Professional development of teacher educators is an important topic, because teacher educators need to maintain and enhance their expertise in order to educate our future teachers (Kools & Koster, n.d. ; Dengerink, Lunenberg & Kools, 2015). How do teacher educators fulfil this task, especially within the hectic timeframe of everyday work? I asked four colleges to participate in a group to share their experiences, actions or behaviour in the organisation about their development in their profession of being a teacher educator. My purpose is to bring awareness and movement into that group. My research focusses on teacher educators in a large teacher education department in the Netherlands and the opportunities for action available to them. During this study we are currently creating a learning environment in which mutual cooperation increases the learning potential of all participants. In this group participants take or make time to learn, giving words to their scopes . Researcher and participants discuss and explore on the basis of equality, reciprocity and mutual understanding. By deploying methods borrowed from ‘Appreciative Inquiry’(Massenlink et al., 2008) the enthusiasm of a study group is raised and the intrinsic motivation of the participants stimulated. Our study group will convene three times. Its goal is to stimulate cooperation among teacher educators through optimisation of existing qualities, a method that could be described as empowerment, or a process of collective reinforcement ‘To learn’ involves experiencing that what one does really matters, as well as developing one’s own persona in the local community. Intervention, action, reflection and study group meetings alternate in the course of our research. In addition to audio and video recordings, data consists of reports drawn up on the basis of member checks. Data is analysed qualitatively by coding the interview texts and reports. After applying the codes, the researcher discusses the coding in a research group and with the participants of the study group (membercheck). Working collaboratively can offer learning challenges that catalyse growth as a professional, teacher educators become acquainted and approach each other from the perspective of their respective professional and functional responsibilities. This study offers perspectives for other teacher educators to recognize these possibilities in their own situation. Moreover the study offers a description of a way to organise collegial exchange. The research is related to the RDC professional development of teacher educators.
Paper presented at Equality Diversity Inclusion (EDI) 2010 Conference, Vienna, Austria 14-16 july 2010
https://www.fons.org/Resources/Documents/Journal/Vol11No1/IPDJ_1101_11.pdfBackground: There is a growing amount of research in which older adults contribute as co-researchers. The quality of this research depends, among other factors, on the nature of relationships between professional researchers and co-researchers. Reflections on these relationships can offer structured insight into this form of research.Aim: Our reflection on the co-operation between two older adults and a nurse researcher aims to share the lessons learned based on a critical understanding of our journey. Our main questions are: 1. How has the relationship developed over time, including in terms of mutuality and equality? 2. Which moments have been decisive in this development?Conclusion: We regard our co-operative relationship as a ‘dynamic search’. The meaning of mutuality and equality may change over time and so enrich the relationships. There is a need for further understanding into how these values can be nurtured in different configurations of researchers and co-researchers.Implications for practice: Evolving relations can be nurtured through deliberative sharing of the perceptions, expectations and experiences of the researchers and co-researchers Combining a formal working atmosphere with informal moments helps the research team respond to the individual needs of its members To enhance equality and mutuality, it is important to appreciate and value everyone’s contribution rather than concentrating on ‘what’ or ‘how’ individuals contribute
MULTIFILE
The purpose of this project was to create a roadmap with selected mechanisms to assist destination management organisations to optimize the benefits generated by tourism for their destination communities and ensure that it is shared equitably. By providing tools to identify and address inequality in terms of access to the benefits and value tourism generates, it is envisaged that a more equitable tourism model can be implemented leading to the fair distribution of benefits in destination communities, potentially increasing the value for previously excluded or underserved groups. To produce the roadmap, the study team will explore the range of challenges that hinder the equitable distribution of tourism-induced benefits in destinations as well as the enabling factors that influence the extent to which this is achieved. The central question the research team has set out to answer is the following: What does an equitable tourism model look like for destination communities?Societal issueHowever, while those directly involved in tourism will gain the most, the burden of hosting visitors is widely felt by local communities. This imbalance has, unsurprisingly, sparked civil mobilisations and protests in destinations around the world. It’s clear that placemaking and benefit-sharing must be part of the future of destination management to maintain public support. This project addressed issues around equity (environmental, economic, spatial, cultural and tourism experience). In line with the intentions set out in the CELTH Agenda Conscious Destinations.Benefit to societyBased on 25 case studies around 40 mechanisms were identified that can grow or better distribute the value from tourism, so that more people in destination communities benefit. These mechanisms are real-world practices already in use. DMOs and NTOs can consider introducing the mechanisms that best fit their destination context, pulling levers such as: taxes and revenue sharing, business incubation and training, licencing and zoning, community enterprises and volunteering, and product development..This report also outlines a pathway to an Equity-Driven Management (EDM) approach, which is grounded in participatory decision-making principles and aims to create a more equitable tourism system by strengthening the hand of destination governance and retaining control of local resources.Collaborative partnersNBTC, the Travel Foundation, Destination Think, CELTH, ETFI, HZ.
