Dissertations / Theses: 'Educational travel'

1

Saitow, Ann. "Educational Travel and Adolescent Development." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10132009-110213/.

Full text

Abstract:

Educational travel forms the basis for novel learning experiences that enhance adolescent development by enabling students to make choices about their own survival in an unfamiliar setting. This biological adaptation is driven by stimulation of the midbrain which produces high levels of dopamine, the chemical associated with learning. The elements of educational travel that promote sustained adolescent learning are: clear communication, commitment and action, communal trust and respect, maturity developed through assigned responsibilities and exposure to varied life circumstances, flexibility, and transition back to traditional school environments.

APA, Harvard, Vancouver, ISO, and other styles

2

Winfield, Sarah Jane. "Education for international understanding : British secondary schools, educational travel and cultural exchange, 1919-1939." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708957.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Hill, Joanna. "Mental time travel in schools : children's counterfactual thinking : the educational implications." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/77186/.

Full text

Abstract:

The current research study explores the use of counterfactual thinking by children in school settings. Counterfactual thinking is entertaining imaginative thoughts about what might have been -‐ the 'what if' or 'if only' thoughts. Research has shown regularities in the way that people think counterfactually and has suggested that the focus of these thoughts is influenced by the order of events prior to an event (temporal and causal order) and there are strong links with self-‐ evaluative emotions (e.g., regret and blame) and social judgements (e.g., blame). The first section will entail a comprehensive and in-‐depth review of the existing literature with regards to this area and its links to educational practice. The empirical study, found in the second section, is primarily aimed at addressing the order effects within counterfactual thinking using quantitative and qualitative methods. Consequently, 121 children were asked to answer questions about two scenarios. In addition, this research adopted a mixed-‐design approach and a series of interviews were carried out with 13 pupils, randomly selected from the children who took part in the quantitative stage of the study. These pupils were asked specific questions about their responses to the scenarios. Two focus groups comprising of teachers of some of the pupils who took part in the study were also set up to elicit views, more generally, on children's thinking about school-‐based events. The temporal order effect was observed in the sentence completion task and for blame questions but not for questions about regret and blame. The causal order effect was observed in the choice of first event to focus on but not for the question of blame. Thematic analysis of the qualitative data indicated that children thought of order to explain their choices but also created stories to explain their ideas. A few children described their choices in terms of automatic thoughts; locus of control was also a theme from the interviews. Analysis of teachers' views suggested that they felt negatively about children's thinking in terms of events in school and made links between pupils' thought patterns and their emotional experiences. In addition, the teachers believed that children should take more responsibility for their actions. Interpretations of the findings are discussed with regard to children’s thinking, emotions and behaviour. Implications for educators and educational psychologists are considered.

APA, Harvard, Vancouver, ISO, and other styles

4

Mergens, David. "The impact of educational travel on high school social studies students." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61221.

Full text

Abstract:

This study investigates the impact and value that high school social studies students and teachers see in educational travel. Many students and teachers participate in school-based trips, but little research has been done that investigates the deeper implications of educational travel, as to identify and maximize the positive benefits of such experiences. For the purposes of this project, educational travel is defined as school-based educational trips that last longer than a day, and involve elements that include guided tours, hands-on learning, interactive tasks, and community service. Further, I have divided educational travel into three categories that pertain to a trip’s design and focus: 1) tour-guided; 2) task-specific; and 3) socially immersive. Participants in this study included six of my former students and three of my former teaching colleagues. All participants had experiences with educational travel prior to this study. Data were collected through a series of conversational interviews, which I transcribed and analyzed. This allowed me to analyze participant responses and form organizing concepts, to which I plotted emergent categories. My findings showed that students and teachers see tremendous value in educational travel with respect to developing confidence, building historical and global mindedness, and fostering empathy and self-awareness. My findings also showed how educational travel experiences can influence the choices students make later in life regarding post-secondary education, careers, and philanthropy. This study contributes to social studies education scholarship in that it shines light on the impact educational travel has on high school students and offers insight into maximizing the positive benefits associated with such experiences. Nevertheless, this study is small-scale, and further research is needed to address some limitations, which include the implications of educational travel for students from different socio-economic contexts, as well as attaining a deeper understanding of the long-term benefits of educational travel.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

5

Perin, Jodi R. "Educational travel for societal change: An exploration of popular education along the Mexico-United States border." Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/278807.

Full text

Abstract:

During the past few decades, anthropologists have become increasingly interested in how different cultural frameworks come together. One opportunity to view such interactions is presented by travel seminars based on a transformative education model, which aim to educate middle-class people about conditions in economically depressed areas through travel. The task of this thesis is to examine the experiences of U.S. participant groups in one transformative education program, paying particular attention to interpersonal contact, both within groups and between them and local people, and to how participants experience the location of poverty. I argue that multiple factors play a role in terms of whether, how, and why trip participants appear to form new meanings based on their experiences. These factors include the individual's ability to empathize with the 'Other' (i.e. local people) met on the trip and previous experience in and knowledge of economically depressed areas, especially the Third World.

APA, Harvard, Vancouver, ISO, and other styles

6

Burton-Smith, Deborah. "Learning outcomes of leisure travel : explorations towards the development of educational programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ43597.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Bennett, Michael. "An exploration of transformational learning in adults as a result of adventure travel experiences." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556870.

Full text

Abstract:

The purpose of this exploratory qualitative research study was to identify the elements of adventure travel experiences that contribute to the process of transformational learning in adults. A qualitative research design was employed for this study. The sources of data were twelve pre-existing and de-identified interview transcriptions. A textual analysis was performed on the data, using an a priori approach to coding and analysis. An analysis of the data identified seven key themes that were critical for transformational learning in adults: (a) A Call to Adventure; (b) Being Open to Experience; (c) Entering a Zone Unknown; (d) Extra-Ordinary & Challenging Experiences; (e) Meaningful Interactions with Others (f) Re-Connecting to Self; and (g) Taking Action. These themes suggested a process for transformational learning in adults. In addition, (a) the authentic nature of the experience and (b) trip length, were also found to be important factors in transformational learning for these interviewees. These findings also suggest that intentionally designing adventure travel programs around these themes and the emergent transformational learning process has the potential to increase the likelihood of participants experiencing transformational learning through adventure travel.

APA, Harvard, Vancouver, ISO, and other styles

8

Foran, Heather. "Host Experiences of Educational Travel Programs| Challenges and Opportunities from a Decolonization Lens." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=1606218.

Full text

Abstract:

The transformative benefits of cross-cultural interaction and the “disruption” caused by the confrontation with injustice, poverty and culture shock for students through immersion experiences are well-documented. In contrast, however, there is very little research that documents the experience of host communities - those into whom the traveler is immersed. What is the experience of individuals from these host communities? What is the value or significance to them of hosting educational travel groups? What opportunities exist for educational travel programs to be venues for decolonization and social justice work that is mutually beneficial to student groups and host communities? This project is a phenomenological study consisting of in-depth interviews with six native or indigenous community partners who worked with two high school educational travel programs—one internationally and one domestically. Participants reported a clear understanding of their co-educational role and attached broader global and spiritual significance to that. A number of recommendations emerged for building mutually beneficial relationships in the context of educational travel.

APA, Harvard, Vancouver, ISO, and other styles

9

Arsenault, Nancy. "A study of educational-travel and older adult learners : participant types and program choices." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34908.

