International educational tourism : does it foster global learning? A survey of South African high school learners

International educational tourism has the potential to foster global learning; however, very little empirical research exists to support this claim. This study responds to the growing demand in the literature for rigorous empirical research to test the underpinning assumption of IET. A global learning survey instrument is developed and completed by 1152 Grade 11 learners in 16 South African exclusive high schools. In doing so, this paper demonstrates that some types of IET are more conducive to global learning than others. Furthermore, for significant global learning to occur, educational tourism needs to be facilitated and cultural difference needs to be experienced. Personality traits that include curiosity, altruism, and being open-minded to new experiences, are identified as predictors of global learning, but the effect of school-based academic achievement is small. Additionally, through the synthesis of educational tourism, international education, experiential learning and global learning theories, the concept of IET is developed.University of Pretoriahttp://www.elsevier.com/locate/tourman2018-10-30hj2017Marketing ManagementTourism Managemen

Our friend in the north: the origins, evolution and appeal of the cult of St Duthac of Tain in later Middle Ages

St Duthac of Tain was one of the most popular Scottish saints of the later middle ages. From the late fourteenth century until the reformation devotion to Duthac outstripped that of Andrew, Columba, Margaret and Mungo, and Duthac's shrine in Easter Ross became a regular haunt of James IV (1488-1513) and James V (1513-42). Hitherto historians have tacitly accepted the view of David McRoberts that Duthac was one of several local saints whose emergence and popularity in the fifteenth century was part of a wider self-consciously nationalist trend in Scottish religious practice. This study looks beyond the paradigm of nationalism to trace and explain the popularity of St Duthac from the shadowy origins of the cult to its heyday in the early sixteenth century

Kindergarten Schedules: Half-Day, Full-Day, Alternate-Day

Kindergarten schedules have been changing from the widely-used half-day everyday schedule to full-day everyday and full-day alternate-day schedules. This study looks at why these changes have been taking place. It also looks at research of test results of children enrolled in each of the schedules, including longitudinal studies to determine if there is a continuation of benefits gained from a schedule. Parent and teacher attitudes toward the different schedules are researched. Surveys were sent to parents and teachers of Lutheran schools in West Michigan, particularly Our Savior Lutheran School in Grand Rapids, to gather opinions to assist in making a decision regarding a change in kindergarten scheduling. Results of the surveys are reported and comments by parents and teachers are included

Crown-magnate relations, 1437-1460

This thesis examines the relations between James II and those magnates who were active in politics during his reign, which lasted from 1437-1460. The Black Douglas family were of particular importance during both the minority and the personal rule of James II and their rise to prominence, conflict with the king, and ultimate downfall is studied with particular reference to their bases of power and support. The attitude of the king to the higher, and, where appropriate, lesser nobility is considered, and the thesis traces the development of the political community from the beginning of the reign, when the ranks of the higher nobility were severely depleted, to the state of the realm and its leaders at the time of the king's death in 1460. The major conflict with the Black Douglases is examined through official records and chronicle references and the various stages in the development of the contest are outlined and assessed. The attitude of the other members of the political community to the Crown/Douglas conflict is studied, and the king's methods of courting support, particularly through patronage, are traced. The attacks launched by the king on certain members of the nobility or, in the case of the Livingston faction, royal office holders, are considered, as are his efforts to build up the position of certain families and replenish the ranks of the nobility by creating certain earldoms and lordships of parliament. The rise of honorific dignities, i. e, the bestowal of titles which did not necessarily include the granting of any new land, is discussed, and the king's relationship with the three estates gathered in Parliament or General Council is assessed. The view of the reign of James II which appears in modern histories is traced through from contemporary sources with particular reference to the histories written in the sixteenth century which have provided much of the material, including errors and distortions, which have formed recent assessments

The relationship between international educational tourism and global learning in South African high school learners

There is a growing demand in the literature for rigorous empirical research to test the underpinning assumption of international education theory, namely that global learning occurs as a consequence of international travel. Through the application of a global learning survey instrument to 1152 Grade 11 learners in 16 South African exclusive independent high schools, evidence is provided to indicate that significant global learning only occurs when the international travel experience is facilitated to encourage learning, when there is a desire by learners to engage with cultural differences at their travel destination, and when learners feel comfortable expressing their opinions within their tour group. Furthermore, some types of international educational tourism are more conducive to global learning than others. Additionally, a conceptual, process-driven model of international educational tourism is proposed based on the synthesis of educational tourism, international education, experiential education and global learning theories. The model is tested and refined through analysis of the data collected from the questionnaire. By conceptualising educational tourism as a process it overcomes the limitations associated with segment-based definitions and in doing so demonstrates the potential for hybridising educational tourism with other sectors of the industry. Finally, owing to the expense involved with international travel, non-travel related factors are identified which encourage global learning in high school children. Non-coerced participation in community service and possessing an altruistic disposition are found to be the most influential. The implication of this finding is that there are substantially less expensive and more accessible means of developing global learning, which is essential in South Africa where huge discrepancies exist in terms of financial wealth and quality of education.Thesis (PhD)--University of Pretoria, 2016.Tourism ManagementPhDUnrestricte