Search results

This chapter examines the role of higher education institutions (HEIs) as partners in multi-stakeholder initiatives to implement sustainable development goals (SDGs) in tourism. Accordingly, the study describes the actions and leadership of the HEIs, explaining how they engage with diverse stakeholders to enable transformative change at various levels. A conceptual model is proposed and used to evaluate the 12 case studies identified by a systematic literature search. The results generate insights into the actions of the HEIs in terms of modes of partnership and their commitment. The cases document the diversity of roles assumed by HEIs for creating impact at different levels when integrating SDGs in tourism and paving the way for transformative change and sustainable development through tourism. The findings suggest a critical leadership role for HEIs through sense-making, interpretation of societal challenges, and alignment of stakeholders’ values and goals by facilitating multi-stakeholder consultations.

The chapter investigates the evaluation and rating practice of individual travelers, through the examination of user-generated comments on the Internet. The study focuses on determining the most mentioned attributes of the accommodation experience, with consideration given to nationality differences. The individual evaluations of 40 Istanbul hotels are examined through an analysis of guest comments and hotel ratings posted in the Booking.com web site. The results obtained through content analysis provide knowledge to the accommodation industry in Istanbul regarding the areas in need of improvement, with consideration to variations among guests from different nationalities.

Regional development agencies (RDAs) have recently been established in Turkey as a policy vehicle to support local governments and coordinate stakeholders’ activities. In compliance with the European Union policy guidelines, regional-level planning and policymaking are introduced for the first time in Turkey. Within the new system, tourism is designated as one of the critical development tools and thus the RDAs have become actively involved in tourism planning and development. The purpose of this chapter is to analyze the role of these organizations in the enhancement of tourism in less developed areas, examining the case of Thrace and North Anatolia regions in Turkey, and the activities of these respective agencies.

Purpose: To examine the refugee women's empowerment and integration component of the pilot program of a Turkish social entrepreneurial organization (SEO) specialized in supporting disadvantaged women's empowerment. Methodology/Approach: The chapter utilizes a comparative qualitative case study approach to investigate the interplay between the dimensions of: business model, knowledge acquisition, and learning experiences, the achievement of goals, and scalability in determining social innovations. Findings: Despite the widespread belief that women's cooperative is an ideal business model for inclusivity, the chapter presents a variance in achieving this goal. The results propose that a strong business model, enhanced with knowledge acquisition and learning, and an inclusive approach to innovation, enable a women's cooperative to offer desirable solutions to community needs, improving its chances for higher impact. Research Limitations/Implications: The chapter adds to social entrepreneurship literature by offering multilevel analysis in examining social innovation, which has been often neglected as a research approach in the field. It asserts that an investigation into the community as a unit of analysis promises to be viable research in social innovation studies. Practical Implications: An inclusive approach that develops relations with the broader community and networking with other cooperatives and social actors is essential for women's cooperatives. Social Implications: The SEO's increasing local reach and impact have made it a strong actor in women's empowerment on the ground and force for institutional change. In the long term, SEOs' actions targeting multiple actors of influence will increase the chances of suggested framework changes accepted by policymakers.

This primer defines and describes conscious and nonconscious perception and assessment processes by tourists. The primer links the field of tourism perception studies to the literature of experimental social psychology. The primer describes the important roles that metaphors play in connecting conscious and nonconscious thinking and how both tourism brand managers and tourists use metaphors to use stories to enable enactments and favorable outcomes of archetypal motivations. The primer introduces formal implementable models of the major tenet in Urry’s tourist gaze – visitors’ home culture automatically and mostly nonconsciously profoundly influences their perceptions, assessments, and interpretations of what they see when traveling and visiting away destinations. Model implementation includes applying Boolean algebra-based asymmetric tests instead of symmetric matrix algebra-based statistical tests – the asymmetric tests examine for the consistency of high scores in perceiving, assessing, and behaviors of complex configurations of antecedent conditions. A detailed empirical example of asymmetric testing includes consistent high scores for Americans, Brits, Canadians, and Germans for not shopping for gifts to take home during their visits to Australia. This primer also introduces the concept of the tourist meta-gaze – seeing and assessing outside the automatically activated culturally based tourist gaze.

Higher education institutions (HEI) are acknowledged as a key driver for the development of sustainable societies, so much so that some profess education for sustainable development to be the most fundamental of the United Nation’s (UN) 17 sustainable development goals (SDGs). This chapter provides an overview of the chapters in the book: Higher Education for the SDGs, divided into two themes, namely (i) Research from the Global North and Global South and (ii) Rethinking curriculum.