Tourism is on course to thwart humanity’s efforts to reach a zero carbon economy because of its high growth rates and carbon intensity. To get out of its carbon predicament, the tourism sector needs professionals with carbon literacy and carbon capability. Providing future professionals in the full spectrum of tourism-related study programmes with the necessary knowledge and skills is essential. This article reports on ten years of experience at a BSc tourism programme with a carbon footprint exercise in which students calculate the carbon footprint of their latest holiday, compare their results with others and reflect on options to reduce emissions. Before they start, the students are provided with a handout with emission factors, a brief introduction and a sample calculation. The carbon footprints usually differ by a factor of 20 to 30 between the highest and lowest. Distance, transport mode and length of stay are almost automatically identified as the main causes, and as the main keys for drastically reducing emissions. The link to the students’ own experience makes the exercise effective, the group comparison makes it fun. As the exercise requires no prior knowledge and is suitable for almost any group size, it can be integrated into almost any tourism-related study programme.
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This chapter will introduce the circular economy (CE) and Cradle to Cradle (C2C) models of sustainable production. It will reflect on the key blockages to a meaningful sustainable production and how these could be overcome, particularly in the context of business education. The case study of the course for bachelor’s students within International Business Management Studies (IBMS), and at University College in The Netherlands will be discussed. These case studies will illustrate the opportunities as well as potential pitfalls of the closed loop production models. The results of case studies’ analysis show that there was a mismatch between expectations of the sponsor companies and those of students on the one hand and a mismatch between theory and practice on the other hand. Helpful directions for future research and teaching practice are outlined. https://www.springer.com/gp/book/9783319713113#aboutBook https://www.linkedin.com/in/helenkopnina/
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Background: Particulate matter (PM) exposure is an important health risk, both in daily life and in the workplace. It causes respiratory and cardiovascular diseases and results in 800,000 premature deaths per year worldwide. In earlier research, we assessed workers’ information needs regarding workplace PM exposure, the properties and effects of PM, and the rationale behind various means of protection. We also concluded that workers do not always receive appropriate risk communication tools with regards to PM, and that their PM knowledge appears to be fragmented and incomplete. Methods: We considered several concepts for use as an educational material based on evaluation criteria: ease of use, costs, appropriateness for target audiences and goals, interactivity, implementation issues, novelty, and speed. We decided to develop an educational folder, which can be used to inform employees about the properties, effects and prevention methods concerning PM. Furthermore, we decided on a test setup of a more interactive way of visualisation of exposure to PM by means of exposimeters. For the development of the folder, we based the information needs on our earlier mental models-based research. We adjusted the folder based on the results of ten semi-structured interviews evaluating its usability. Results: The semi-structured interviews yielded commentaries and suggestions for further improvement, which resulted in a number of alterations to the folder. However, in most cases the folder was deemed satisfactory. Conclusion: Based on this study, the folder we developed is suitable for a larger-scale experiment and a practical test. Further research is needed to investigate the efficacy of the folder and the application of the exposimeter in a PM risk communication system.
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