Gender barriers are a complex problem, as they are created and maintained by multiple dimensions of our societal system; governments, the corporate world, and by society itself. Within the hospitality industry, one of the most people-oriented sectors there is, gender barriers are especially a problem. Although there is equality amongst the entire Dutch hospitality sector in general (48.2% women, (CBS, 2022)), only 17% of top-management positions within the 5 largest hotel-chains in the country are occupied by women (Hampshire Hotel Group, 2022; Accor Group, 2022; van der Valk International, 2022; NH Hotels, 2022; NIBC, 2022). With the hospitality industry revolving around people and experiences, it is of utmost importance that it represents the actual world-population and society. In order to address the current challenges the industry is facing, it is time to face the elephant in the room; why don’t women get included in top and senior management within the hospitality industry as much as men do? This trajectory aims to identify where gender barriers occur within the Dutch hospitality industry and accordingly develop, and test interventions (enablers) together with two of the largest hotel-chains in the Netherlands, in order to improve women career advancement. The first phases of the trajectory will focus on the entire Dutch hotel sector, while the intervention phase will only be executed in collaboration with NH Hotels and IHG. The final phase of the trajectory will explore the implications of the findings from the industry to hospitality management education. By enabling more women to advance their hospitality careers, this will have a large impact on the industry’s sustainability and resilience, and again positively impact wider society.
The PANTOUR consortium builds on previous knowledge and tools produced by the Blueprint for Sectoral Skills project/NTG Alliance and will develop new tools and methodology to address strategic and sustainable approaches and cooperation between vocational education, training, higher education, enterprises of the tourism sector, looking to boost innovation in Europe (in tourism, leisure and hospitality).Societal IssueThe aim of this project is to map and bridge the existing skills gaps in Green, Social and Digital skills of workforce in tourism, leisure and hospitality.Benefit to societyMaking lifelong learning and mobility a reality, developing innovative learning solutions and promoting inclusiveness and access to education. Promoting active citizenship, building equal opportunities and addressing gender equality, diversity and inclusiveness in targeted actions.The consortium aims especially at designing innovative and cooperative solutions to address skills needs in the tourism ecosystem, with the development of outputs such as: the Sectoral Skills Intelligence Monitor, the Tourism Skills Lab, Resource Books for Trainers, the implementation of the National Skills Groups, a Skills Strategy Plan for 2026-2036, among others. With the exploitation of its outputs, PANTOUR seeks to benefit job seekers, unemployed and employed workers from the industry, employers, SMEs and micro entrepreneurs, dedicating a special attention in reskilling and upskilling the workforce on future skills needs in digital, green and social skills.The number of people benefiting from this proposal will be over 10 million that work across the tourism and leisure sector in Europe.The consortium is a multi-disciplinary partnership which comprises 13 European partners: Industry Partners and Tourism Sector Representatives, Universities and Transnational partners. Project lead is CEHAT (Spain). The other partners are GESTLABOR (Spain), Turismo de Portugal (Portugal), Zangador Research Institute (Bulgaria), Technological University Dublin (Ireland), Federturismo Confindustria (Italy), VIMOSZ (Hungary), European Tourism Association ETOA (Transnational), Satakunta University of Applied Sciences (Finland), Ruraltour (Transnational), Landurlaub (Germany), University of the Aegan (Greece).