Full text

Abstract:

This exploratory study identified 18 factors influencing the choice of an educational-travel program and refined a typology of the older adult educational-travel participant. A mail questionnaire queried 963 Canadian and American participants, aged 45 to 92 years, who had enrolled in a fall 1997 Elderhostel Canada program, but not yet attended. The number of useable surveys was 811, representing an 84.2% rate of return. The analysis employed descriptive statistics, correlation, factor analysis, step-wise regression analysis, analysis of variance, and content analysis.
Five participant types were identified in this study: the Explorer, Activity-Oriented, Content-Committed, Convenience-Oriented, and Opportunist. Sixty-three percent of the population could be assigned to one of these categories; 22% were assigned to a combination of two categories; and 15% of the study population did not fit this typology. The two dominant participant types were the Activity-Oriented and the Explorer.
This study revealed 18 factors that influence the program choice of older adult educational-travel participants: Social, Comfort, Location, Attend alone, Attend Accompanied, Activity, Information, Cost, Program, Personal Limitations, Escape, Travel, Organizational Attributes, Accessibility, Previous Experience, Dates, Seasonal Influence, and Work. Using step-wise regression analysis, the program choice factors that best discriminated the various participant types were the Activity, Program, Location, Personal Limitations, Accessibility, and Organizational Attributes factors. An analysis of the mean scores revealed that six factors had the greatest influence on program choice: Organizational Attributes, Location, Program, Attending Accompanied, Social and Comfort.

APA, Harvard, Vancouver, ISO, and other styles

10

Arsenault, Nancy L. "A study of educational-travel and older adult learners, participant types and program choices." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0017/NQ44349.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Fagan, Catherine A. "The long-term effects of study abroad experiences on career, educational, and travel choices." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/561.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Helsel, Bryan R. "Travel as experiential music education: Considering impacts on secondary band, orchestra, and choral programs." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1556134241478845.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Pullen, Carrie A. "A phenomenological study of families who participate in long term independent international travel| The family gap year." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3713885.

Full text

Abstract:

Moustakas (1994) emphasizes that phenomenological study arises from the experiences and passions of the researcher that in turn focus and drive the research. This researcher’s own experiences include a 9-month trip around the world with my family that led me to conduct this study exploring the phenomenon of the family gap year. Existing research focuses on the traditional gap year taken by a young person in between graduation from high school and beginning college. This study seeks to add to that knowledge by exploring the related, but also unique, experience of families who take an extended time period off from career and formal school in order to participate together in a multi-continent international trip. The study addresses why families may decide to take such a trip, what they hope to gain from such an experience and whether or not the trip actually met those expectations. It is also attempts to establish whether or not any changes in family members were identified by participants and believed to be attributable to the experience of the family gap year. Findings from this study indicate that the families examined chose this experience because of a desire to travel and see the world with their children. Subjects agreed that the experience met or exceeded expectations in that it provided a unique opportunity to learn about other peoples and cultures and also provided concentrated time to be together and grow closer as a family. Subjects also however referred to less desirable aspects of the trip related to the maintenance required to keep the family on the road, such as travel planning and laundry. Finally many of the participants in the study referenced learning and personal growth in family members that they attributed to the experience of the family gap year. Together these findings represent an early effort to establish an understanding of the phenomenon of the family gap year.

APA, Harvard, Vancouver, ISO, and other styles

14

Fagan, Catherine A. "The long-term effects of study abroad experiences on career, educational, and travel choices : a thesis." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/561.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Warneke, Sara. "A ship of shadows : images of the educational traveller in early modern England /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phw278.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Wendemagegnehu, Taleyihun Tadese. "The influence of social media on the travel decisionmaking behavior of Ethiopian educational tourists in Poland : The case of Ethiopian educational tourists in Poland." Thesis, Högskolan Dalarna, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37697.

Full text

Abstract:

The impact of international mobility and globalization on universities has led to a greater need for students. Thus, throughout students stay in their destinatio ncountry, prospective students access a variety of sources of information and make simultaneous decisions about where to travel; decision making is required at everystage of the travel process (pre-travel, during travel, and post travel). Previous to the advent of social media dominate traditional sources of information, such as print media, educational fairs and university websites. The social media websites such as social networking (Facebook, Google+, LinkedIn,), microblogging (Twitter,Tumblr), photo sharing (Snapchat, Instagram, Pinterest), Video sharing (YouTube,Facebook Live, Periscope, Vimeo) become an alternative source of university information as many young people and students engage, work and participate in this online community. The purpose of this thesis is to research the influence of social media on the decision-making process of Ethiopian educational tourists in Poland, as well as how other factors (such as others’ comments, replies, and tour reviews) influence the process of their travel decision making. The data collection tool was a survey that included demographic questions, closed ended questions, multiple choice questions, a rating scale (Likert 5 scale model), and a few open-ended questions. The survey questionnaire was completed by 137 international students. The study's findings indicate that social media has a sizable influence and role as a source of information for Ethiopian educational tourists in Poland at every stage of their travel decisionmaking process, and that other factors (such as others' comments, replies, and tourreviews) influenced their decision-making process as well. Overall, this study helps to gather insights into Ethiopian educational tourists' decision-making behavior in Poland. Due to the fact that the research will contribute cross-national knowledge about educational tourists' behavior during the travel decision-making process in a destination, it will have a significant impact on promoting domestic travel and tourism in Poland.

APA, Harvard, Vancouver, ISO, and other styles

17

Dobkevičiūtė-Džiovėnienė, Aida Vida. "Edukacinė ekskursija kaip pilietinio ugdymo metodas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060705_111116-18337.

Full text

Abstract:

The study presents informal civic education problems and research results of educational travel as effective civic education method. Schools bear great responsibility for the development of civic competency and civic responsibility. Schools fulfill this responsibility through both formal and informal education beginning in the earliest years and continuing through the entire educational process. The main aim of the study is to analyze the effectiveness of educational travel (tour) as civic education method. Major goals of the study are as follows: 1) review and analysis of literature placing emphasis on specifics of educational travel as civic education method; 2) design educational tour model for civic education; 3) present research results of model effectiveness. The research methods used in the study are observation, testing and practical task. The first part of study presents analysis of educational travel as method of active education. Civic dispositions and skills, both intellectual and participatory, are inseparable from civic knowledge and active participation. In order to think critically, act effectively and responsibly, learners must understand the terms of the issue, its origins, the alternative responses to it, and the likely consequences of these responses. Educational travel as active learning method allows teachers to show their students the motherland and the world. During tours text books come to life, real touch with history, culture and nature... [to full text]

APA, Harvard, Vancouver, ISO, and other styles

18

Morrison, Andrew Robert. "Working it out : the educational careers and aspirations of students on an AVCE travel and tourism course at a college of FHE." Thesis, Open University, 2007. http://oro.open.ac.uk/49160/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Silva, Regina ClÃudia Oliveira da. "THE EDUCATIONAL ACTION AND CULTURAL LEGACY OF GUSTAVO BARROSO FOR MODERN BRAZILIAN MUSEOLOGY." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12703.

Full text

Abstract:

nÃo hÃ
As discussÃes nessa narrativa tratam-se da aÃÃo educacional e do legado cultural de Gustavo Barroso para a Moderna Museologia Brasileira. Vincula-se ao grande tema da histÃria e memÃria da educaÃÃo brasileira, especialmente Ã histÃria e memÃria das instituiÃÃes escolares e culturais. A pesquisa busca a compreensÃo e interpretaÃÃo da aÃÃo social do sujeito Gustavo Barroso, nas distintas matÃrias da Museologia no Brasil, por meio de sua aÃÃo educacional, a partir, nomeadamente, da trÃade Museu HistÃrico Nacional (1922), Curso de Museus (1932) e Inspetoria de Monumentos Nacionais (1934), bem como de seu debate sobre folclore sertanejo, principalmente cearense, vinculado Ã sua proposta de museu ergolÃgico (1944). Utilizamos o conceito de modernidade sustentado nas apreciaÃÃes de Max Weber a respeito do tema. Na pesquisa recorreram-se a documentos institucionais, Ã revisÃo bibliogrÃfica de outros trabalhos sobre o assunto e Ã entrevista de ex-alunos do Curso de Museus, em que se buscava saber sobre suas memÃrias (Ricoeur) no tocante ao Curso de Museus e Ã sua experiÃncia de convivÃncia e/ou trabalho no MHN. O objetivo fundamental Ã apresentar uma interpretaÃÃo falseÃvel (Popper) de que Gustavo Barroso, a partir da trÃade retrocitada, contribuiu para a preservaÃÃo da memÃria nacional, na medida em que iniciou uma cultura de preocupaÃÃo do poder pÃblico com nossa histÃria educacional e nosso patrimÃnio cultural, ou seja, instalou-se uma nova concepÃÃo de Museologia no Brasil, justificadora de sua prÃpria visÃo de histÃria e conservadorismo. A fundaÃÃo do MHN foi em 1922, ano emblemÃtico para a HistÃria do Brasil, marcado por diversos acontecimentos polÃticos e culturais, ano que tambÃm correspondia ao centenÃrio da IndependÃncia do Brasil, em que se vivia grande crise de popularidade e aceitaÃÃo do governo de EpitÃcio Pessoa. O MHN resultou em um libelo nacionalista e ufanista, necessÃrio para clamar ao povo o amor pela naÃÃo e a salvaguarda das relÃquias das elites imperiais na jovem repÃblica, jÃ na condiÃÃo de repÃblica velha. Concluiu-se que o projeto museolÃgico de Gustavo Barroso teve imensurÃvel contribuiÃÃo para a formaÃÃo de uma museologia moderna no Brasil, porque inaugurou um museu exclusivamente histÃrico, o primeiro curso de museus e ainda a primeira instituiÃÃo de salvaguarda do patrimÃnio do paÃs, de carÃter nacional, ligada Ã administraÃÃo federal.

