Jogging: A Holistic Integrative Experience

Intermodal mobility services are enabled by the complex orchestrations of different service providers and resources. Looking at users, service providers aim to offer users a great holistic experience across the entire journey. For designing the holistic mobility experience, methods and tools must be provided that address the emerging challenges. This article examines the method experience map to apply it to the field of mobility. The goal is to create assistance for the design activities: Understanding existing experience, exploring service ideas and communicating service concepts. Based on a best practice analysis, the article investigates the structure of currently used experience maps. Building on these results, a two-stage expert study is conducted in order to provide a framework for the creation and analysis of a mobility experience map. Finally, the article discusses the implications for the analysis of the holistic experience using the mobility experience map.

PurposeDespite the burgeoning popularity of virtual gifting in live streaming, research lacks an in-depth understanding of the drivers behind this behavior. Using para-social relationship (PSR), this study aims to capture viewers’ lively social feelings toward the streamer as the key factor leading to the purchase behavior of virtual gifts. It also aims to establish a theoretical link between PSR and viewers’ holistic experience in live streaming as captured by cognitive absorption and aims to investigates the role of technological features (i.e. viewer–streamer and viewer–viewer interactivity, streamer-level and viewer-level deep profiling and design aesthetics) in shaping viewers’ experience.Design/methodology/approachBased on 433 survey responses, this study employs a combination of structural equation modeling and neural networks to offer valuable insights into the relationships between the technological environment, viewer experience and viewer behavior.FindingsOur results highlight the salience of PSR in promoting the purchase of virtual gifts through cognitive absorption and the importance of the technological environment in eliciting the viewer experience. This study sheds light on the development of PSR in a technological environment and its relationship with cognitive absorption.Originality/valueBy applying PSR to conceptualize viewers’ perceived connection with the streamer, this study extends the research on purchase behavior in the non-shopping context by providing an enlightened understanding of virtual gift purchase behavior in live streaming. Moreover, by theoretically linking PSR with cognitive absorption, virtual gift purchase and technological features of live streaming, it enriches the theory of PSR and bridges the gap between the design practice of supporting the IT infrastructure of live streaming and research.

Author/s Irina Argüelles ÁlvarezUniversidad Politécnica de Madrid, Spain ABSTRACT This paper aims to outline a theory-based Content and Language Integrated Learning course and to establish the rationale for adopting a holistic approach to the teaching of languages in tertiary education. Our work focuses on the interdependence between Content and Language Integrated Learning (CLIL), and the use of Information and Communication Technologies (ICT), in particular regarding the learning of English within the framework of Telecommunications Engineering. The study first analyses the diverse components of the instructional approach and the extent to which this approach interrelates with technologies within the context of what we have defined as a holistic experience, since it also aims to develop a set of generic competences or transferable skills. Second, an example of a course project framed in this holistic approach is described in order to exemplify the specific actions suggested for learner autonomy and CLIL. The approach provides both an adequate framework as well as the conditions needed to carry out a lifelong learning experience within our context, a Spanish School of Engineering. In addition to specialized language and content, the approach integrates the learning of skills and capacities required by the new plans that have been established following the Bologna Declaration in 1999.

