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This chapter discusses the current risk perception literature in the tourism field. The chapter critiques the literature and offers a solution through a more conceptual and operational definition of risk perceptions. Specifically, the inclusion of affective risk perceptions will be added to the literature via the risk-as-feelings hypothesis. Extension of the current literature will enhance research moving forward.

The chapter will provide a literature review, propose a conceptual model, and operationalize the risk perception variables.

The outcome of this chapter is to provide a conceptual model as a framework to address risk perception studies in tourism and hospitality in the future. The model will provide clear measurement scales to be tested.

This chapter gives a much needed theoretical and conceptual foundation to the study of risk perceptions in the travel and tourism literature.

To date, limited studies have examined the country-specific social institutions to explain the informal entrepreneurial activities of women, particularly, within the context of the Middle East. This research paper attempts to close this gap through identifying the contextual and personal factors of domestic informal female entrepreneurs (DIFE) within the context of Turkey as a representative case of the Middle East region. The chapter takes national culture as the external context to identify the informal institutions that shape women's informal entrepreneurial activities and uses the Globe Project cultural dimensions to describe the sociocultural context. The qualitative research presented here was conducted with 38 DIFEs who participated in an EU-funded project in Turkey.

The profile of the informal domestic female entrepreneur reflects a middle-aged woman, married with children, literate with a low-level education and a necessity-type entrepreneur at the beginning who gradually evolves into a pull-type sociocultural entrepreneur in time. The findings show that, the perceived sociocultural environment can be categorized as a socially supportive culture – SSC (Hayton and Cacciotti, 2013, p. 713) which is one of the facilitators of informal entrepreneurial activities and creates a fertile and socially legitimized ground for the informal commercial activities of women in Turkey.

This chapter will review teaching approaches used to develop students’ professional skills in preparation for their future role as veterinary practitioners. These approaches support student development beyond the Royal College of Veterinary Surgeons (RCVS. (2014). Day one competences. Retrieved from http://www.rcvs.org.uk/document-library/day-one-competences/) Day One Competences expected of graduates, and emphasize the key importance of life-long skills and resilience in a rapidly changing world.

As veterinary leaders, they will be expected to demonstrate skills in multidisciplinary group facilitation and community engagement. From a global perspective, students are encouraged to reflect on their learning in light of the impact on their local communities and the wider impact on the global ecosystem. This chapter provides an overview of how professional skills are developed over the course of the undergraduate program. Such approaches guide students as they learn to confront and engage with cognitive dissonance (CD) inherent to the role of the veterinary surgeon in practice. Areas where CD is clearly evident in practice will be considered, followed by a review of the teaching approaches to prepare students.

The teaching methods described will include the benefits and challenges of work-based placements, opportunities for self-development and reflection within a tightly packed curriculum, and the importance of facilitating student-led activities to build skills in leadership.

This chapter offers a conceptual perspective of what students need to understand to understand entrepreneurship, and educators’ views on how best to educate students in it, in response to calls for a greater understanding of the learning environment. The research uses the lens of the threshold concept framework to inform a conceptual approach to entrepreneurship education. The threshold concept framework posits that in any academic discipline there are concepts that have a particularly transformative effect on student learning representing a transformed way of understanding something, without which the learner cannot progress.

Research was undertaken in three stages to identify what is distinctive about thinking like an entrepreneur, how to educate students to think like entrepreneurs and how students understand thinking like entrepreneurs. The first and second stages of the study are the focus of this chapter. Candidate threshold concepts in entrepreneurship and educators’ perspectives of effective ways to educate students in entrepreneurship are presented.

Data from 11 individual and group semi-structured interviews conducted with 18 entrepreneurship educators in 10 higher education institutions across the UK was integrated with findings from a Delphi survey with 10 expert entrepreneurs.

By offering the perspectives of entrepreneurship educators and entrepreneurs, this chapter makes a valuable contribution to a conceptually grounded and innovative approach to entrepreneurship education.