APA, Harvard, Vancouver, ISO, and other styles

20

Cardoso, Silmara de Fatima. "\"Viajar é ser autor de muitas histórias\": experiências de formação e narrativas educacionais de professores brasileiros em viagem aos Estados Unidos (1929 - 1935)." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09122015-144909/.

Full text

Abstract:

Este estudo tem por pretensão analisar a história e os fatores que levaram Anísio Teixeira, enquanto Diretor Geral da Instrução Pública no antigo Distrito Federal e a Associação Brasileira de Educação ABE a investir em viagens de professores brasileiros aos Estados Unidos. O objetivo de Anísio Teixeira e da ABE concorriam para que esses professores imbuídos de uma formação pedagógica eficiente adquirida no país considerado à época como referencia, pudessem ser os principais atores na renovação e regeneração do ensino e da sociedade brasileira. Delimitamos o estudo na viagem de 28 professores, do período de 1929 a 1935. Essas décadas são importantes para a historiografia da educação, pois foram marcadas por um movimento de reforma e aperfeiçoamento do sistema público de ensino. Nesse momento a educação despontava como uma preocupação das elites e dos governantes, seja nas discussões ocorridas no âmbito da ABE, seja por meio das reformas educacionais dos Estados (MORAES, 2007). Levando em consideração o objetivo proposto dividimos esse trabalho em cinco capítulos. I capítulo Uma cultura de formação em viagem. II capítulo Os professores eleitos para a viagem de estudos. III capítulo O destino privilegiado da viagem: os Estados Unidos da América. IV capítulo Especialistas em novos campos de saberes. V capítulo Os relatos das experiências educativas estrangeira. Compreender os sentidos e propósitos das viagens, como o deslocamento dos sujeitos para países estrangeiros com a finalidade de estudar o seu sistema educacional nos ajudam no entendimento das influências, apropriações e possíveis leituras de um modelo de ensino estrangeiro no campo educacional brasileiro e na formação e atuação dos professores viajantes.
This Study has the pretention analyses the history and facts that lead Anísio Teixeira, for General Director of Public instruction in the old Federal District and the Brasilian Educational Association ABE and invest in travel of Brazilian teachers at United States. The Anísio Teixeira Objective and BEA competed for these teachers imbued in an effective teacher training acquired in the country concerned in the time as a reference could be the main actors in the renewal and regeneration of teaching in the Brazilian Society. We delimited the study in the trip to 28 teachers, the period 1929 to 1935. These decades are important for the historiography of education, as they were marked for a movement of reform and improvement of the public school system. This moment the education emerged as preoccupation of the elites and rulers, in discussions held within the BAE, through the educational state reform (MORAES, 2007). Taking into a count the propose objective, we divide this work in five chapters. Chapter I A formation culture in travel. Chapter II - The teachers elected for a study travel. Chapter III The privilege destiny of travel: The United States of America. Chapter IV Experts in new fields of knowledge. Chapter V - The accounts of foreign educational experiences. Understand the sense and objective of travels, as the displacement of the subjects to foreign countries with the function to study your educational system help us to understand the influences, appropriations and possible readings of a model of foreign teaching in the educational Brazilian camp and the training and performance of traveler teachers.

APA, Harvard, Vancouver, ISO, and other styles

21

Sutters, Justin Peter. "Taking Place and Mapping Space: How Pre-Service Art Education Students’ Visual Narratives of Field Experiences in Urban/Inner-City Schools Reveal a Spatial Knowing of Place." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345065866.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Dapko, Richard Jason. "Travel Education: A Phenomenological Study on Self-Directed Learning and Personal Enrichment Through Foreign Travel Experiences." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2726.

Full text

Abstract:

In the broad field of education, studies have been done to understand the ways in which adult learning, development, and transformation are fostered in travel contexts. Such studies mainly used the experiential learning and transformational learning theoretical frameworks to look at participants’ lived learning experiences from travel. However, there is a void when one searches for studies that examine the intersection of self-directed learning and travel. This study used self-directed learning theory to explore the essence of learning from foreign travel experiences. The aim of this study was to understand the role of self-directed learning as a learning process that adults use to design and pursue learning and personal enrichment experiences in foreign travel contexts. This was about understanding the ways in which adults find joy in travel through creating their own learning environments. Qualitative interviews were gathered from participants who wished to share their experiences and conclusions were reported following a phenomenological framework. Today, becoming a self-directed learner is more important and prevalent than ever. Especially with the improved ease of use with technology to find and/or create learning opportunities and the availability of a multitude of travel options, information and experience-seekers have today a variety of ways to satisfy their hunger for personal enrichment. In an age when more adult learners are taking learning experiences into their own hands and looking to explore the foreign destinations that they might have only read about in books, or searched for online, it is important for travel-related providers and academic thought-leaders to understand the self-directed learning process as it relates to adult learners in foreign travel contexts. The findings of this study show that Knowles’ self-directed learning theory can be an applicable and advantageous learning framework to be utilized during foreign travel experiences and that traveling with learning goals and strategies enhances such experiences. My personal goal with this project was to give readers a better understanding of how self-directed individuals learn through travel and an applicable construct with which to do so.

APA, Harvard, Vancouver, ISO, and other styles

23

Verstraeten, Jean-Benoit Pierre Joel Vincent. "Practices in social media in the travel education business." reponame:Repositório Institucional do FGV, 2014. http://hdl.handle.net/10438/13137.

Full text

Abstract:

Submitted by Jean-Benoit Verstraeten (jbverst@gmail.com) on 2015-01-27T15:12:07Z No. of bitstreams: 1 THESIS FGV.pdf: 1227969 bytes, checksum: 81f0407b5b718759bffc165cead3f2f8 (MD5)
Approved for entry into archive by Luana Rodrigues (luana.rodrigues@fgv.br) on 2015-01-28T17:12:54Z (GMT) No. of bitstreams: 1 THESIS FGV.pdf: 1227969 bytes, checksum: 81f0407b5b718759bffc165cead3f2f8 (MD5)
Made available in DSpace on 2015-01-28T17:25:48Z (GMT). No. of bitstreams: 1 THESIS FGV.pdf: 1227969 bytes, checksum: 81f0407b5b718759bffc165cead3f2f8 (MD5) Previous issue date: 2014-12-19
Practices in Social media refers to the view or perception of a brand not only based on its offerings and services, but also on its values and culture as perceived primarily by consumers. Organizations may utilize brand image to accomplish its goals or objectives by structuring an image that is interesting and acceptable to customers. In recent years, one of the ways that organizations consistently market or advertise their brand involves social media. The objective of this research study is to explore what are the practices in social media in the travel education business. To obtain data, the researcher interviewed people from 6 travel education firms and collated information about the topic from existing primary and secondary sources. The researcher conducted the research to determine practices in social media marketing as they apply in the tourism and education sectors. Based on the data obtained by the researcher, practices in social media marketing include the utilization of social media platforms with a widespread international reach such as Facebook, Twitter, Instagram, and YouTube. Another strategy is to constantly post updates that are not only interesting but also informational about the products and services offered by a brand or organisation. Companies or organizations must also interact with customers or clients online in order to maintain the latter’s interests in the former’s offerings and services. Customer engagement is one of the reasons why customers opt to follow firms online through social media. The research study also reveals other advantages and benefits of social media that constitute best practices such as the conversion of non-customers to customers, increased media presence to boost popularity, the effective communication of organisational goals and objectives, and the formation of a good relationship with customers. Organisations may also use tourist created content (TCC) and other types of user-generated content to guide decision-making in product development.
Praticas na midia social se refere a vista ou a percepcao de uma marca nao so com base em suas ofertas e servicos, mas tambem sobre seus valores e cultura como percebido principalmente pelos consumidores. As organizacoes podem utilizer a imagem que é interessante e aceitavel para os clients. Nos ultimos anos, uma das formas que as organizacoes de forma consistente comercializar ou publicitar a sua marca envolve midias sociais. O ojetivo deste estudo é explorer quais sao as praticas de midia social no negocio de educacao de viagens. Para obter os dados, a pesquisadora entrevistou pessoas de seis empresas de educacao de viagens e cotejadas informacoes sobre o tema a partir de fonts primarias e secundarias existentes. O pesquisador conduziu a pesquisa para determiner praticas de marketing de midia social em que se aplicam nos sectores do turismo e educacao. Com base nos dados obtidos pelo pesquisador, as praticas de marketing de midia social incluem a utilizacao de plataformas de midia social com um alcance internacional generalizada tipo Facebook, Twitter, Instagram e YouTube. Outra estratégia é para postar constantemente as atualizações que não são apenas interessante, mas também informativo sobre os produtos e serviços oferecidos por uma marca ou organização. As empresas ou organizações devem também interagir com os clientes ou clientes on-line, a fim de manter os interesses deste último em ofertas e serviços da ex. O envolvimento do cliente é uma das razões por que os clientes optam por seguir as empresas on-line através da mídia social. A pesquisa também revela outras vantagens e benefícios da mídia social que constituem as melhores práticas, tais como a conversão de não-clientes para os clientes, o aumento da presença da mídia para aumentar a popularidade, a comunicação eficaz das metas e objetivos organizacionais, bem como a formação de um bom relacionamento com os clientes. As organizações também podem usar turístico criado conteúdo (TCC) e outros tipos de conteúdo para orientar a tomada de decisão no desenvolvimento do produto gerado pelo usuário.

APA, Harvard, Vancouver, ISO, and other styles

24

Li, Xu. "Consumer Engagement in Travel-related Social Media." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5806.

Full text

Abstract:

The term of “consumer engagement” is extensively used in the digital era. It is believed that engaged consumers play an important role in products/services referral and recommendation, new product/service development and experience/value co-creation. Although the notion of consumer engagement sounds compelling, it is not fully developed in theory. Different interpretations coexist, resulting in confusion and misuse of the concept. This study attempts to define consumer engagement and develop a conceptual framework of consumer engagement, addressing antecedents of consumer engagement in online context. Moreover, some situational and social media usage-related factors are incorporated into the framework. A set of propositions are presented based on literature review and the conceptual framework to illustrate the relationship between consumer engagement and related factors. To provide empirical evidence for the conceptual model, an online survey is conducted. Participants complete the self-administered survey by answering questions concerning their online experience with the travel-related social media website they visit most. Two-step structural equation modeling is employed to analyze the data. The results show that both community experience and community identification have significant and positive relationship with consumer engagement. Community experience is also a strong predictor of community identification. Attitude toward using social media and travel involvement influence the relationship between consumer engagement and its antecedents. With focus on the interactive and experiential nature of consumer engagement, this study expands current understanding of consumer engagement and provides insights for hospitality and tourism businesses regarding how to engage consumers through travel-related social media.
Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Hospitality Education

APA, Harvard, Vancouver, ISO, and other styles

25

Douglas, George. "Cooperative education in the apprenticeable trades." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0015/MQ37517.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Orndorff, Earline Byrd Jr. "The Short-Term Study Travel Experience for Adult Professionals: A Phenomenological Study." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30586.

Full text

Abstract:

International education and cross-cultural learning are achieved through study travel. This phenomenologial study was designed to better illuminate the short-term study travel experience for adult professionals, describing the phenomenon from the perspective of the participants and itsmeaning for those participants. The focus of the study was the Rotary International Group Study Exchange (GSE) Program,designed to provide participants with the opportunity to develop international understanding, cultural awareness, and professional competencies in a global setting. Co-researchers for the study were selected GSE team members from Rotary District 7570 in Virginia and Tennessee, who participated in the program since 1991. The methodology, based on the descriptive phenomenological model of Barritt, Beekman, Bleeker and Mulderji (1983) included guided, but loosely structured in-depth individual interviews with eight co-researchers. Data were analyzed to determine emerging themes, element statements, and variations.Interviewees were asked to examine their individual descriptions to assure that their intended meanings were captured. Adescription of the experience and its meaning was developed from all of the themes which emerged. A final conference call for the interviewees was convened to review the megathemes. Questions guiding the inquiry were: What was the short-term study abroad experience like for these adult professionals and what meaning did the experience have for these participants? The following conclusions were drawn from the finding of the study: 1. The Group Study Exchange participants perceived that they developed a greater sense of who they were. 2. Short-term travel was perceived as a valuable and life-changing experience for the participants. 3. Stress, identified as an element of the short-term study travel as experienced by every participant on some level, was caused by family situations, homestays, language, and cultural difference. 4. Total immersion in the culture was seen as a factor which increased the participant's ability to understand and appreciate another culture on an intimate level, leading to deeper meaning and greater insight. This study confirmed previous studies related to sojourning and international travel as related to experiential learning, increasing the understanding of the short-term travel abroad experience and its meaning to the adult learner.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

27

CHAVES, ELIZABETH BASTOS GRANDMASSON. "DESIGN IN EXTERIOR: O DESIGN EDUCATION IN UNCONVENTIONAL SETTING INTERNATIONAL TRAVEL PROGRAM WITH ACADEMIC PURPOSE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25318@1.

Full text

Abstract:

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A presente dissertação tem por tema uma experiência acadêmica que vem ocorrendo desde o ano de 2006 no curso de Design da PUC-Rio, intitulada Design no Exterior, que são viagens guiadas com fins acadêmicos, nas quais um grupo de alunos participa de inúmeras atividades programadas e disparadoras de crítica e reflexão sobre o campo do Design. Para a consecução dos objetivos propostos foram realizados estudos sobre questões de aprendizagem, experiências pedagógicas inovadoras e ensino do Design,tendo por fio condutor o pensamento de autores como Rui Canário, Julio Cesar Furtado dos Santos, Malcolm Parlett e David Hamilton, Apparecida Mamede-Neves, Gustavo Bonfim e Carlos Teixeira. A pesquisa empírica abrangeu a análise de vasto material recolhido durante nove edições do programa. Na presente pesquisa a edição de 2014 foi tomada como base de análise, não apenas para discutir a relação entre os agentes envolvidos com o programa, como também avaliar efeitos e eventuais benefícios desta experiência educacional inovadora junto ao público alvo.
This dissertation is about an academic experience that has been going on since 2006 in the Design course at PUC-Rio, entitled Design Abroad , which are guided tours with academic purposes, where a group of students participates in numerous scheduled activities that triggers criticism and reflection on the field of Design. To achieve the goals, studies on learning issues, innovative teaching experiences and Design teaching, were made with the guiding thought of authors like Rui Canario, Julio Cesar Furtado dos Santos, Malcolm Parlett and David Hamilton, Apparecida Mamede-Neves, Gustavo Bonfim and Carlos Teixeira. The empirical research covered the analysis on the vast material collected for nine editions of the program. In the present study, the 2014 edition was taken as an analysis base, not only to discuss the relations between those involved with the program, as well as to evaluate the effects and possible benefits of this innovative educational experience with the target.

