The document discusses a 2007 summit on the future of tourism education from 2010 to 2030. The summit brought together 48 participants from 13 countries who identified key skills needed in tourism graduates for the future, including destination stewardship, political and ethical skills, and enhanced human resource skills. The summit initiated a process to develop a values-based framework for tourism education over the next 2-3 years. It also outlined four scenarios for the future of higher education put forth by the OECD, including open networking of institutions, a focus on local communities, an emphasis on specialization and private funding, and global commercial competition between universities.
Melissa Leach, Director of IDS
Presentation at the Eldis 20th Anniversary event "Learning from 20 years of digital knowledge sharing for global development" held at IDS on Thursday 15 September 2016 and Friday 16 September 2016.
You can view a video of this presentation at:
https://youtu.be/XBn8MlMkdJI
Innovative approaches of knowledge management in agriculture: Experiences fro...ILRI
Presented by Fanos Mekonnen, Ermias Sehai and Dirk Hoekstra at the 11th regional conference of Southern and Eastern African Association for Farming research-Extensions (SEAAFSRE), South Africa, 19-21 November 2012.
This presentation was on "the importance of social emotional learning with technical education" and how it is South East Asia's dynamics via our social and cultural values can be a game changer for technology based development and education. Simple "family based and spirit of togetherness" cultures to interconnect the tools of today's Internet of Things; for a deeper effectiveness and affectiveness.
Melissa Leach, Director of IDS
Presentation at the Eldis 20th Anniversary event "Learning from 20 years of digital knowledge sharing for global development" held at IDS on Thursday 15 September 2016 and Friday 16 September 2016.
You can view a video of this presentation at:
https://youtu.be/XBn8MlMkdJI
Innovative approaches of knowledge management in agriculture: Experiences fro...ILRI
Presented by Fanos Mekonnen, Ermias Sehai and Dirk Hoekstra at the 11th regional conference of Southern and Eastern African Association for Farming research-Extensions (SEAAFSRE), South Africa, 19-21 November 2012.
This presentation was on "the importance of social emotional learning with technical education" and how it is South East Asia's dynamics via our social and cultural values can be a game changer for technology based development and education. Simple "family based and spirit of togetherness" cultures to interconnect the tools of today's Internet of Things; for a deeper effectiveness and affectiveness.
I interviewed earlier this year to Google Campus TLV - Community and events manager position.
For the interview I have made this presentation telling my story with the Campus and shared my thoughts on what it provides and what else can be done.
I want to take the moment to thank Kaili Emmrich for the time and the surpiringly interesting and insightful research and interview, check out her twitter to see how engaging a short description can be. #flow
I have a lot of love and respect for the Campus and especially the great and dear Michal Waltner who runs the place with her being and doing.
www.campus.co/telaviv
Presented as part of FOCUS Greater Syracuse's Citizens Academy
Emerging Trends in Economic Development
What it takes for strategic planning implementation success.
Marina Cherbonnier presented the young professionals platform for Agricultural R4D, an international movement of young professionals under 40 who are active in agricultural development. The platform networks a number of regional offices and country representatives. The rational behind YPARD is that youth need to get involved, to access professional opportunities and to be given a collective voice in agricultural development. Objectives of the platform include the exchange of information and connection people, contributing to strategic ARD policy debates, the promotion of agriculture among young people and facilitating access to resources and capacity building opportunities.
The disenfranchisement of youth in the dry areas is primarily due to a lack of political power and decision-making, poor access to finance and markets, unsupportive institutions and policies, and the absence of social equality.
Dryland Systems will focus on youth because youth migration and unemployment are key challenges in dry areas and youth retention and positive community contribution in rural areas are a means to meet those challenges. Strengthening youths ability to learn and make decisions based on adequately contextualized knowledge and the development of leadership skills to overcome the complexity of dryland systems in its whole are key strategies for youth empowerment.
A youth component will be a part of every SRT within Dryland Systems. SRT1 will include youth as an explicit stakeholder in the innovation platform. SRT 2 will address youths’ specific vulnerabilities and risks. SRT 3 will build capacity and employment of youth through entrepreneurship and innovation. SRT 4 will enhance cross regional cross-regional information sharing via ICT4D.
Biodiversity mainstreaming success: lessons learnt from the African leadershi...IIED
This presentation by Monipher Musasa from the Government of Malawi’s Environmental Affairs Department looks at lessons learnt on biodiversity mainstreaming from the African Leadership Group.
It emphasises the importance of a shared vision and shared effort, and the potential value of social learning to enhance common knowledge, awareness and skills.
The presentation was given at the ‘Biodiversity mainstreaming’ workshop held in Sogakope, Ghana, from 1-3 November 2016.
