Ian Seymour Yeoman and Leslie Vella
As the Journal of Tourism Futures celebrates its 10th Anniversary, Dr Ian Yeoman (Hotel Management School Leeuwarden) interviews Leslie Vella (Malta Tourism Authority) about the…
Abstract
Purpose
As the Journal of Tourism Futures celebrates its 10th Anniversary, Dr Ian Yeoman (Hotel Management School Leeuwarden) interviews Leslie Vella (Malta Tourism Authority) about the future of tourism in Malta, drawing upon a series of scenarios as a reflective learning tool.
Design/methodology/approach
A personal interview.
Findings
The interview discusses the future of tourism in Malta raising issues and reflections, through four scenarios that portray the Mediterranean island: Scenario 1: A Regenerative Future – Reposition, Realignment and Refocus (Transformation), Scenario 2: A Sustainable Pathway – Adaption and Innovative Growth (Growth), Scenario 3: Europe’s Second Class – Second Choice Destination (Stagnation) and Scenario 4: No Tourism (Collapse).
Originality/value
Upon critical reflection, scenarios can be seen as a powerful learning device to frame, surface and discuss issues associated with tourism, in this case in Malta.
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Jennifer E. James, Leslie Riddle and Giselle Perez-Aguilar
This study aims to describe the COVID-19 risk mitigation strategies implemented in California prisons and the impact of these policies on the mental health of incarcerated women.
Abstract
Purpose
This study aims to describe the COVID-19 risk mitigation strategies implemented in California prisons and the impact of these policies on the mental health of incarcerated women.
Design/methodology/approach
The authors conducted semi-structured qualitative interviews with ten women who were over the age of 50 and/or had a chronic illness and had been incarcerated in California prisons during the COVID-19 pandemic. The authors also interviewed ten health-care providers working in California jails or prisons during the pandemic. Interviews were analyzed using a grounded theory coding framework and triangulated with fieldnotes from ethnographic observations of medical and legal advocacy efforts during the pandemic.
Findings
Participants described being locked in their cells for 23 hours per day or more, often for days, weeks or even months at a time in an effort to reduce the spread of COVID-19. For many participants, these lockdowns and the resulting isolation from loved ones both inside and outside of the prison were detrimental to both their physical and mental health. Participants reported that access to mental health care for those in the general population was limited prior to the pandemic, and that COVID-19 risk mitigation strategies, including the cessation of group programs and shift to cell-front mental health services, created further barriers.
Originality/value
There has been little qualitative research on the mental health effects of the COVID-19 pandemic on incarcerated populations. This paper provides insight into the mental health effects of both the COVID-19 pandemic and COVID-19 risk mitigation strategies for the structurally vulnerable older women incarcerated in California prisons.
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Leslie Rogers, Megan Burke, Leslie Laud and Rebecca Herricks
This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in…
Abstract
Purpose
This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.
Design/methodology/approach
The case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.
Findings
Through a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.
Originality/value
Our case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.
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As the number of school-aged children living outside their country of birth continues to rise, domestic governments should examine whether their education systems have the…
Abstract
As the number of school-aged children living outside their country of birth continues to rise, domestic governments should examine whether their education systems have the appropriate policies and practices in place to provide equitable accountability for migrant students. Specifically, domestic governments should work to ensure immigrant students who are not yet proficient in the host country's language are being systematically identified and provided the language supports necessary to engage in their education.
Over the past two decades, the US has been able to hone its approach to educating immigrant children. Drawing from this experience, this brief will show how the federal government has used education policy to increase access and accountability for immigrant children enrolled in US schools. Specifically, this brief will highlight the policies the US has adopted to facilitate uniform and objective procedures in how schools:
identify immigrant students with linguistic needs upon enrollment;
assess their language skills upon enrollment to create a baseline; and
systemically and continually support and assess immigrant students' linguistic needs to ensure they can engage with age-appropriate academic content.
identify immigrant students with linguistic needs upon enrollment;
assess their language skills upon enrollment to create a baseline; and
systemically and continually support and assess immigrant students' linguistic needs to ensure they can engage with age-appropriate academic content.
By highlighting these practices and policies, this brief will show key steps other domestic governments can take to increase the visibility of and accountability over the education of migrant children by ensuring their linguistic needs are proactively addressed.
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High turnover rates, delay and dissatisfaction among PhD students about the high efforts and low rewards are common problems in doctoral education. Research shows that many…
Abstract
High turnover rates, delay and dissatisfaction among PhD students about the high efforts and low rewards are common problems in doctoral education. Research shows that many different factors are associated with the mental health crisis in graduate education, but these diverse aspects have not often been studied in relation to talent management and human resource management (HRM) strategies. Based on questionnaires and in-depth interviews, this chapter critically assesses the factors that influence doctoral students’ well-being, using as theoretical framework the self-determination theory, concerned with the social and other conditions that facilitate or hinder human well-being and flourishing, and the job demands–resources model, an occupational stress model that suggests strain is a response to imbalance between demands on the individual and the resources he or she has to deal with those demands. These theoretical frameworks help to explore the perceived job demands and resources, and motivations of a sample of 25 PhD students in the Netherlands, in order to recommend adequate talent management strategies to improve PhD work conditions at universities and reduce the increasing levels of ill-being. The study proposes a collegial model, focussing on the enjoyment of work, instead of the current managerial model, which focusses on strengthening knowledge and skills, and stimulating performance-oriented behaviour. A differentiated approach is needed, offering customized talent development for each PhD student in order to respond to his or her specific qualities, improving general well-being. This radical shift in talent management is needed to counter the mental health crisis in doctoral studies.