APA, Harvard, Vancouver, ISO, and other styles

28

Ansell, Richard. "Irish protestant travel to Europe, 1660-1727." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:55b4a741-f840-4d79-b1e8-60a3a78e567b.

Full text

Abstract:

This thesis examines travel to continental Europe as undertaken by several generations of Irish Protestants between 1660 and 1727. Historians draw parallels between the Protestant Ascendancy in Ireland and other polities in ancien régime Europe, but these demand an exploration of contemporary encounters. Research on the Irish in Europe concentrates on Catholics without much regard to Protestant experiences, while work on English or British travel overlooks ways in which Irish Protestant voyages differed. This thesis analyses the experiences of Church-of-Ireland families from the gentry, nobility and aristocracy, especially the Southwells, Percevals, Molesworths, Molyneuxs, Boyles and Butlers. Correspondence, notebooks and financial accounts reconstruct their voyages, mainly to France, Italy, the Low Countries and Germany, and their attitudes towards the practice of travel. Journeys to other destinations are incorporated, as are the voyages of neighbours, acquaintances and employees. Purposes varied, but travel was consistently considered an opportunity for 'improvement'. The thesis follows the successive preoccupations of travellers, beginning with demonstrations of 'fitness to travel'. Wealthy young men were judged according to criteria that privileged anglicisation and Protestantism, though linguistic skill was a more socially-comprehensive standard. Advisors emphasised civil conversation and written observation, but warnings to avoid 'countrymen' were ignored. The company of English-speaking travellers and Irish Catholic expatriates created distinctive European experiences. Foreign hosts often saw uncomplicated Englishmen, though some recognised Irish difference. Anglican travellers held qualified membership of a 'Protestant international', drawing on a cross-confessional 'stock of friends'. Travellers received tuition that complicates perceptions of travel as 'informal' education and they memorialised experiences through souvenirs and gifts. Voyages encouraged some into English residence and identifications, though others brought improvements home to Ireland. 'Improvement', as it related to wealthy Church-of-Ireland families, functioned not as a binary between approved England and disdained Ireland but a triangular exchange in which continental Europe featured prominently.

APA, Harvard, Vancouver, ISO, and other styles

29

Beckerman, Jason. "Accessing the learning lifeworld : transformative student learning experiences in regional academic travel at New York University Abu Dhabi." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2034119/.

Full text

Abstract:

This thesis investigates the learning experiences of students who participated in short-term study abroad trips (also known as regional academic travel) offered by New York University Abu Dhabi’s Office of Global Education, with the objective of attaining an authentic account of these experiences. This authentic account supports a better understanding of a student’s experience, and leads to a more in-depth understanding of learning, which for this research is called the learning lifeworld. Phenomenography is used to capture the qualitative variation of individual experiences leading to four categories of description placed in logical relationship to one another yielding an outcome space of four conceptions of learning experience. Phenomenography alone, while reflective in nature, has limitations on determining an authentic account of experience. Therefore, it is helpful to draw upon reflective thinking ability, which produces information on each student’s ability to reason through an ill-structured problem, and puts students in a reflective thinking development stage, which is linked to a student’s critical reflection ability. Reflective judgment stages for each student were determined using the standard reflective judgment interview (King & Kitchener, 1994), and then compared against the instances conceptions of learning experience that appeared in each student account. A relationship was identified between instances of conceptions and the level of a student’s reflective thinking ability that could lead to a deeper understanding of the learning lifeworld through the language students used in responses from the phenomenographic interview and the reflective judgment interview. The findings of this research show that there were at least four qualitatively different ways students experienced regional academic travel trips. The categories developed through an analysis of student reflective accounts are: the regional academic travel experience complements and supplements classroom learning; develops academic skills; affects students’ future academic, personal, and professional endeavours; and offers students a chance to reflect on impacts they have made and can make in a community and the world. The results of this research make an original contribution to lifeworld theory, transformative learning, and short-term study abroad research by utilizing a unique combination of research approaches (phenomenography and reflective judgment to inform lifeworld theory and transformative learning) in a novel setting (NYU Abu Dhabi regional academic travel). The design of this research could be used for future studies to examine learning in an in-depth way, whilst assuring that the accounts given could be considered authentic. Finally, the results also led to recommendations for improvement of future regional academic travel trips offered by The Office of Global Education.

APA, Harvard, Vancouver, ISO, and other styles

30

Thompson, Madeline Ardell. "A descriptive study of travel and tourism education programs at the secondary school level in the United States." Diss., This resource online, 1997. http://scholar.lib.vt.edu/theses/available/etd-10022007-144816/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Baginski, Jessie Guidry. "Travel Training: an Exploration of the Importance of Public Transportation for Suburban Students with Disabilities." Marietta College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1209573613.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Gambrell, James Arthur. "A Critical Race Analysis of Travel for Transformation: Pedagogy for the Privileged or Vehicle for Socio-Cultural Transformation?" PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2485.

Full text

Abstract:

Transformative learning theory (TLT) describes the process of reframing discriminative, untenable worldviews with a more inclusive, permeable, and reflective epistemology. Although TLT has been around for more than 50 years, few studies empirically engage critical theoretical frameworks to move beyond personal learning to identify the impacts of transformation on society. Through a critical race theory (CRT) framework, this study analyzed how the participants' socio-cultural identities (race, class, gender, sexuality, and heritage language) impacted the transformative learning of eight study-abroad students from a medium-sized, rural Midwestern university. Focusing on the extent to which the participants experienced the elements of transformative learning during a month-long study-abroad experience in Spain, this project explored what the experience of traveling to an "other" place and experiencing "otherness" had on transformative learning. This qualitative study drew from extensive ethnographic observations, photo analysis, and informal, semi-formal, and focus-group interviews. During the study, the researcher analyzed data to construct codes and categories for further analysis, incorporating multiple member-checks to promote the narratives of the participants. Following data collection, the researcher used constructivist grounded theory to further scrutinize the data searching for salient themes and patterns connected to the research questions. Race and class privilege (or marginalization) had an impact on the study-abroad participants' worldviews and transformative learning. Participants from backgrounds of racial and class privilege experienced transformations that were deeply engaging on a personal level, but were not motivated toward more justified beliefs or action toward others. In contrast, participants from backgrounds of lesser socio-cultural privilege demonstrated increased critical social reflection and transformative outcomes, both personal and social. These findings led the researcher to question if there might be more effective avenues toward critical social transformation than the pedagogy of the privileged of travel for transformation.

APA, Harvard, Vancouver, ISO, and other styles

33

Islam, Snah N. "An investigation into educational psychologists' perceptions of traded service delivery, using soft systems methodology." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4540/.

Full text

Abstract:

At a time where national budget cuts and changes in Government policy have reduced Local Authority budgets and workforce numbers, many Educational Psychology (EP) services across England and Wales are undergoing a period of rapid change and transition. Within this context many EP services have begun to develop traded service delivery models. This study utilised Soft Systems Methodology (SSM) to gain EPs’ perceptions of some of the problem situations arising from working within a ‘traded’ EP service in order to understand the implications of this new model of service delivery on the activities and the role of the EP. This study utilised SSM to gain EPs’ views through two focus group discussions, focus group A (n= 5) and focus group B (n=4). Thematic analysis highlighted ‘job insecurity’, ‘not knowing budgets’ and ‘increased workloads’ as problem-situations arising from working in the traded model. Systems underpinning these themes related to ‘judging EP performance’, ‘schools as power-holders’ and ‘marketing’ the EP service. SSM enabled EPs to view actions to improve practice which were focused on developing ‘capacity within the team’ and working to clarify the ‘expectations of EPs’.

