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Recreation, Parks and Tourism Administration
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The Trouble With Tourism, Steven J. Hollenhorst, Susan Houge Mackenzie, David M. Ostergren
The Trouble With Tourism, Steven J. Hollenhorst, Susan Houge Mackenzie, David M. Ostergren
Recreation, Parks and Tourism Administration
The hegemonic view of tourism is as a global panacea for struggling peoples, environments and economies (Smith and Brent 2001). This article begins by arguing that increasing worldwide risks from human-induced climate change fundamentally alter the veracity of this prediction claim. As one of the world’s largest industries, tourism is also one of the largest emitters of carbon, primarily from air transport. Far from standing apart from our carbon-dependent economy, tourism is quite profoundly a creation of that economy and cannot be an antidote to the very stuff of which it is made. Further, to the extent that tourism functions …
The Psychological Experience Of River Guiding: Exploring The Protective Frame And Implications For Guide Well-Being, Susan Houge Mackenzie, John H. Kerr
The Psychological Experience Of River Guiding: Exploring The Protective Frame And Implications For Guide Well-Being, Susan Houge Mackenzie, John H. Kerr
Recreation, Parks and Tourism Administration
Adventure tours are a fast-growing segment of the tourism market and guide behaviour has been identified as a critical factor in tourist satisfaction. However, little research has investigated guides’ emotional and motivational experiences and implications for psychological well-being. This study analyses critical incidents from autoethnographical data captured during a 10-year span of white-water river guiding in the northern and southern hemispheres. Reversal theory constructs inform analysis of psychological states and emotions experienced throughout guide training, development, and river trip interactions. Factors that may influence guides’ 'protective frames’, emotions, and motivational states are discussed, along with implications for guide and client …
Engaging Youth In Lifelong Outdoor Adventure Activities Through A Nontraditional Public School Physical Education Program, Keri Schwab, Daniel Dustin
Engaging Youth In Lifelong Outdoor Adventure Activities Through A Nontraditional Public School Physical Education Program, Keri Schwab, Daniel Dustin
Recreation, Parks and Tourism Administration
No abstract provided.
Confidence Frames And The Mastery Of New Challenges In The Motivation Of An Expert Skydiver, John H. Kerr, Susan Houge Mackenzie
Confidence Frames And The Mastery Of New Challenges In The Motivation Of An Expert Skydiver, John H. Kerr, Susan Houge Mackenzie
Recreation, Parks and Tourism Administration
The main objective was to further unravel the experience of motivation in an expert male skydiver by investigating: (1) his general experience of motivation and perception of the dangers of skydiving; (2) his pursuit of new challenges and learning new skills as factors in maintaining motivation; (3) evidence of a mastery-based confidence frame in his motivational experience. This was a unique case study informed by reversal theory. The participant’s perception of skydiving was that it was not a risky or dangerous activity and a primary motive for his involvement in skydiving was personal goal achievement. Maintaining control and mastery during …
Tripping And Falling Into The Future: An Eolithic Perspective, Daniel L. Dustin, Keri A. Schwab
Tripping And Falling Into The Future: An Eolithic Perspective, Daniel L. Dustin, Keri A. Schwab
Recreation, Parks and Tourism Administration
Thirty years ago, Dustin and McAvoy (1984) published an essay in Environmental Ethics titled Toward Environmental Eolithism. The article compared and contrasted two distinct orientations to environmental planning and management: the design mentality and the eolithic mentality. The authors concluded that the more popular design mentality lacked sufficient flexibility and adaptability to maximize performance, and that the more obscure eolithic mentality was a superior orientation to environmental planning and management. In this article we extend the logic of that Environmental Ethics essay to criticize a popular offshoot of the design mentality strategic planning as it is commonly conducted in the …
Unifying Psychology And Experiential Education: Toward An Integrated Understanding Of Why It Works, Susan Houge Mackenzie, Julie S. Son, Steve Hollenshorst
Unifying Psychology And Experiential Education: Toward An Integrated Understanding Of Why It Works, Susan Houge Mackenzie, Julie S. Son, Steve Hollenshorst
Recreation, Parks and Tourism Administration
This article examines the significance of psychology to experiential education (EE) and critiques EE models that have developed in isolation from larger psychological theories and developments. Following a review of literature and current issues, select areas of psychology are explored with reference to experiential learning processes. The state of knowledge and emerging paradigms in positive psychology, self-determination theory, flow theory, and neuropsychology are explored in an effort to better understand the mechanisms underpinning experiential learning and program development. Implications for practitioners and future research directions are discussed in relation to these emerging bodies of knowledge.
Service First: Embracing The Scholarship On Teaching And Learning Through Active Engagement In Parks, Recreation, And Tourism Education, Keri Schwab, Brian Greenwood, Daniel Dustin
Service First: Embracing The Scholarship On Teaching And Learning Through Active Engagement In Parks, Recreation, And Tourism Education, Keri Schwab, Brian Greenwood, Daniel Dustin
Recreation, Parks and Tourism Administration
In this article, we turn the tripartite responsibility of teaching, scholarship, and service inside out. Rather than considering service to be a poor stepchild to scholarship and teaching, we reason that service as engaged scholarship should be the centerpiece of academic life, especially in an applied discipline like parks, recreation, and tourism. We reason further that improving engaged service should be the driving force behind good teaching, student learning, and scholarship. Finally, we reason that “impact factor,” a term commonly limited to citations in scholarly journals, should be expanded to include positive differences made on the ground in professional practice …