A World in Motion
Unraveling Post-COVID Tourist Behaviors View Digital Media
Paper Presentation in a Themed Session Nantarat Tangvitoontham
The purposes of this study are to understand international tourists’ preferences after the COVID-19 pandemic and to suggest strategy development to achieve the tourist requirements. It investigates the hypothesis that international tourists positively respond to the high hygienic standards of the destinations and less crowded places. The Conjoint Choice Model (CCM) is applied in order to reveal the stated preference of international tourists. The questionnaires are collected from inbound tourists from Asia, Europe, America, Africa and the Middle East. The results from the research on post-COVID tourists’ behaviors can suggest policymakers formulate effective policies and improve tourist destination management. Additionally, the outcomes of the research can be the guidelines for businesses in the tourism industry to design their plans in order to gain comparative advantages. For example, to attain high hygienic standards, flexible policies and maintaining good general service standards are important and significantly influence tourists' willingness to pay.
The Inconvenient Reality of Local and Global Just Climate Transitions: The Case for Including Memory and Accountability in the Study of Climate Haven Zones View Digital Media
Paper Presentation in a Themed Session Alexandra Scrivner
The study of collective memory is often deployed in notable sites of protracted conflict or within those states or regions undergoing a post-conflict transition. However, war is not the only violence which displaces the world or shocks communities into isolationist or populist political trajectories. Through reviewing a selection of the most recent literature to date on just transitions, climate vulnerability (which necessitates the observance of climate migration/displacement), and the development of “climate havens,” I position why the study and methodologies of memory studies have an essential role to play in understanding the social dynamics and identified contradictions of these increasingly germane topics. This argument acutely focuses on regions of the world being dubbed “climate havens” or “climate refuge cities” to draw attention to the myriad definitions of “climate justice” which already exist in these localities and how these interpretations are often left unintegrated to city and state initiatives, as well as to academic definitions of climate vulnerability and environmental justice which often seek technical solutions or conflict-resolution schemes for only one segment of the population. Ultimately, this paper aims to challenge tacit assumptions within climate transition literature of how interpretations and collective memories of global capitalism, industrialization/de-industrialization, forced migration, and settler-colonial infrastructure and policies, actively shape the way communities at sites of present and future mass climate migration interpret and mitigate shared dilemmas related to the climate crisis. Debates such as climate reparations, economic opportunity, de-industrialized landscape, land back claims, and environmental justice communities are discussed.
Ensuring Equity in the Implementation of Work-integrated Learning Experiences in Large Undergraduate Courses View Digital Media
Innovation Showcase Olivia Lewandowska
It is challenging to embed work-integrated learning (WIL) experiences into large undergraduate courses with hundreds of students. In WIL, students often benefit greatly from individualized guidance and mentorship to navigate real-world challenges and apply theoretical knowledge to practical settings. However, managing logistics for so many students, including supervision, feedback, and assessment, can be impractical and resource intensive for instructors. Additionally, large undergraduate courses often attract a diverse student body with varying backgrounds, experiences, and circumstances; thus, ensuring equitable access during WIL experiences can be challenging. Factors such as disability or language barriers may present complications in engagement for some students. Overcoming these barriers and providing equitable access to WIL experiences for all students therefore requires proactive efforts to identify and address systemic inequities. The present innovation case study describes and discusses the implementation of an “ungrading” method known as the Incentivized Improvement Method (IIM), to equitably assess student learning and performance during a WIL experience incorporated into a large undergraduate course in applied statistics. Through a mixed-methods approach, including qualitative interviews and quantitative analysis of student performance data, the case study evaluates the impact of IIM on student engagement, motivation, and learning outcomes. Findings suggest that the IIM promotes a growth mindset among students, encourages self-directed learning, and mitigates performance-related stress. Additionally, the study discusses practical considerations and challenges associated with implementing the IIM to a WIL experience. Overall, this case study contributes to the ongoing discourse on innovative assessment strategies and their implications for equitable education practices.