APA, Harvard, Vancouver, ISO, and other styles

34

Walker, Brett L. "William Smith Clark: A Study in Education, Christianity, and American-Japanese Cooperation in the Nineteenth Century." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4640.

Full text

Abstract:

In March, 1990, I was hired to teach English in Japan at a small, private academy in Chitose, Hokkaido. The school was called the Academy of Clark's Spirit. My first day at work I was asked by my boss, Sato Masako: "So Mr. Walker, of course you know who Dr. Clark is?" I told Mr. Sato that I was sorry, but that I did not. "You said in your resume that you are a history student? We named this school after him. He's one of the most important people in Hokkaido's history," he said, looking disappointed. Mr. Sato explained that he wanted me to teach with the spirit of Clark in mind and bring to his classrooms what Clark brought to Hokkaido over a hundred years before. I nodded and asked to see my apartment. I began this study of William Smith Clark after my first stay in Hokkaido. It is the product of my interest in modern Japanese history, particularly Japan's relationship with the United States. The first leg of this project was started in Amherst, Massachusetts, where I met with Dr. John Maki. He directed me through the Clark collection at the University of Massachusetts at Amherst. I had several interviews with Maki during the week I was in Massachusetts and was given liberal access to the Clark collection under his influence. The second leg of my study was continued in Sapporo, Hokkaido. I met with Dr. Toshiyuki Akizuki at Hokkaido University and was shown through the Clark collection there. I lived in Hokkaido for about two years and have kept notes on the tribute paid to Clark and visible signs of his impact on the northern island. The focus of this study is to look at Clark's contribution to the development of Hokkaido by detailing his work in education, Christianity, and agriculture. By focusing on Clark's particular contribution to Hokkaido a larger historical trend, that is, the importation of foreign ideas in the history of Meiji Japan, is better understood. ~he results of this study conclude that Clark was an important figure in the history of Hokkaido's settlement, and to the development of nineteenth century Japan.,. ,Clark was also an important figure in the history of the relations between Japan and the United states., It is in lasting institutions like Hokkaido University and the Sapporo Independent Christian Church where Clark's impact is best illustrated. These institutions, particularly the university, were the nerve centers for Hokkaido's development, and Clark planted these seeds of enlightenment, under the direction of the Meiji government, in the fertile northern soil. I have gained a better understanding of Clark's stay in Hokkaido because of this project, but doubt that I could even now satisfy Mr. Sato's insistence that I teach with Clark's spirit. I do understand, however, why it was important to Mr. Sato that I try. Clark's phrase "Boys Be Ambitious" still embodies the spirit of many educators in Hokkaido and his success with Japanese students is one of the better examples of international exchange in any country. Clark is cherished by the people of Hokkaido as the spiritual pioneer of their island even though his stay

APA, Harvard, Vancouver, ISO, and other styles

35

Culver, Lyle D. "The Influence of Study and Travel Abroad on the Personal and Professional Development of Students in Architecture Design Programs." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/360.

Full text

Abstract:

International travel has significant implications on the study of architecture. This study analyzed ways in which undergraduate and graduate students benefited from the experience of international travel and study abroad. Taken from the perspective of 15 individuals who were currently or had been architecture students at the University of Miami and Florida International University or who were alumni of the University of Florida and Syracuse University, the research explored how international travel and study abroad enhanced their awareness and understanding of architecture, and how it complemented their architecture curricula. This study also addressed a more personal aspect of international travel in order to learn how the experience and exposure to foreign cultures had positively influenced the personal and professional development of the participants. Participants’ individual and two-person semi-structured interviews about study abroad experiences were electronically recorded and transcribed for analysis. A second interview was conducted with five of the participants to obtain feedback concerning the accuracy of the transcripts and the interpretation of the data. Sketch journals and design projects were also analyzed from five participants and used as data for the purposes of better understanding what these individuals learned and experienced as part of their study abroad. Findings indicated that study abroad experiences helped to broaden student understanding about architecture and urban development. These experiences also opened the possibilities of creative and professional expression. For many, this was the most important aspect of their education as architects because it heightened their interest in architecture. These individuals talked about how they had the opportunity to experience contemporary and ancient buildings that they had learned about in their history and design classes on their home campuses. In terms of personal and professional development, many of the participants remarked that they became more independent and self-reliant because of their study abroad experiences. They also displayed a sense of global awareness and were interested in the cultures of their host nations. The study abroad experiences also had a lasting influence on their professional development.

APA, Harvard, Vancouver, ISO, and other styles

36

Chappell, Denise Mary Ann. "Interactional opportunities for language learning : a comparative study of classroom-based and authentic hotel and travel service encounters." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332317.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Miller, Taylor Kathryn, and Taylor Kathryn Miller. "I Am The Space Where I Am: An Arts-Informed Autoethnographic Inquiry on Place-Conscious Education In The Community." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/620718.

Full text

Abstract:

This thesis investigates how my representations of experience through arts-informed autoethnographic research are significant in establishing the pedagogical nature of place. I seek to understand how place-conscious education in a community setting can encourage students' relationships with the spaces they inhabit and lend to a more just learning environment. Many educative tools are provided and analyzed which are derived from wayfinding and psychogeographic methods. Data was collected over two months throughout the Summer of 2015 while participating in the Onward Israel service learning program in Israel and Palestine. My digital photographs and excerpts of stream-of-consciousness style poetry serve as the data set to illuminate the rich sensory encounters and art making processes indicative of experiential learning. This context-driven artwork encourages questions and dialogue about sociopolitical conflict and wars, migration and occupation. It is concerned with physical as well as psychological borders, checkpoints and boundaries. I utilized poetic and photographic inquiry as well as cognitive mapping to explore how concepts of travel are intricately linked to practices of self-reflexivity, community building and alternative curricula development outside of the formal classroom setting. This qualitative data is not a strictly defined set of interviews or statistics. Instead, vignettes of a more totalizing experience can be extracted, analyzed, dissected and/or rearranged. It is an exploration of identity, agency and untraditional ways of knowing the self/Other. I underscore how new pathways and possibilities for teaching emerge from a greater acceptance and validation of experiential knowledge and an attuned consciousness to place.

APA, Harvard, Vancouver, ISO, and other styles

38

Chapman, Daniel E. "A visual and textual analysis of transnational identity formation and representation." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/Chapman/Chapman.pdf.

Full text

Abstract:

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Directed by Leila E. Villaverde; submitted to the School of Education. Title from PDF t.p. (viewed Oct. 18, 2007). Includes bibliographical references (p. 197-203).

APA, Harvard, Vancouver, ISO, and other styles

39

Cabunoc, Romero Keli Rosa. "El Tallercito de Son Satx| Creando Comunidad a Traves de la Cultura." Thesis, The University of Texas at San Antonio, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10686084.

Full text

Abstract:

This research explores Chicanx identity and how cultura, specifically son jarocho, can be used to reshape and remake identity. Son jarocho, a musical and cultural tradition from Veracruz, México, has moved across borders, and is now present in the U.S. (Díaz-Sánchez and Hernández, 2013). However, there is little documentation as to how son jarocho is embodied in the communities that are practicing this music. This research documents how an intergenerational collective of Chicanxs in San Antonio, Tejas is using son jarocho and its cultura to decolonize their identities, reclaim indigenous and afro-mestizo roots, and as a vehicle for social justice. Through testimonios from Chicanxs, this thesis documents how son jarocho traditions and culture have formed transnational communities between Chicanxs and communities in Veracruz, México. Through Chicana feminist epistemologies (Delgado Bernal, 1998) and decolonial research methods (Tuhiwai Smith, 2012), this thesis documents Chicanx stories through Chicanx voices. This research aims to help fill the need for documentation—through Chicanx voices—on how Chicanxs today are using the arts to build community.

APA, Harvard, Vancouver, ISO, and other styles

40

Pabon, Lizette Cruzie. "Training Through Serious Games: The Relationship Between Travel Agent Engagement, Knowledge of Cruise Products and Cruise Sales." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2612.