More information: www.iied.org/nbsaps
APP webinar: Contributing to Progress in Africa Nana Diarra
This is a presentation by Dr. Wilfred Elegba. He is a Research scientist at the Biotechnology and Nuclear Agriculture Research Institute (BNARI) in Ghana. He is also the Lead Consultant at the Partnerships for Collaboration in Education consultation firm and an alumni ambassador of the Clinton Global Initiative University.
In this webinar, he:
- Highlights some major challenges Africa faces as a continent.
- Describes role(s) professionals from Africa and the African Diaspora can play in stimulating progress.
- Highlights competencies that professionals possess and can contribute for development.
- Outlines how one can initiate or participate in capacity-building projects.
- List possible ways we can bring about change in mindsets.
- List some funding sources available for executing progress-oriented projects in Africa.
I interviewed earlier this year to Google Campus TLV - Community and events manager position.
For the interview I have made this presentation telling my story with the Campus and shared my thoughts on what it provides and what else can be done.
I want to take the moment to thank Kaili Emmrich for the time and the surpiringly interesting and insightful research and interview, check out her twitter to see how engaging a short description can be. #flow
I have a lot of love and respect for the Campus and especially the great and dear Michal Waltner who runs the place with her being and doing.
www.campus.co/telaviv
Presented as part of FOCUS Greater Syracuse's Citizens Academy
Emerging Trends in Economic Development
What it takes for strategic planning implementation success.
Marina Cherbonnier presented the young professionals platform for Agricultural R4D, an international movement of young professionals under 40 who are active in agricultural development. The platform networks a number of regional offices and country representatives. The rational behind YPARD is that youth need to get involved, to access professional opportunities and to be given a collective voice in agricultural development. Objectives of the platform include the exchange of information and connection people, contributing to strategic ARD policy debates, the promotion of agriculture among young people and facilitating access to resources and capacity building opportunities.
The disenfranchisement of youth in the dry areas is primarily due to a lack of political power and decision-making, poor access to finance and markets, unsupportive institutions and policies, and the absence of social equality.
Dryland Systems will focus on youth because youth migration and unemployment are key challenges in dry areas and youth retention and positive community contribution in rural areas are a means to meet those challenges. Strengthening youths ability to learn and make decisions based on adequately contextualized knowledge and the development of leadership skills to overcome the complexity of dryland systems in its whole are key strategies for youth empowerment.
A youth component will be a part of every SRT within Dryland Systems. SRT1 will include youth as an explicit stakeholder in the innovation platform. SRT 2 will address youths’ specific vulnerabilities and risks. SRT 3 will build capacity and employment of youth through entrepreneurship and innovation. SRT 4 will enhance cross regional cross-regional information sharing via ICT4D.
Biodiversity mainstreaming success: lessons learnt from the African leadershi...IIED
This presentation by Monipher Musasa from the Government of Malawi’s Environmental Affairs Department looks at lessons learnt on biodiversity mainstreaming from the African Leadership Group.
It emphasises the importance of a shared vision and shared effort, and the potential value of social learning to enhance common knowledge, awareness and skills.
The presentation was given at the ‘Biodiversity mainstreaming’ workshop held in Sogakope, Ghana, from 1-3 November 2016.
More information: www.iied.org/nbsaps
APP webinar: Contributing to Progress in Africa Nana Diarra
This is a presentation by Dr. Wilfred Elegba. He is a Research scientist at the Biotechnology and Nuclear Agriculture Research Institute (BNARI) in Ghana. He is also the Lead Consultant at the Partnerships for Collaboration in Education consultation firm and an alumni ambassador of the Clinton Global Initiative University.
In this webinar, he:
- Highlights some major challenges Africa faces as a continent.
- Describes role(s) professionals from Africa and the African Diaspora can play in stimulating progress.
- Highlights competencies that professionals possess and can contribute for development.
- Outlines how one can initiate or participate in capacity-building projects.
- List possible ways we can bring about change in mindsets.
- List some funding sources available for executing progress-oriented projects in Africa.
Writing papers during the journey phd workshop Oct 2013Dianne Dredge
Writing papers during your PhD, to document the twists and turns in your thinking, to make sense of what you know, and to test out your ideas, is increasingly, a ‘must’ if you want a competitive resume as an aspiring academic. In this interactive workshop we explore ways in which you can write papers, develop a publishing strategy and foster the writing and publishing networks that will serve you well in the future.
This powerpoint provides a background to TEFI, its values and a short history. It was presented by Pauline Sheldon at the TEFI Conference in Milan, 2013.
Presentation in previous role as CIHE Deputy CEO to academic staff at Durham University about graduate employability skills, employer needs and preparing students for a global economy.
