Partnering for real world learning, sustainability and tourism education

Purpose – The purpose of this article is to study how real world learning was used to engender and enhance sustainability principles and practices with 11 micro-, small- and medium-tourism business enterprises and 101 university tourism students enrolled across three university courses. Design/methodology/approach – Action research processes were used to focus curricula on “education about and for sustainability”. A participatory paradigm informed the action research processes. The key methodology was qualitative. Empirical materials were generated through lived experiences, reflexive team conversations, team journals, reflexive journals and student learning materials. Reflexive conversations and reflective dialogue framed interpretations. Findings – The action research process found that pedagogies, andragogies and ethnogogies that emphasize social processes of meaning making and sensemaking enhance and engender “education about sustainability” and “education for sustainability”, especially when coupled with real world learning as a platform for social and profession-building processes between university students, course teaching staff and industry, in this case, micro-, small- and medium-tourism entrepreneurs. Research limitations/implications – The qualitative findings of this action research study are specific to the participants involved. Generalizability to other university and business settings and goodness of fit require further study. Practical implications – Insights are provided with regard to implementing real world learning in university undergraduate and postgraduate courses by partnering with industry and focusing on education for sustainability (EfS). A demonstration of the effectiveness of action research as a tool for changing curricula is provided. Social implications – Learning is a social process of meaning making. Time for real world social interaction is critical for learning. Partnering with industry complements student learning and facilitates the translation of theory into practice. Originality/value – EfS is engendered and enhanced when learning-teaching engagements are predicated on real world settings, circumstances and experiences.Griffith Business School, Department of Tourism, Sport and Hotel ManagementNo Full Tex

Third-age Entrepreneurs Propensity to Engage in New Venture Creation and Development

Christopher Brown, Diane Morrad, ‘Third-age Entrepreneurs Propensity to Engage in New Venture Creation and Development’, paper presented at the 4th European Conference on Entrepreneurship and Innovation (ECEI), Antwerp, Belgium, 10-12 September, 2009.Increasingly the issues of entrepreneurship and new venture creation have become two of the most important drivers for future success of the UK economy, especially in the current climate of economic turbulence and uncertainty. The creation of an enterprise culture, one that depends on entrepreneurs, is one of the strategic goals of the UK Government’s action plan for micro- and small-enterprises. The development of these enterprise cultures will naturally create a marketplace ‘churn’, one that stimulates both continuous and radical innovations, and as a consequence of this contribute to the overall UK’s overall productivity and sustained economic performance. Yet research on entrepreneurs, and particularly third-age entrepreneurs, their abilities and motivation to start-up new enterprises within the environmental good and services sector is limited.Our research study utilizes qualitative data collection and analysis. We have engaged with 12 small enterprise entrepreneurs who are currently, or have already started-up a new enterprise in the EGS sector. Our research studies on how opportunities and threats influence third-age enterpreneurs’ values, attitudes and practices suggested that both, sector-wide values and practices, as well as the strength of sector-based systems of innovations, significantly influence the effective prediction of venture creation, development and creative destruction practices. It is these third- age entrepreneurs mindset Business Models (BMs), how they perceive they can generate business value and align their business practices around EGS sector opportunities and threats, that both determines their propensity to create new ventures, and their motivation and success in driving new venture creation and development oportunities. A framework is proposed based on our limited entrepreneurial mindset analysis that links their values, vision and actions with a more substantial evaluation of their overall mindset business model.Peer reviewe

Face-to-face or distance training? Two different approaches to motivate SMEs to learn - an update

In the past, too many government-sponsored initiatives have presented learning resources that have been wasted because the target small business audience has failed to make use of them. This paper explores the issue of offering learning materials to small and medium-sized enterprises (SMEs) in a manner that recognizes their working environment, mode of operation and preferred learning methods. It then outlines methods currently being tested in the UK and Ireland, and indicates preliminary findings. The two methodologies are different in that the UK (LSSB - Learning Support for Small Businesses) programme is aimed at distance learning in primarily small businesses, whilst the Irish (University of Limerick and Limerick City Enterprise Board) programme is aimed at face-to-face learning primarily in micro-enterprises. Preliminary findings are presented

Action learning : co-creating value from collaborative sustainable projects

This article reports on the specific role that action learning plays in the promotion of sustainability and innovation in the Local Government sector. The study focuses on one organisation and the efforts of a senior manager to enact change. The senior manager utilized his participation in an MBA programme to bring the classroom learning into his business. As a consequence of the requirements of the programme and also the desire of the senior manager, he was able to instigate a change programme, which delivered measurable outcomes and had financial and cultural impact. This case study illustrates the favourable advantages of using action learning as an intervention approach by HEI’s in driving sustainable innovation in the Local Government sectorFinal Published versio