Search results

This qualitative study aims to explore the activities that guests perform while staying in Airbnbs, emotions associated with these experiences and the components of memorable Airbnb experiences.

An empirical study of a qualitative nature was conducted using a self-administered open-ended questionnaire among tourists who had stayed in an Airbnb in the past three years. Data were collected using two different sources for triangulation purposes, referred to as Studies 1 and 2.

Many respondents reported conducting similar activities while at home and while staying in an Airbnb, supporting Burch’s (1969) spill-over theory. Travellers mostly recalled mundane activities, such as cooking. The results suggest that the spill-over effect is more prevalent in the Airbnb context than in other accommodation types, as one often travels from one’s own home to another’s home. Respondents associated their Airbnb experience with the positive emotion of joy. Respondents mentioned numerous reasons for having felt joy during their Airbnb experiences, such as sharing the trip with travel companions and spending time with friends.

Airbnb should clearly define host’s tasks and responsibilities, hosts should treat guests in a friendly manner, which includes resolving any problems they face in relation to the rental property.

This paper proposes a new conceptual framework for a memorable Airbnb experience, which comprises several components: socialising and bonding with friends and family members, location, the host’s hospitality, a homely feeling, home amenities and negative experiences (the poor condition of the room and a dishonest host).

This contribution explores the demand side of gastronomy tourism, in particular the characteristics of travellers who are driven by their gastronomic interest. Such ‘passionate tourists’ gain a number of experiences from gastronomy within their holidays, and these ranges from enjoyment to socialization and learning. Regardless of their motivation to travel, gastronomic experiences are often taken in conjunction with other activities available (especially those related to culture). Practical implications for destinations include improvements in thematic offerings (both in terms of variety and authenticity), cross-marketing activities and promotion. In doing so, they need to become aware of the diversity of consumption patterns of these tourists.

We review the state of the literature concerning work–family conflict in the military, focusing on service members’ parenting roles and overall family and child well-being. This includes recognition that for many women service members, parenting considerations often arise long before a child is born, thereby further complicating work–family conflict considerations in regard to gender-specific conflict factors such as pregnancy, childbirth, postpartum, and breastfeeding. Subsequently, we consider more gender-invariant conflict factors, such as the nature of the work itself as causing conflict for the service member as parent (e.g., nontraditional hours, long separations, and child care challenges) as well as for the child (e.g., irregular contact with parent, fear for parent’s safety, and frequent relocations), and the ramifications of such conflict on service member and child well-being. Finally, we review formalized support resources that are in place to mitigate negative effects of such conflict, and make recommendations to facilitate progress in research and practice moving forward.

This article focuses on how the film, Harry Potter and the Sorcerer’s Stone (Columbus, 2001; Rowling, 1998), can be used to teach the concepts related to team leadership. In addition, the article offers a discussion of the student and professor perspectives on using film in the classroom and provides recommendations for implementation.

We applied Tuckman and Jensen’s (1977) stages of small group development to frame a vicarious learning experience utilizing the movie, Harry Potter and the Sorcerer’s Stone. This approach is grounded in experiential learning, guiding learners through a shared experience, reflection, conceptualization, and experimentation.

Popular culture artifacts (PCA) can be used to transport learners to a context within which they can vicariously experience leadership concepts that might otherwise be abstract.

Intentional preparation and facilitation can result in engaged, effective leadership learning through film.

This article provides a review and conceptual comparison between self‐report and performance‐based measures of emotional intelligence. Analyses of reliability, psychometric properties, and various forms of validity lead to the conclusion that self‐report techniques measure a dispositional construct, that may have some predictive validity, but which is highly correlated with personality and independent of intelligence. Although seemingly more valid, performance‐based measures have certain limitations, especially when scored with reference to consensual norms, which leads to problems of skew and restriction of range. Scaling procedures may partially ameliorate these scoring weaknesses. Alternative approaches to scoring, such as expert judgement, also suffer problems since the nature of the requisite expertise is unclear. Use of experimental paradigms for studying individual differences in information‐processing may, however, inform expertise. Other difficulties for performance‐based measures include limited predictive and operational validity, restricting practical utility in organizational settings. Further research appears necessary before tests of E1 are suitable for making real‐life decisions about individuals.

Having a child with Autism Spectrum Disorder (ASD) can cause significant professional strain for parents. Compared to parents of typically developing children or children with other types of special needs, parents of children with ASD report being underemployed, having more difficulty accomplishing important work tasks or taking on new work assignments, and being viewed less favorably by supervisors. They also may be more likely to perceive themselves as stigmatized by coworkers, negatively impacting their abilities to develop or maintain meaningful relationships with others at work. All of these factors lead to parents of children with ASD earning less annual income than other types of parents and being more likely to experience loss of workplace motivation or lower overall job satisfaction. The negative career experiences of parents of children with ASD may also impact employers. Employees experiencing lower levels of motivation are less productive and more likely to quit their jobs, resulting in increased turnover expense. Because the number of working parents of children with ASD continues to grow as ASD rates increase, organizations would benefit from supporting parents of children with ASD through adopting flexible work–life balance policies, encouraging leaders to promote values of diversity and inclusiveness, and implementing workplace programs designed to support parents and educate coworkers.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).