title: Exploring attitudes of Omani students towards vacations

authors: Mohsin, Asad

subjects: travel motivations

abstract: This study uses the theory of ‘push’ and ‘pull’ travel motivations to investigate holidaying attributes of Omani students studying at the Colleges of Applied Sciences, Ministry of Higher Education in Oman. The results indicate that the three most important push motivations for Omani students to travel abroad were ‘to be mentally refreshed’, followed by ‘to learn something new or increase my knowledge’, and ‘to spend my time without worrying about my study’. The pull factors were such as ‘safety and security at destination even when travelling alone’, ‘natural attractions (sea, beach, coral, mountain, lakes, rivers, streams, wildlife)’, and ‘availability of mosques (places of worship)’. Furthermore, the study indicates that gender had a significant impact on some of the travel motivations.

text: Exploring attitudes of Omani students towards vacations This study uses the theory of ‘push’ and ‘pull’ travel motivations to investigate holidaying attributes of Omani students studying at the Colleges of Applied Sciences, Ministry of Higher Education in Oman. The results indicate that the three most important push motivations for Omani students to travel abroad were ‘to be mentally refreshed’, followed by ‘to learn something new or increase my knowledge’, and ‘to spend my time without worrying about my study’. The pull factors were such as ‘safety and security at destination even when travelling alone’, ‘natural attractions (sea, beach, coral, mountain, lakes, rivers, streams, wildlife)’, and ‘availability of mosques (places of worship)’. Furthermore, the study indicates that gender had a significant impact on some of the travel motivations.

year: 2011

title: Incorporating critical pedagogy into the scholarship of teaching and learning: making the journey alongside our students

authors: Grant, Suzanne Lisa Parker

subjects: management studies

abstract: In this paper we draw on our teaching and learning experiences in the management classroom, to illustrate how reflective teaching practices and experiential learning can be used to incorporate critical pedagogy into the SoTL. The exercise described within is one which, at first glance, appears very simple and straight forward, and is perhaps the most basic example of all our experiential practices. However, we found this simple exercise to have powerful learning and reflection effects for both the students and ourselves. This experience, and our subsequent pedagogical reflection, reaffirms the need for educators to remain present in the classroom, and reflective about the impacts of their teaching practices on students.

text: Incorporating critical pedagogy into the scholarship of teaching and learning: making the journey alongside our students In this paper we draw on our teaching and learning experiences in the management classroom, to illustrate how reflective teaching practices and experiential learning can be used to incorporate critical pedagogy into the SoTL. The exercise described within is one which, at first glance, appears very simple and straight forward, and is perhaps the most basic example of all our experiential practices. However, we found this simple exercise to have powerful learning and reflection effects for both the students and ourselves. This experience, and our subsequent pedagogical reflection, reaffirms the need for educators to remain present in the classroom, and reflective about the impacts of their teaching practices on students.

year: 2010

title: Dual cultural identity and tangihanga: Conflict, resolution and unexpected outcomes

authors: Edge, Kiri

subjects: bereavement

abstract: New Zealand has a significant number of dual-cultural whānau (families) which incorporate the identities of both Pākehā (New Zealander of European descent) and Māori (indigenous peoples of New Zealand). Little attention has been paid to the bereavement processes that will inevitably impact upon the lives of these whānau/families. As part of the Tangihanga Research Programme based at The University of Waikato, a directed study was conducted with a participant whose family/whānau included two life ways: Māori and Pākehā. An open-ended narrative approach was used to explore the participant’s bereavement after the death of his beloved wife. Two central themes emerged within the narrative, which related to conflict and eventual resolution. Decision-making processes and language played significant roles in the conflict experienced by the participant. Communication and compromise helped to resolve these conflicts. Unexpected outcomes included new understandings and strengthened connections between the participant and his wife’s marae.

text: Dual cultural identity and tangihanga: Conflict, resolution and unexpected outcomes New Zealand has a significant number of dual-cultural whānau (families) which incorporate the identities of both Pākehā (New Zealander of European descent) and Māori (indigenous peoples of New Zealand). Little attention has been paid to the bereavement processes that will inevitably impact upon the lives of these whānau/families. As part of the Tangihanga Research Programme based at The University of Waikato, a directed study was conducted with a participant whose family/whānau included two life ways: Māori and Pākehā. An open-ended narrative approach was used to explore the participant’s bereavement after the death of his beloved wife. Two central themes emerged within the narrative, which related to conflict and eventual resolution. Decision-making processes and language played significant roles in the conflict experienced by the participant. Communication and compromise helped to resolve these conflicts. Unexpected outcomes included new understandings and strengthened connections between the participant and his wife’s marae.

year: 2010