“…In summary, organisations respond to the pressure from these institutional constituencies, and consequently, gain legitimacy by conforming with the regulations, norms, values, beliefs, and expectations ( DiMaggio & Powell, 1983 ; Meyer & Rowan, 1977 ; Scott, 1995; Zucker, 1977 ). In recent years, there are examples of hospitality related studies that used institutional theory to explain phenomena such as the adaptation of environmental management ( DeBoer et al, 2017 ; Mensah & Blankson, 2013 ; Ouyang et al, 2019 ; Zhu et al, 2013 ), corporate social responsibility reporting ( De Grosbois, 2016 ), investment in experiential learning ( Dicen et al, 2019 ), anti-smoking regulations ( Simons et al, 2016 ) and adaptation of technology such as e-marketing ( Gyau & Stringer, 2011 ). Fig.…”
Highlights
Learn from the successful experience of Macao (the world’s most densely populated city) in coping with COVID-19.
Investigate government’s measures and their impact on the hospitality industry.
Understand the autonomous behaviours of the gaming concessionaires in coping with this unprecedented crisis.
Explain the behaviours of the gaming concessionaires using neo-institutional theory.
“…In summary, organisations respond to the pressure from these institutional constituencies, and consequently, gain legitimacy by conforming with the regulations, norms, values, beliefs, and expectations ( DiMaggio & Powell, 1983 ; Meyer & Rowan, 1977 ; Scott, 1995; Zucker, 1977 ). In recent years, there are examples of hospitality related studies that used institutional theory to explain phenomena such as the adaptation of environmental management ( DeBoer et al, 2017 ; Mensah & Blankson, 2013 ; Ouyang et al, 2019 ; Zhu et al, 2013 ), corporate social responsibility reporting ( De Grosbois, 2016 ), investment in experiential learning ( Dicen et al, 2019 ), anti-smoking regulations ( Simons et al, 2016 ) and adaptation of technology such as e-marketing ( Gyau & Stringer, 2011 ). Fig.…”
Highlights
Learn from the successful experience of Macao (the world’s most densely populated city) in coping with COVID-19.
Investigate government’s measures and their impact on the hospitality industry.
Understand the autonomous behaviours of the gaming concessionaires in coping with this unprecedented crisis.
Explain the behaviours of the gaming concessionaires using neo-institutional theory.
“…Aktivnim sudjelovanjem, iskustveno učenje znači činiti uz klasično čuti/slušati i vidjeti, što su prakse tradicionalnih učionica (Ruhanen, 2006:37). Općenito su katedre za turizam i ugostiteljstvo na zapadnim učilištima usporene te se još uvijek oslanjaju na akademsku komponentu s malo poveznica s praksom i djelatnostima na terenu (Dicen et al, 2019). S druge strane, u Jugoistočnoj Aziji (Dicen et al, 2019) postoji svijetao primjer obrazovanja u turizmu i ugostiteljstvu koji usvaja iskustveno obrazovanje.…”
Section: Introductionunclassified
“…Općenito su katedre za turizam i ugostiteljstvo na zapadnim učilištima usporene te se još uvijek oslanjaju na akademsku komponentu s malo poveznica s praksom i djelatnostima na terenu (Dicen et al, 2019). S druge strane, u Jugoistočnoj Aziji (Dicen et al, 2019) postoji svijetao primjer obrazovanja u turizmu i ugostiteljstvu koji usvaja iskustveno obrazovanje. Dicen i njegovi kolege (2019) izvijestili su da sveučilišta na Tajlandu intenzivno investiraju u iskustveno učenje svojih studenata dajući prioritet doživljajnom obrazovanju putem usmjeravanja na povezivanje s praksom te dajući im priliku za vježbanje vodstva.…”
Section: Introductionunclassified
“…Dicen i njegovi kolege (2019) izvijestili su da sveučilišta na Tajlandu intenzivno investiraju u iskustveno učenje svojih studenata dajući prioritet doživljajnom obrazovanju putem usmjeravanja na povezivanje s praksom te dajući im priliku za vježbanje vodstva. Za uzvrat poslovni subjekti nude studentima trodnevne studijske boravke u hotelima s pet zvjezdica, na primjer (Dicen et al, 2019). Iskustveno učenje stječe sve veću popularnost u edukaciji u području turizma (Čavlek, 2015).…”
SAŽETAK: Godine 2021. dvadeset i sedam studenata s raznih sveučilišta imalo je priliku sudjelovati u programu iskustvenog učenja u području turizma, održivosti i kulture koji se 28 dana odvijao na brodu Kraljevske mornarice Omana. Metoda doživljajnog učenja sve je popularnija obrazovna filozofija u području turizma i ugostiteljstva. U ovome se članku opisuje to iskustvo te se daju primjeri kad se učenje događalo kao i što su studenti time dobili. Također se daju rezime puta, zatim kulturni i praktični doživljaji te diskusije o turizmu i održivosti. Konačno se preporuča dalje održavanje ovakvih obrazovnih plovidbi s obzirom na mnoge mogućnosti za učenje u jedinstvenim okruženjima.KLJUČNE RIJEČI: iskustveno učenje, obrazovanje u turizmu, ITHAS
“…The study on tourism curriculum development has been exploring substantially through varieties of perspectives in many countries (Dicen, Yodsuwan, Butcher, & Mingkwan, 2019;Fidgeon, 2012;Oktadiana & Chon, 2017).The growth of tourism and hospitality itself has shown a significant increase in other Asian countries such as China, Taiwan, and Korea (Kim, Guo, Wang, & Agrusa, 2007). In the ASEAN general economic cooperation, hospitality and tourism education was chosen as well as one of the specific areas of cooperation under the ASEAN Economic Community (AEC) Blueprint (Chheang, 2013).…”
This study observed the implementation of the Common ASEAN Tourism Curriculum in Indonesia Higher Education. The approach used is a qualitative study by conductive content analysis and in-depth interviews with ten qualified resources. The in-depth interview focussed on the four areas; perception evaluation, development of curriculum in tourism higher education, critical determinants to develop Common ASEAN Tourism Curriculum and industry's demand on the graduates' skill and competency in connection with its implementation. It was disclosed that the perception of tourism higher education towards the Common ASEAN Tourism Curriculum is considered positive and has been used as a reference by many universities to increase the qualification of student and graduates' competency. However, there are some challenges found such as the different standards of Common ASEAN Tourism Curriculum in many countries that might be a barrier for many tourism higher educations to implement this into their curriculum. The implications are also discussed to have valuable input for both education and industries.
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