Full text

Abstract:

Research is limited on the role game-based training has on the engagement of learners. The following study was conducted to further advance research on engagement and game-based training in businesses by studying the engagement of travel agents in the game. Engagement is the manner in which a learner's cognitive and motor skills are motivated when participating in a game. Engaged learners will often push through challenging tasks and will concentrate on improving their skills due to their excitement about playing. The present study examined the engagement of travel agents as they played a serious game. The serious game, Adventures Game, was designed to provide a fun and memorable format for learning for travel agents who sell cruise tickets for a cruise line. The focus of this study was to examine the relationship between engagement (as measured by total number of minutes playing the game) and knowledge attainment (as measured by total number of fun points) of travel agents while playing a serious game. In addition, to understand the relationship between engagement and total cruise sales (as measured by total number of cabins sold). Thus, this nonexperimental study investigated the relationship between engagement and knowledge attainment. A combination of linear regression analyses and correlations were used to examine this relationship. The sample consisted of travel agents (N = 309) who played the serious game. The study focused on data which ranged from January 1, 2012 until December 31, 2014. The regression results supported both hypotheses proposed in this study. A strong, positive and statistically significant relationship between engagement and knowledge attainment was found. In addition, a modest, positive and statistically significant relationship between engagement and total cabin sales was found. Based on these results, further analysis was conducted, leading to finding a statistically significant relationship between knowledge attainment and total cabin sales as well. Future research should be designed to test whether the modest link between engagement and total cabin sales is mediated by knowledge attainment. The implications of the findings demonstrate theoretical, empirical and practical relevance, particularly as it is linked to adults learning optimally in computer-mediated, workplace settings.

APA, Harvard, Vancouver, ISO, and other styles

41

Hetzer, Thaddeus. "Perceptions of machine trades apprenticeship instructors towards online instruction." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hetzert.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Nilsson, Björn. "Educational and labor market trajectories of youth in developing countries." Thesis, Paris Sciences et Lettres (ComUE), 2017. http://www.theses.fr/2017PSLED029/document.

Full text

Abstract:

Dans cette thèse, les déterminants des trajectoires éducationnelles et professionnelles des jeunes dans les pays en développement sont examinés, avec un accent particulier mis sur les relations au sein du ménage. Le premier chapitre fournit une revue des contributions théoriques et empiriques de la littérature autour du concept de transition de l'éducation au marché du travail dans les pays en voie de développement. Le deuxième chapitre développe un modèle d'équilibre général calculable, appliqué de manière rétrospective à l'économie de la Malaisie, dans l'optique d'étudier les conséquences sur le marché du travail du progrès technique biaisé et d'une politique éducative de masse. Les chapitres suivants s'interrogent sur les interactions au sein des ménages et leurs impacts lors de chocs. Un accent est ici mis sur le travail des enfants ainsi que sur leur scolarisation. Les résultats soulignent d’importantes externalités et une absorption hétérogène des chocs au niveau des ménages. L'évaluation de politiques publiques gagnerait à tenir compte de ces externalités intra-ménage
This thesis seeks to promote our understanding of the constraints and opportunities facing youth as they transit through schooling and to the labor market. The first chapter provides a literature review of the theoretical and empirical contributions to what we know about school-to-work transitions in developing countries and their specificities. The following chapter builds a computable general equilibrium model that is applied to the Malaysian labor market, in order to study the impact of skill-biased technological change and educational policy on labor market evolutions. Subsequent chapters examine household interactions arising from exogenous shocks, from the angle of children’s work and schooling. The findings from these chapters point to the presence of important spillover effects and heterogeneous absorption of shocks in the household. Impact evaluation of policy would therefore benefit from the systematic incorporation of such household-level externalities

APA, Harvard, Vancouver, ISO, and other styles

43

Chou, Chen-Hsiung. "A Study of Learning Outcomes of a Mobile Travel Application in Tourism Geographic Course." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500216/.

Full text

Abstract:

Mobile technologies have been adopted into education more and more. New hardware, such as smart phones and tablets, has increased the popularity of mobile technology. There are also many applications created for the fields of education and tourism. This research chose a travel application from Taiwan to apply into a tourism geographic course at the Taiwan Hospitality and Tourism College (THTC). A quasi-experiment design was applied to this study. Two classes/groups participated in the study. One class was the treatment group which used the travel app through teaching scenarios. The other group was the contrast group which used a lecture format with handouts. Both groups were given a pre-test to determine knowledge of Danongdafu Forest Park (DFP), and Taiwan tourism geography. A post-test was administered after eight weeks of teaching activities. Post intervention scores were compared to pre-intervention scores between the two groups. The results of ANOVA showed that there was no statistically significant learning difference between the treatment group and the contrast group. A paired-sample t-test analysis revealed that after eight weeks of teaching DFP content, both groups gained significantly in knowledge. Furthermore, the learning attitudes and interviews of the treatment group students indicated positive responses utilizing m-learning in teaching scenarios. Students indicated a desire to receive m-learning opportunities for future courses.

APA, Harvard, Vancouver, ISO, and other styles

44

Yedan, Ali. "Essays on employment/education, investment in education and student achievement." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27207.

Full text

Abstract:

