Educational Tech

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This paper focuses on student attitudes about using a virtual world (VW) learning platform. VWs allow students to meet via avatars and experience events that simulate real social experiences. It can also enhance student motivation, learning and collaboration. However, studies have reported that many students and teachers find VW difficult to use, and thus, do not adopt it. The current study sought to examine preservice teachers' experiences in VW in a multiple‐college course. The aims of the study were to focus on the possible difficulties and supporting factors affecting the present use of VW and identify factors affecting the future use of VW. Ninety‐nine Jewish and Arab students from eight teachers' colleges in Israel who participated in a VW learning experience completed an online questionnaire, which included items relating to their experience with computer games, difficulties and level of satisfaction with the course. Computer‐game experience, cultural background, technical difficulties and satisfaction with class management predicted the intention to use VW in the future. Possible practical and theoretical implications are discussed.

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Section: Introduction and Literature Reviewmentioning

confidence: 99%

Factors promoting the use of virtual worlds in educational settings

Shonfeld¹,

Greenstein²

2020

Brit J Educational Tech

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“…Erasmus students' motivations and preferences were also extensively investigated [68][69][70]. However, the way students perceive and narrate their experiences was less investigated.…”

Section: Erasmus Students' Travel Experiencementioning

confidence: 99%

Erasmus Students’ Experiences as Cultural Visitors: Lessons in Destination Management

et al. 2022

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Destination management is an important instrument in promoting tourism as a factor of economic development. Its usefulness in planning and developing infrastructures and services especially dedicated to tourism, such as holidays, sports, or balneal resorts, is well established. In the context of increasing the mobility of people at a national and international level, the flows of visitors whose trips are related to jobs, business, studies, conferences have constantly increased, and—as a result—the importance of large cities among tourist destinations is increasing. The management of destinations must also contribute in such cases to the creation of a greater attractiveness for potential visitors, the facilitation of their activities, and the production of culturally enriched and pleasant experiences. There is still a need to better understand how big cities are perceived as a destination by visitors, especially when it comes to longer stays. As a result, this paper proposes an approach to explore the visitors’ perception of their own experiences with the destination city. The subjects of the study are Erasmus students, while the destinations considered are university cities where the mobility programs were carried out. The aim of the research carried out by the focus-group method was to identify the elements that contributed to the coagulation of the experience associated with a certain destination city, in the sense of a more favorable or less favorable image of the destination in question. The results highlight that where visitors interact for a longer period of time and at deeper levels with the host community, they share the conditions of local life. The more pleasant these conditions are for the residents, the more open and welcoming they are to foreigners, and the more appreciated one’s personal experience of that city is.

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“…It is concurrently persistent and fragile, exists at several levels, can be described from individual, group, cultural, and spatial perspectives (Bożętka, 2013), and binds the individual to his or her surroundings (Nunkoo & Gursoy, 2012). Individual identity relates to one's personality and sense of self, together with connections to the social world that influence individual awareness and self-perception (Haj-Yehia & Erez, 2018). An individual's public self consists of evaluations of oneself and of relevant others and includes self-cognitions that reflect relationships with others.…”

Section: Collaboration In Tourismmentioning

confidence: 99%

Creating shared collaborative tourism identity in a post-communist environment

Pilving

Kull

Suškevičs

et al. 2021

Scandinavian Journal of Hospitality and Tourism

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Collaboration is important for fostering tourism in a region and the creation of a shared collaborative identity facilitates this process. This paper explains the role of individual identities in the process of creating a shared tourism collaborative identity in a postcommunist environment. To this end, it uses multi-grounded theory to analyse 37 individual interviews and 1 focus group interview conducted in 2 tourist destinations in Estonia. In the constantly evolving post-communist tourism environment, collaborative identity creation relates to self-construction at the individual, interpersonal, and group levels. This study shows that the place, occupational, cultural, and environmental identities in a given place shape and form shared tourism collaborative identities; however, a collaborative platform is required for shared collaborative identity creation. Specifically, during the shared collaborative identity creation, stakeholders bring their own identities to the process through the platform, on which individual and collective identities interact. The platform magnifies or weakens the perceptions of the shared collaborative identity. As collaboration broadens, the platform shifts from a small group to bigger groups. Nonetheless, during this the shared tourism collaborative identity creation is vulnerable, as stakeholders may perceive threats to their individual identities.

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The impact of the ERASMUS program on cultural identity: A case study of an Arab Muslim female student from Israel

Cited by 9 publications

References 39 publications

Factors promoting the use of virtual worlds in educational settings

Factors promoting the use of virtual worlds in educational settings

Erasmus Students’ Experiences as Cultural Visitors: Lessons in Destination Management

Creating shared collaborative tourism identity in a post-communist environment

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