A Practical Learning Environment for Sustainability and Sustainable Tourism: The Case of Student Engagement at the Sustainability House (SH)

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Autor/inn/en	Kim, Young Hoon; Spears, Daniel L.; Vargas-Ortega, Elecer E.; Kim, Tae-Hee
Titel	A Practical Learning Environment for Sustainability and Sustainable Tourism: The Case of Student Engagement at the Sustainability House (SH)
Quelle	In: International Journal of Sustainability in Higher Education, 19 (2018) 5, S.1019-1035 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-02-2018-0015
Schlagwörter	Sustainability; Sustainable Development; Tourism; Masters Programs; International Cooperation; Outcomes of Education; Program Descriptions; Student Attitudes; Computer Mediated Communication; Graduate Students; Generalization; Best Practices; Teaching Methods; Cooperative Learning; Educational Experience; College Faculty; Foreign Countries; Case Studies; Teamwork; Costa Rica; Texas + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Nachhaltige Entwicklung; Tourismus; Magister course; Magisterstudiengang; Internationale Kooperation; Internationale Zusammenarbeit; Lernleistung; Schulerfolg; Schülerverhalten; Computerkonferenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Bildungserfahrung; Fakultät; Ausland; Case study; Fallstudie; Case Study
Abstract	Purpose: This paper aims to review the current joint master's program between two international institutions in the USA and Costa Rica; to identify students' perceptions and experiences with the sustainability house (SH); and to apply these experiences in an effort to improve the practical learning environment for future students. Design/methodology/approach: In an effort to understand student outcomes provided by the SH, an in-depth literature review on practical learning environments and interview methods were applied. The following open-ended questions were asked in an effort to gather and consolidate student experiences with the SH. What are your experiences in/with SH? Please tell us briefly about your experiences. The language has been adjusted and interviewers answered questions and made clarifications if asked to. Master's in international sustainable tourism (MIST) program students were selected for this study. Participants' responses were recorded using the computer-assisted personal interviewing technique. Findings: The most important characteristic students recognized about the SH is that it "provided us a safe place to fail". One student described SH as "[…] a safe space where students can gain experiences of learning new processes firsthand without external pressures (e.g., on-the-job training, eventuation, and financial analysis)". The safety attribute of the SH environment is considered as a comfortable place to learn from other classmates or visitors (mostly volunteers and interns). It is a "real" hospitality and tourism business-learning center, which is a great benefit to the students not only because of its environment but also because of the diversity among student's educational and professional backgrounds. Research limitations/implications: The primary limitations of this study need to be addressed. The number of interviews was very limited with one year data which could affect the generalizability of this study. In addition, it was not clearly explained to the student what rubrics and standardized metrics were used during interview process; after interview, students were asked to provide a better way to improve the research outcomes. For further studies, it is strongly recommended to provide the direction to make sure it applies to the conditions that are prevalent in the existing site to be examined. Practical implications: Both strategies that link the SH to this MIST program have significant merit. Students implementing best practices in the courses have clearly identified the challenges of implementation, but all agree that there is tremendous value in the experiences they have received during their studies. Furthermore, using the SH as an engagement tool has motivated students to consciously interactive and collaborative in a more proactive manner. Originality/value: This unique experience and operational competency at the SH provides participants with an in-depth understanding of the context and challenges of sustainability but needs to be detailed and promoted more in the future. The SH is facilitating a learning environment among not only students but also faculty and staff. The results clearly indicated that the SH has influenced sustainable behaviors by promoting interactive engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01