Le travail des étudiants pendant l’année académique soulève des questions fondamentales quant à son impact sur leur bien-être courant et futur. Cette thèse examine les effets du travail des étudiants sur le rendement scolaire, sur la graduation, sur la poursuite universitaire et sur la possibilité d’obtenir des bourses d’excellence. Cette thèse analyse également l’impact des soutiens financiers sur le travail et les heures consacrées aux études. Le premier essai cherche les raisons pour lesquelles l’emploi des étudiants durant l’année académique affecte le rendement scolaire. Cet essai examine si la baisse des heures consacrées aux études est la seule raison par laquelle l’emploi entraine une baisse du rendement scolaire. Nous définissons la fonction de production partielle pour identifier l’impact sur le rendement scolaire d’une augmentation des heures du travail lorsque l’ajustement est effectué uniquement par le loisir. Dans cet essai, en utilisant cette fonction de production partielle, nous montrons que la plupart des études sur l’impact du travail sur le rendement scolaire sont susceptibles d’être fortement biaisée pour avoir ignoré les heures consacrées aux études dans le modèle. Nous trouvons que la baisse des heures consacrées aux études n’est pas le seul facteur par lequel l’emploi entraine une baisse du rendement scolaire. Le travail des étudiants affecte négativement leur rendement scolaire à travers la baisse des heures consacrées aux études et la diminution du loisir. Cependant, les effets, bien que significatifs, sont faibles. Le deuxième essai analyse l’hétérogénéité inobservable des effets de l’emploi durant l’année académique sur le rendement scolaire. Avec le modèle de régression quantile de variable instrumentale pour données de Panel utilisant la fonction de production partielle, nous déterminons une fonction approchée de la distribution cumulative subjective de la performance académique de l’étudiant suivant des heures de travail et des heures consacrées aux études afin d’estimer des différents contrefactuels des quantiles. Ces différents contrefactuels des quantiles permettent d’analyser les effets du travail des étudiants sur le rendement scolaire, sur la graduation, sur la poursuite universitaire et sur la possibilité d’obtenir des bourses d’excellence. Ils permettent également de déterminer le pourcentage d’étudiants qui pourraient être pénalisés par l’emploi. Nous trouvons que les effets du travail varient suivant les niveaux de la performance académique. L’effet négatif a tendance à augmenter lorsque le rendement scolaire augmente. Nous trouvons par une simulation que l’emploi n’affecterait pas la graduation lorsque l’ajustement se fait par le loisir. Cependant, il affecterait négativement la possibilité de la poursuite universitaire et pourrait compromettre la chance d’obtenir des bourses d’excellence. Alors que les deux premiers essais déterminent les effets de l’emploi sur les résultats académiques, le troisième essai analyse les effets des soutiens financiers en particulier les transferts parentaux, les subventions, les bourses et les prêts sur les deux principales activités des étudiants : le travail et les études. Dans cet essai, nous analysons les différents supports financiers et leur évolution dans le temps, ensuite, nous analysons la relation de dépendance entre les soutiens financiers et les heures de travail et d’étude. De plus, nous utilisons la méthode des moments généralisés, le modèle Tobit dynamique non linéaire de Wooldridge (2005) et l’estimateur de Arellano and Bond (1991) pour déterminer les effets des soutiens financiers sur le travail et sur les heures consacrées aux études. Nous trouvons que les soutiens financiers affectent différemment le travail et les heures consacrées aux études. Les transferts parentaux entrainent une baisse des heures du travail pour les étudiants(es) de 4-year college. Les subventions et bourses affectent significativement la participation au travail seulement pour les étudiants garçons de 4-year college, tandis que les prêts entrainent une hausse de la participation au travail sauf pour les étudiants garçons de 4-year college. En outre, les transferts parentaux et les prêts entrainent une hausse des heures consacrées aux études pour les étudiantes de 4-year college alors que les subventions et les bourses n’affectent pas de manière significative les heures consacrées aux études.
Students’ working during the academic year raises fundamental questions about its impact on the present and future well-being. This thesis investigates the effects of college students’ employment during the school year on academic performance, on college program completion, on the pursuit of graduate programs and on the possibility to get excellence scholarships. It also analyzes the impact of these financial supports on working and the hours studied. The first essay seeks the ways in which employment by college students during the academic year affects academic performance. This essay investigates whether the decrease in hours studied is the only factor by which work leads to a decline in academic performance. We define the partial production function to identify the impact of an increase in hours worked on academic performance when the adjustment is only made by decreasing leisure. In this essay, using this partial production function, we show that most studies on the impact of hours worked on academic performance could be likely to be strongly biased because hours studied are ignored in the model. We find that the decrease in hours studied is not the only factor by which employment leads to a decline in academic performance. Employment by students negatively affects their academic performance through decreased time for study and leisure. However, the effects, although significant, are little. The second essay analyzes the unobservable heterogeneity of effects of employment during the academic year on academic performance. With the Instrumental Variable Quantile Regression for Panel Data Model using the partial production function, we approximate the subjective cumulative distribution function of the student’s academic performance following the values of hours worked and hours studied in order to estimate different counterfactual quantiles. These various counterfactual quantiles allow analysis of the effects of employment on the college program completion, on the pursuit of graduate programs and on the possibility to get excellence scholarships. They also allow determination of the percentage of students who could be negatively affected by employment during the academic year. We find that the effects of employment vary by quantile of academic performance. The negative effect tends to increase when academic performance increases. We also find, through a simulation, that employment would not affect the probability of program completion when the adjustment is done by leisure. However, it would negatively affect the possibility of pursuing a graduate program and could compromise the chances of getting excellence scholarships. While the first two essays determine the effects of employment on students’ outcomes, the third essay analyzes the effects of the financial supports, especially parental transfers, grants, scholarships and loans, on the main two activities of students: studying and working. In this essay, we first analyze the various financial supports and their evolution over time, and then analyze the dependency relation between the financial supports and the hours worked and studied. In addition, we use the Generalized Method of Moments, the Non-linear Dynamic Tobit Model of Wooldridge (2005) and the Arellano and Bond (1991) estimator to determine the effects of the financial supports on working and hours studied. We find that financial supports differently affect working and hours studied. Parental transfers led to a decrease the number of hours worked for 4-year college students. Grants and scholarship really only affect work for 4-year college male students, while loans lead to an increase in working participation except among 4-year college male students. Furthermore, parental transfers and loans result in an increase in the hours studied for 4-year college female students, while grants and scholarships do not significantly affect their hours studied.

APA, Harvard, Vancouver, ISO, and other styles

45

Cruz, Ortiz Lourdes M. "Eficacia de un Programa de Capacitacion para la Formacion de Docentes Universitarios en la Modalidad a Distancia a Traves del Modelo CIPP." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10245516.

Full text

Abstract:

The purpose of this research was to determine the effectiveness of a teacher training program in distance education (EAD) offered in a private institution of a higher education system located south of Puerto Rico. In order to achieve the objectives, the research was carried out with the application of Stufflebeam CIPP Model for program evaluation, specially focused on process and product phases.

The sample was composed of professors who participated in the Training Program. These participants were given a questionnaire designed for this research and related to the two stages: process, product and effectiveness of the program, as well as their satisfaction on aspects related to the training received. A Likert scale was used to identify the responses.

The research was framed in a quantitative and non-experimental methodology that was based around three research questions. The data obtained with the administration of the questionnaire were analyzed through the program SPSS 21. These data were analyzed and calculated through the descriptive statistics with the calculation of the frequency measurements.

After analyzing the data obtained and based on the results obtained and reported the highest percentages in the scale of "Totally agree" and "Agreed" it was shown that in the opinion of the participants, the training program for the teacher training in DE is effective with respect to the purpose of their design and participants are satisfied with the training received. The data collected in this study may support educational institutions to design training programs for professional development.

APA, Harvard, Vancouver, ISO, and other styles

46

Clarke, Kay Lorraine. "A comparison of the effects of mobility training with a long cane and a precane device on the travel performance of preschool children with severe visual disablities /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034178946.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Ashworth, Margaret Jane. ""To be" in design, travel and nature: The applicability of E-Prime to descriptive writing." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/971.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Breidenbaugh, Margaret Estelle. ""Just for me": Bourgeois Values and Romantic Courtship in the 1855 Travel Diary of Marie von Bonin." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami153333393238569.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

FRALO, NADINE. "Education sanitaire menee en entreprise par le medecin du travail : grands principes, methodologie." Nantes, 1988. http://www.theses.fr/1988NANT065M.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Petrova, Petia. "The value of tourism degrees : an investigation of the tourism industry's views on tourism degrees and tourism graduates." Thesis, University of Bedfordshire, 2008. http://hdl.handle.net/10547/253303.

Full text

Abstract:

The rapid expansion of tourism degrees over the last 30 years has been fuelled by the expansion of Higher Education, the popularity of tourism as an area of study, and the attraction of tourism careers. However, the tourism industry has not always been involved in these developments, nor appreciative of tourism degrees. Tourism employers have suggested that tourism graduates do not meet their needs, and voiced concern about the relevance of tourism degrees. Yet, there has not been a comprehensive study which explores employers' perceptions of the value of tourism degrees. This thesis aims to address this by providing an in-depth exploration of how tourism employers perceive the value of tourism degrees. To achieve this aim, a mixed method approach was adopted. A qualitative approach to this study was employed in its first stage. The findings from this stage were used to inform the second quantitative stage. The results indicate that the perceived value of tourism degrees is based on both its employment relevance and academic status. From an employment perspective, the majority of jobs available to graduates are entry level jobs which do not require holding a degree. These jobs are often customer facing, with what employers term as 'personality' being considered a key requirement. Tourism degrees are not seen to contribute to graduates meeting this requirement. Rather, they are seen to contribute to gaining knowledge of the industry, which incidentally is low on the employers' list of requirements. The importance of relevant work experience where skills such as customer-service skills can be developed and demonstrated should thus not be overlooked. Work experience schemes based on cooperation between universities and the industry could also have a positive effect on graduates' employability not only by expanding their work experience, but also because such cooperation is often linked to a more positive view ofthe value of tourism degrees. Where jobs which do require holding a degree are concerned, employers indicated that tourism degrees do not provide an advantage. They associated tourism degrees with new universities, and perceive graduates from new universities to exhibit deficiencies in higher level graduate skills. This suggests that although the expansion of HE was designed to meet the needs of the economy, employers may not be convinced of its benefits. The results indicate that regardless of whether the tourism degrees provide good, sound academic base, if employers associate them with former polytechnics and lower academic standards they will still opt for graduates from elite institutions and more traditional degree subjects.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Educational travel'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles