A guide to using Open Educational Resources (OERs) in marketing education

This Guide is an example of an Open Educational Resource (OER). It is freely accessible and downloadable, has been released under an open license (Creative Commons) and is digitised to allow for ease of access, re-use and re-purposing. It sets out to answer three questions: • What are Open Educational Resources (OERs)? • How do I develop OERs? • Why should I bother with OERs? The content covers: • Introduction: About this Guide • What are Open Educational Resources? • What types of OER exist and where can I find them? • What are the advantages of OER engagement? • What are the challenges with OER engagement? • How can I develop OER? • References Each section concludes by signposting the reader to further associated reading

Business education jargon buster

This Business Education Jargon Buster is one outcome of a HEFCE funded, JISC/HEA managed, Open Educational Resource (OER) project. It is intended to be a re-purposable resource, of relevance not only to business education, but also adaptable to other subject areas and for generic application. It has been designed to take account of the UK Professional Standards Framework (UKPSF) and could be used to help you in seeking professional recognition against that Framework. Examples of this professional recognition might include postgraduate certificates, HEA fellowships and other forms of professional development at any of the UKPSF descriptor levels

An insider's guide to becoming a business academic in the UK : insights for the international academic community

This Guide is one outcome of a HEA/JISC Open Educational Resources (OERs) Phase Three Programme: Promoting UK OER Internationally. The Guide is intended to be a re-purposable resource, of relevance not only to business education, but also adaptable to other subject areas and for generic application. It has been designed to take account of the UK Professional Standards Framework (UKPSF) and includes a range of templates (checklists) which might be used as evidence towards professional recognition against that Framework. Examples of this professional recognition might include postgraduate certificates, HEA fellowships and other forms of professional development at any of the UKPSF descriptor levels

An insider's guide to becoming a business academic : questions, answers and checklists for new business academics

This Guide is one outcome of a HEFCE funded, JISC/HEA managed, Open Educational Resource (OER) project. This Guide is designed to help you, the 'new' Business academic, through the early days and years of your new academic role. It is designed to: 1. answer questions frequently asked at this point 2. identify questions you need to ask 3. identify operational issues which are likely to arise from day one 4. provide suggestions and checklists on how to manage these issues It includes questions and answers linked to: 1. Entering Higher Education 2. The Academic as a Teacher 3. The Academic as a Researcher 4. The Academic as an Administrator It is long and inevitably generic too. To get the most out of it, treat it as a resource that you dip in and out of as needed and use the Appendices to help you to personalize it. It is underpinned by a belief that the key to long term success in Higher Education (HE) is linked to citizenship, respect for others and relationship building through NETWORKING

Critical discourse analysis and the questioning of dominant, hegemonic discourses of sustainable tourism in the Waterberg Biosphere Reserve, South Africa

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Sustainable Tourism on 14th January 2019, available online: https://doi.org/10.1080/09669582.2018.1551896The aim of this paper is to demonstrate how critical discourse analysis (CDA), an under-utilised methodological approach, can be used to critically question the dominant, hegemonic discourses surrounding sustainable development and sustainable tourism development. The Waterberg Biosphere Reserve in South Africa provides the study context. The United Nations Sustainable Development Goals (SDGs) provide the framework for review, sustainable development an integral part of this framework. This research study examines three SDGs in particular: discourses surrounding SDG 4 (quality education), SDG 8 (decent work and economic growth) and SDG 15 (life on land). Interviews (n=35) were conducted, in South Africa, with multiple stakeholder groups. CDA techniques were applied to data analysis to examine the sustainable development/sustainable tourism discourses attached to the SDGs under review. Neoliberal discourses linked to the economy, the environment, and a sustaining of the tourism industry through top-down planning and unequal power distributions emerged. Conclusions reflect both upon the opportunities utilising a tool such as CDA presents, along with the limitations to take account of in applying it. CDA applications which explore SDGs by listening to the voices of the poor are suggested as one avenue for further research

Are we any closer to sustainable development? Listening to active stakeholder discourses of tourism development in the Waterberg Biosphere Reserve, South Africa.

‘Biosphere reserve’ is a United Nations (UN) designation stipulating that a region should attempt to follow the principles of sustainable development (SD). This paper adopts a stakeholder analysis framework to analyse the discourses of those tourism stakeholders who can actively affect SD in the Waterberg Biosphere Reserve (WBR), South Africa. Adopting an inductive qualitative methodology generated multiple research themes which were subsequently analysed using critical discourse analysis (CDA) techniques. These themes indicate that seeking SD in biosphere reserves is problematical when there are distinct ideological differences between active stakeholder groups and power relations are unequal. Adopting CDA allows us to make some sense of why this is the case as the technique appreciates not only how tourism development occurs, but also why it occurs in a particular way. This paper adds to the literature on stakeholder analysis in tourism specifically and also has wider implications for SD more generally

Emotions in tourist experiences: Advancing our conceptual, methodological and empirical understanding

The tourism industry has long been hailed as the ‘fun’ industry. Tourism is practiced for its hedonic benefits. We choose to spend discretionary disposable income on holidays and travel essentially for the anticipated pleasure that we will obtain. In that sense, the value proposition for tourism is significantly based on the emotions. This editorial addresses questions linked to the role of emotions in tourist experiences. The theorization of emotion has received much attention in thecontemporary tourism literature and among destination marketers. Emotions, episodes of intense feelings associated with a specific situation or event (Cohen and Areni, 1991), play a key role in understanding tourist behavior. Studies have focused for example on positive emotional experiences associated with festivals, shopping, theme parks, holidays, heritage sites and adventure tourism among others, and the links between emotional responses and behavioural outcomes, such as satisfaction and customer loyalty