Part of the “Leadership” Research, Innovation and Enterprise Exchange
powered by PechaKucha
Thu 25 Apr, 2013
University of Salford
http://uosleadershipexchange.eventbrite.co.uk
http://www.youtube.com/user/RIEUSalford
http://www.pechakucha.org/channels/powered-by-pechakucha
Guided Inquiry : An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
TEFI’s mission is to ‘be the leading, forward-looking network that inspires, informs and supports tourism educators and students to passionately and courageously transform the world for the better’ and a values framework supports this mission
TEFI’s mission is “to be the leading, forward-looking network that inspires, informs and supports tourism educators and students to passionately and courageously transform the world for the better.” In support of this mission, TEFI’s core values provide a framework for building a future agenda for tourism education. This values-based approach to tourism education strives to broaden and deepen tourism education—to evolve beyond the narrow, instrumental, short-term focus of days past, to incorporate humanist values and impart the skills and knowledge necessary for making mindful decisions. TEFI engages students, industry, and communities in life-shaping learning experiences and reflection that contributes to the moral development of tourism practitioners.
2013 Gold Coast Mobilities and Tourism GovernanceDianne Dredge
The ‘mobilities turn’ provides an evocative lens to explore the way that movement of people, objects, capital and information transform the physical, social, economic and political characteristics of destinations. As a result, territorial and sedentary understandings of community, individual and collective notions of identity, and the ways a destination can be conceived, are being challenged. This presentation explores the implications of this mobilities turn on tourism planning, policy and governance using cases from Australia. The research highlights the implications of the mobilities turn on destination planning and management, and particularly what it might mean for destination governance.
Dredge scu research seminar olt apr2013Dianne Dredge
This seminar presentation provides an overview of the recently completed national project examining tourism, hospitality and events education in Australia. The project was funded by the former ALTC (now OLT).
1. Tourism Education Futures
2010-2030
Building the Capacity to Lead
A Work in Progress
Pauline J. Sheldon (Univ. Hawaii, USA)
Dan Fesenmaier (Temple Univ. USA)
Karl Woeber (Modul Univ, Austria)
Chris Cooper (Univ. Queensland, Australia)
Magda Antonioli (Bocconi Univ, Italy)
2. Need for Fundamental Change in
Tourism Education
• Much of what we teach is obsolete
• Evolution of employment
• Tourism needs a values-based educational
system that fosters responsible leadership
• Graduates will enter a different world
– Globalization
– ICT
– Demographics
– Market forces
– Labor market demand
3. Initiative to Influence Tourism
Education in the Future
• Summit on the Tourism Education Futures
– April 2007, Modul University, Vienna, Austria
– 48 participants from 13 countries
– Goal: White Paper to Outline a Framework for the
Future of Tourism Education for 2010-2030
Summit:
Megatrends
Futurist
Pre-meeting 5 Scenarios ?
Readings survey Values
Skill sets
www.tourismeducationsummit.com
4. Pre-Meeting Survey Results
Dynamic
Business
Skills
Political
Destination and
Stewardship Ethical
Skills Skills
Enhanced
Human
Resource
Skills
5. Destination Stewardship Skills
• Management of real and virtual networks
• Knowledge sharing skills
• Ability to respect and work with all stakeholders
• Managing complex adaptive systems
• Environmental management skills
6. Political and Ethical Skills
• Ethical behavior: demonstration and motivation
• Integration of basic human values into the
workplace
• Lobbying and the ability to influence the
political process
7. Enhanced Human Resource Skills
• Team building
• Effective listening and negotiation
• Motivation and leadership
• Working with distributed, virtual project teams
• Emotional intelligence
8. Dynamic Business Skills
• Flexibility
• Multi-tasking
• Critical thinking
• Optimal use of common sense
• Innovation/entrepreneurship
• Communication skills using new multi-media
technologies
• Cross-cultural competencies
• Risk identification, estimation and control
• Avoiding problems rather than solving them
9. What Next?
• BEST Education Network will house this
initiative
• Now defining the process to proceed
• Will research innovative education systems in
other fields
• Future Meetings
• 2-3 year process to produce Values-Based
Framework
10. OECD Center for Education, Research and
Innovation (CERI) suggests 4 scenarios
Open Networking
• Networking of institutions, scholars, students and industry: collaboration nor
competition; harmonization of systems, English as lingua franca
Serving Local Communities
• Backlash from Globalization; focus on national and local missions, embedded
in local and regional communities; a few elite universities connected to
international networks; academic research declines
New Public Management
• Universities are autonomous, some govt funding but increasingly funded by
industry and other funders: institutions specialize more; define different
missions
Higher Education, Inc.
• Universities compete globally on a commercial basis; teaching and research
become disconnected; heavy competition for super-star researchers.
