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1 – 3 of 3Steven J. Migacz and James F. Petrick
The purpose of this paper is to examine the travel motivations, perceived benefits of travel, and the utility of travel mediums among US millennials.
Abstract
Purpose
The purpose of this paper is to examine the travel motivations, perceived benefits of travel, and the utility of travel mediums among US millennials.
Design/methodology/approach
In order to further examine the homogeneity of millennial travelers, millennials were put into two subgroups based on their age and annual income. Data were collected in multiple phases, incorporating both qualitative and quantitative methodological approaches.
Findings
Results revealed that several significant differences exist between the proposed millennial subgroups, labeled “young and free millennials” and “professional millennials.”
Research limitations/implications
Implications from this study include direction for both tourism marketers and destination suppliers based on the differences and perceptions of both groups and suggest millennials are not a homogeneous market.
Originality/value
Millennials are far from being part of a homogenous cohort. Therefore, the current study sought to examine differences in the benefits received from travel and the primary reasons to travel among distinct millennial segments.
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Keywords
Fiona Winfield and Tabani Ndlovu
The purpose of this paper is to present a case study of how a UK business school has explicitly linked sustainability to employability and embedded these into all levels of its…
Abstract
Purpose
The purpose of this paper is to present a case study of how a UK business school has explicitly linked sustainability to employability and embedded these into all levels of its undergraduate and postgraduate degree portfolio.
Design/methodology/approach
This case study features Nottingham Business School’s (NBS’s) journey of linking sustainability with employability to achieve the University’s strategic objectives and help deliver on the sustainable development goals (SDGs). After reviewing all courses, a cross-school approach was adopted in re-designing the curriculum, first at undergraduate and later postgraduate level. Partnerships, both internal and external were developed, involving the employability and enterprise teams, the University’s students and alumni, local employers, local authorities and businesses and charities. Feedback from graduates is included.
Findings
When NBS introduced new undergraduate modules in 2012, there was resistance with concerns over already crammed curricula and the perceived irrelevance of sustainability. This changed as students realised that an understanding of sustainability was benefiting them at interviews and adding value to their employers. While it cannot be proved that increased self-awareness and sustainability literacy have a direct effect on graduate prospects (as measured by the Destinations of Leavers from Higher Education survey), NBS has seen the percentage of students in graduate level employment and/or study increase from 71 to 89.6 per cent over the past five years.
Originality/value
Linking sustainability to employability, and embedding these in the curriculum, should benefit any institution, its students, employers and society, and can be replicated anywhere in the world.
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Zena T. Lloyd, Daesang Kim, J.T. Cox, Gina M. Doepker and Steven E. Downey
This experimental study aimed to examine the effects of annotating a historical text as a reading comprehension strategy on student academic achievement in an eighth-grade social…
Abstract
Purpose
This experimental study aimed to examine the effects of annotating a historical text as a reading comprehension strategy on student academic achievement in an eighth-grade social studies class.
Design/methodology/approach
A mixed-method design was used to collect quantitative and qualitative data sequentially. First, the authors collected quantitative data with a series of pre- and post-tests from all student participants during a six-week instructional time frame. Next, the authors collected quantitative and qualitative data with a survey from teacher and intervention group student participants. Quantitative data were analyzed to evaluate the mean differences in participants' test scores and survey responses. Finally, qualitative data from open-ended survey questions were transcribed and analyzed using an inductive approach to supplement the quantitative findings and develop a holistic picture of the participants' learning experiences.
Findings
The results showed that the annotating strategy increased student engagement, reading comprehension and thus academic achievement in social studies. Annotating helped students visualize key points, break down complex texts and slow down when reading complex historical texts. As a result, it helped students focus, think critically and discourse to understand complex content.
Research limitations/implications
The study was conducted with eighth-grade students in one middle school in South Georgia.
Practical implications
The findings of this study provide evidence that the reading comprehension strategy of annotating is a valuable teaching and learning tool for daily use in social studies classrooms.
Social implications
Educators must prepare students to use reading comprehension strategies such as annotating in all content areas and not only in a traditional academic setting.
Originality/value
This study adds to the current body of research and undergirds reading comprehension strategies used to improve the learning outcomes in content other than reading.
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