Emine Cihangir and Mehmet Şeremet
This chapter provides a detailed account of the comparison-based case study approach and argues that traditional case study approaches should adopt the comparison-based case study…
Abstract
This chapter provides a detailed account of the comparison-based case study approach and argues that traditional case study approaches should adopt the comparison-based case study model. This study outlines the benefits and drawbacks of the comparative case study design. The penultimate section provides an example of a comparison-based case study to illustrate the virtues and the shortcomings of this mode of research. The chapter concludes with suggestions to aid novice tourism researchers and postgraduate students.
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Tin and tin/zinc plating is used to protect many copper, brass, and mild steel components of electrical switchgear, and to improve solderability. A new automatic plant is used by…
Abstract
Tin and tin/zinc plating is used to protect many copper, brass, and mild steel components of electrical switchgear, and to improve solderability. A new automatic plant is used by Yorkshire Switchgear Ltd.
To date, higher education frameworks for teaching and learning are not designed to focus on interdisciplinary subject matters like sustainability. Consequently, based on an…
Abstract
To date, higher education frameworks for teaching and learning are not designed to focus on interdisciplinary subject matters like sustainability. Consequently, based on an in-depth literature review, this chapter presents a theoretical framework for teaching and learning about sustainability. Within this framework, it is posited that opportunity to learn (OTL) about sustainability can directly influence promising practices of teaching and learning about sustainability (including both cognitively responsive teaching and teaching for sustainability) along with transformative sustainability learning outcomes. Additionally, it is posited that OTL can indirectly affect transformative sustainability learning outcomes by directly influencing promising practices of teaching and learning about sustainability. This in turn directly influences transformative sustainability learning outcomes. Implications from this framework offer a distinctive way to frame sustainability-specific subject matter and teaching practices. With respect to practice, this framework can provide critical information to instructors about how to teach sustainability. With regards to conceptual contributions, this framework can guide further research through this precise framing of discussions, as well as guiding data collection and analyses. Also, scholars can continue to examine the framework for facets that are most important, and continue to fine-tune it as it further develops and demonstrates its viability.
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Suneel Kumar, Marco Valeri, Varinder Kumar, Sanjeev Kumar and Isha Kumari Bhatt
Vajiheh Javani and Vahid Ghasemi
Sports tourism has become an important element of reconstruction, and also considered as a strong tourist activity for tourism development and recovery. Therefore, the main aim of…
Abstract
Sports tourism has become an important element of reconstruction, and also considered as a strong tourist activity for tourism development and recovery. Therefore, the main aim of current research is to study the economic impact of sporting events on host communities based on stakeholder theory in Aras Free Zone of Iran and how it may contribute to rejuvenating tourism destination. Qualitative method has been used for the aim of this chapter. A semi-structured interview is applied for data collection. The sampling method was purposive sampling with maximum diversity or heterogeneity. 21 stakeholders have been interviewed who involved in the Iran-Azerbaijan International Cycling Tour or the International Traditional Archery Competition – Aras Geopark Cup. Potential cycling tour stakeholders are selected to conduct in-depth interviews in terms of the economic impact of sport tourism events specifically cycling tours which can be operated by social distancing rules in Aras Free Zone, Iran. The interviews were analysed by thematic analysis. Extracted codes were categorised into four themes: infrastructure development and services, increased awareness of the host community, managerial and policy development, business development, and investment. This study suggests that small scale sports tourism could be considered as motivation drivers in emerging tourist destinations; Specifically, those sports that can be practiced in the pandemic situation following physical distancing such as cycling. The findings of this study help to policymakers and destination marketers to use appropriate sports tourism events as a tool for economic development and tourism recovery of destinations. Managerial implications and limitations are discussed.
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Anthony Gino Del Fiacco and Madeleine Orr
The purpose of this paper is to delineate shifts in environmental sustainability leadership in the Olympic Movement through a historical narrative.
Abstract
Purpose
The purpose of this paper is to delineate shifts in environmental sustainability leadership in the Olympic Movement through a historical narrative.
Design/methodology/approach
A systematic literature review was conducted and data were analyzed chronologically.
Findings
Four eras are identified, distinguished by different leadership and levels of commitment toward the natural environment: public-driven environmental sustainability, host city-driven environmental sustainability, International Olympic Committee-mandated environmental sustainability and environmental regression.
Research limitations/implications
This paper is limited to secondary data collected through a systematic literature review.
Practical implications
The findings inform a list of best practices for Olympic environmental sustainability, grounded in evidence of past successes and lessons learned from environmentally insensitive events.
Originality/value
This is the first historical narrative and synthesis of environmental leadership in the Olympic Movement, a topic previously covered in studies focused solely on the institutions responsible for hosting the event, ignoring external parties and the deep history of environmentalism dating back to the 1930s, or focusing just on actions, ignoring the actors who drove the environmental movement.
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The purpose of this paper is to present a pedagogical approach for designing a coursework curriculum that aims to meet the growing need for skilled professionals that have…
Abstract
Purpose
The purpose of this paper is to present a pedagogical approach for designing a coursework curriculum that aims to meet the growing need for skilled professionals that have competencies in both business and sustainability, and that understand the nexus between the two.
Design/methodology/approach
The paper uses a pedagogical approach discussed in the education for sustainability literature to analyse the CESM program. The pedagogical approach focuses on developing students' knowledge, skills and attitudes (behaviours) in sustainability.
Findings
The Knowledge‐Skills‐Attitudes (KSA) framework is a suitable pedagogical approach to guide the design of sustainability management education programs that prepare students for systemic organizational change. A KSA approach to designing sustainability management education curricula can also address the criticisms of current business management curricula by other scholars.
Originality/value
The discussion of the MCESM program in this article provides guidance to faculty on one approach to creating sustainability‐centric business curricula and may provide a catalyst for sharing learning experiences in integrating sustainability into existing business curricula. It may also provide some ideas for developing new programs that address the business and sustainability nexus.
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Loretta Newman-Ford, Sophie Leslie and Sue Tangney
This chapter discusses the pilot study of an Education for Sustainable Development Self-Evaluation Tool (ESD-SET), created by the Quality Enhancement Directorate (formerly the…
Abstract
This chapter discusses the pilot study of an Education for Sustainable Development Self-Evaluation Tool (ESD-SET), created by the Quality Enhancement Directorate (formerly the Learning and Teaching Development Unit) at Cardiff Metropolitan University, as both a means of auditing the extent to which academic programs embed ESD and a catalyst for curriculum development.
The chapter evaluates the effectiveness and usefulness of the self-evaluation for both auditing ESD and curriculum development. Responses to the self-evaluation questions by Programme Directors were analyzed and follow-up interviews carried out with the Programme Directors to explore their experiences of the tool.
Results indicate that the self-evaluation tool is fit-for-purpose as a means of auditing the integration of ESD within academic programs. The self-evaluation exercise promoted team discussion around sustainability issues and raised staff awareness and understanding of the concept of ESD and how to effectively embed sustainability-related themes within their discipline. The exercise had a transformative impact on the way some program teams approached curriculum design and delivery. There was evidence that engagement with the tool contributed to further embedding of sustainability within curricula across all disciplines involved in the pilot study.