A Consulting Approach to Embedding Decision-Making Skills Into the Hospitality Curriculum

Crawford, Alleah

doi:10.1080/15313220.2013.756709

Cited by 4 publications

(1 citation statement)

References 23 publications

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“…The context of the visit as well as all the social and environmental impacts associated with preparation, travel and follow-up can be relatively invisible if they remain outside the bubble of experience (Carrier and Macleod, 2005). To break out of the bubble, education travel trips have been constructed as "missions" (Litvin, 2003), internships (van 't Klooster et al, 2008, service learning opportunities (Kiely, 2005) and consulting projects (Crawford, 2013). For the purposes of this study, the student project was constructed as a consulting group experience, drawing student attention to the professional roles they are playing and the context in which they are acting.…”

Section: Introductionmentioning

confidence: 99%

International field experiences promote professional development for sustainability leaders

Hull

Kimmel

Robertson

et al. 2016

International Journal of Sustainability in Higher Education

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Purpose – This paper aims to describe, explain and evaluate a graduate education program that provides international project experiences and builds competencies related to collaborative problem-solving, cultural capacity to work globally and sustainable development. Design/methodology/approach – Qualitative analysis of survey data from 28 students supplemented by observation and interviews conducted before, during and after a multi-week project and a ten-day trip to China in 2014. Supplemental data and contextual information were provided by a series of related projects and trips led by the authors in other cultural contexts including Brazil, China, India, South Africa and Turkey. Findings – Six pedagogic practices were perceived as effective by students and generate learning outcomes desired by faculty: authentic problems, learning cycles, shared inquiry, transdisciplinarity, exploration and engagement. Practical implications – The pedagogy was effective, especially the engagement pedagogy in which students interviewed peers, professionals, residents and others in China. Originality/value – These learning outcomes and pedagogies have been studied before, but not in this particular combination or as applied to a mix of business, non-governmental organization and government mid-career professionals seeking professional development in leadership for sustainable development.

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Section: Introductionmentioning

confidence: 99%