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This chapter explores the relationship between emotional design and customer experience. It begins with an introduction to the concept of emotional design, comprising behavioral, visceral, and reflective elements. Next, the nature of service experiences is examined, leading to a framework that classifies services according to their functional and experiential positions. Understanding customer goals allows this framework to be used to design customer experiences, in terms of the journey that customers take when consuming a service. The chapter then discusses the cognitive traits associated with designers and argues that they are well suited to understanding the customer journey and designing the prerequisites for the desired experience. Two different approaches to understanding and acting on customer requirements are explored – user centered and design driven.

The aim of this chapter is twofold: (i) to explore the issue of experience within the context of the hotel industry and (ii) to analyze the contribution of collaboration between businesses in providing valuable experiences in hotel settings.

Extensive literature reviews have been done on dimensions and outcomes of tourist experiences and on collaboration/business venture’s contribution in providing memorable experiences in the hotel industry. A case study is then used to illustrate how hotel operations are collaborating to provide tourism experience opportunities.

(i) Collaboration between hotel operations makes a significant contribution in providing special guest experiences; (ii) Investment in business ventures is a good investment because it constitutes a potential source of competitive advantage; (iii) A collaborative platform wisely designed creates a series of business benefits.

This study is explorative in nature. Based on a single case study of a business network, the suggestions are indicative rather than conclusive. Thus, more empirical studies and analyses are needed to fully validate the chapter’s suggestions.

The collaborative approach is a requirement for hotel businesses in providing valuable tourism experiences and in overcoming the issues and challenges arising within the context of experiential tourism. This collaboration offers a way of enriching and deepening guests’ experiences, based on endogenous resources and meeting the tourists’ requirements.

Offers insights on tourism providers’ collaborations in offering attractive experience opportunities to their customers.

Higher education has to develop personal and professional competences of students and to improve their knowledge and skills as well as their sense of civic engagement and understanding of cultural and social issue. Moreover, higher education research suggests that the use of technology, e-learning and online course can provide a powerful learning experience for students (Volman, 2005). Thus, e-service-learning (E-SL), “…an electronic form of experiential education and incorporates electronically supported service learning” (Malvey, Hamby, & Fottler, 2006, p. 187) could be a teaching and learning methodology to reach these goals. Indeed:

it is delivered online and uses the Internet and state of the art technologies that permit students, faculty, and community partners to collaborate at a distance in an organized, focused, experiential service-learning activity, which simultaneously promotes civic responsibility and meets community needs. (Malvey et al., 2006, p. 187)

it is delivered online and uses the Internet and state of the art technologies that permit students, faculty, and community partners to collaborate at a distance in an organized, focused, experiential service-learning activity, which simultaneously promotes civic responsibility and meets community needs. (Malvey et al., 2006, p. 187)

Starting from a theoretical analysis of the evolution of E-SL, this chapter describes a case study of the use of E-SL in English Language Teaching (ELT) education and reveals the effects that it produces on the development of digital skills, teaching abilities and professional identity of pre-service teachers.

In the tourism sector, the differentiation is difficult in the commoditized market. The main challenge for businesses is to design the experiences which would create awareness and difference. With this foresight, this chapter aims to show an experience-based service design path built around various elements such as sensations, emotions, human relations, innovations, and values.

This chapter is based on extensive literature review, including books, journals, articles, conference papers, and search reports. Furthermore, the Singapore Airlines web page was used as an important source of information to examine the instructional path built suggested in the literature review.

As it has been determined by the general review, experience-based service design contains different components, and with these evaluations the experience-based service design was established in this chapter within three steps: explore, design, and positioning. Furthermore, on the case study of Singapore Airlines, the tracks of these three steps have been investigated. Especially, explore and design dimensions have been identified to be used mainly during the experience design.

From the highlights of the literature review, an instructional path for experience-based service design and implementation process is highlighted in three parts and this instructional path would guide business managers/experience engineers.

As the experience-based service design has been increasingly receiving the attention of the business’ managers in the tourism sector, an overview examination of experience design, and being instructional guide will direct them to implicate the dimensions in practice.

This chapter explains and discusses the role and potential of psychophysiological tools of research in tourism and hospitality. As tourism and hospitality services are in general inseparable, i.e. the delivery and the consumption of the service mostly take place at the same time, they tend to involve service encounters which intense and frequent contact and social interactions between the customers and the service providers. These intense and frequent contact and social interactions during service encounters may determine the satisfaction and dissatisfaction of the customers. Hence, the measurement of actual emotions to understand the reactions of customers to various aspects of the service is of paramount importance. Psychophysiological tools, often referred to as neuromarketing tools, allow the collection of realistic data regarding the emotions of the customers. Based on the above background, this chapter explains and discusses the use of tools such as the EEG, Eye Tracker, Galvanic Skin Response, and Facial Expression Recognition in understanding tourism and hospitality customers' reactions and emotions to various aspects of the service.

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students. Conceptualizing teaching as a political and ethical endeavor, social justice teacher education must engage seriously with the local and lived experiences of both teacher educators and student teachers. How then does teacher education for social justice move across communities and identities, and through cultural, social, geographic and temporal spaces? This chapter presents an autobiographical narrative inquiry into social justice teacher education across sociocultural and sociopolitical contexts, across time, and within different educational communities. Bakhtin's dialogic theory (1981) helps to trace the narrative threads wherein “each word tastes of the context and contexts in which it has lived its socially charged life” (p. 293). The study examines my ideological becoming (Bakhtin, 1981) as a critical teacher educator in the context of a youth mentoring service-learning course for undergraduate teacher candidates. I examine the complexities and tensions in exploring experiences and co-constructing understandings of oppression, privilege and social justice with my student teachers on the youth mentoring course in dialogic struggles with my experiences of justice and education in the USA and Hong Kong as an English-speaking Chinese American. Providing an in-depth examination of the convergence of identity, social relations, place, and time in my knowledge formation, I critically reflect upon the notion of social justice to suggest that social justice teacher education is multi-voiced and lived both locally and globally.