PurposeThis paper undertakes a comprehensive analysis to explore the strategic implications of the evolution of tourism in Asia, with a specific focus on innovation and sustainability. It synthesises findings from 13 critical studies from this special issue of the Worldwide Hospitality and Tourism Themes, ensuring that all key aspects of digital transformation, experiential travel, sustainable practices and wellness tourism are covered.Design/methodology/approachThe study employs a qualitative synthesis approach, reviewing findings from critical Asian tourism studies. The selected studies were identified based on their relevance to digital transformation, experiential travel, sustainable practices and wellness tourism. Common themes, policy implications and, most importantly, practical applications that policymakers and practitioners can implement are integrated into a comprehensive framework.FindingsThe analysis critically reveals that digital transformation enhances customer engagement and market adaptation through technological innovations and data-driven marketing. It underscores the necessity of product diversification and cultural immersion in experiential travel, urging policymakers and practitioners to foster creativity. Sustainable practices demand robust policy development, ESG integration and community-based tourism. Furthermore, wellness tourism emphasises the importance of service innovation and personalised wellness journeys, catering to the needs of tourists’ holistic experiences. These findings call for strategic and creative responses to meet the evolving market and consumer demands.Practical implicationsThe findings provide actionable recommendations for policymakers and practitioners. Governments should support sustainable policies, encourage community involvement and play a crucial role in promoting digital literacy. This responsibility and empowerment to foster digital literacy should inspire policymakers and practitioners. Besides, tourism businesses should invest in digital platforms, create unique cultural experiences, integrate ESG principles and develop innovative wellness services.Originality/valueThis paper offers a comprehensive analysis of strategic implications for Asian tourism evolution, integrating findings from multiple studies to provide a holistic view of innovation and sustainability. It contributes to the literature by offering a roadmap for future tourism development that addresses current challenges and opportunities.

Patients undergoing surgery in the UK are seeing a rise in the development of enhanced recovery programmes as a result of increasing medical advances. Enhanced recovery is concerned with helping patients get better sooner after an operation by following a meticulous regime of care. The practical application of these programmes is undertaken largely by nurses, despite encompassing explicit, medically-driven protocols. However, beyond the professional knowledge and skills required to aid the programmes, nursing knowledge has contributed little to this rapidly developing aspect of surgery to date. Nursing has much to offer through future creation of centrally coordinated, surgical nursing units focusing on patients' holistic experience. This article will briefly describe enhanced recovery, identify aspects of nursing knowledge that can have a positive influence, and outline practical changes to assist the development of such programmes, thereby benefiting all patients undergoing elective surgery.

This chapter details the design and implementation of a beginning-level business Chinese curriculum with intercultural competence as the goal and Performed Culture as the pedagogical framework. Intercultural competence covers three domains – cognitive, behavioral, and affective (Bennett, 2009), and each domain highlights a particular aspect of intercultural competence: knowledge, skills, and attitudes. Performed Culture Approach (PCA) provides a useful framework to maximize the learners' holistic experience in each of the three domains by developing intercultural knowledge, skills, and attitudes. In PCA, performance is understood as a situated communicative event that can be concretely defined by specified time, place, roles, audience, and scripts (PARTS) (Walker, 2000). By consistently using performance as the basic instructional unit and explicitly specifying its five elements in language practice, the course maximizes students' opportunities for communication with “Chinese professionals” in various business situations. Instructor feedback informs learners of target cultural perspectives, helps them develop a more sophisticated understanding of Chinese-speaking cultures, and fosters curiosity and openness about the acceptable ways of doing business in China.

This study explored key dimensions of customers’ experiences with peer-to-peer (P2P) accommodations through Airbnb in China and developed a corresponding measurement scale. Thirty-four in-depth interviews were conducted with Airbnb customers. A pilot study and main survey were implemented to collect data. Exploratory factor analysis was performed, and five factors related to the customer experience were extracted: tangible and sensory experiences, host, cultural experience, interaction with peer guests, and location. Confirmatory factor analysis was performed using data gathered from the main survey. This study contributes to the literature by capturing customers’ holistic experiences in the Chinese market via empirical testing. Theoretical and practical implications are also discussed.

Student engagement is essential for creating a holistic university experience that extends beyond academic achievement. However, despite strategic frameworks aimed at fostering transformative experiences at the University of Otago, genuine student engagement remains a challenge. Previous initiatives have relied on metrics like attendance and social media insights, which fail to capture meaningful participation and its impact on student experiences. This research investigates student engagement using the case study of Te Oraka, a student-led space promoting sustainable solutions, to explore how non-academic initiatives can enhance student involvement. Through stakeholder insights and a review of current engagement strategies, this study evaluates the effectiveness of existing approaches and identifies successful practices for designing impactful student initiatives. The findings provide actionable recommendations for improving student engagement, contributing to a more enriching and holistic student experience at the University of Otago.

The role of modern engineers as problem-definer often require collaborating with cross-disciplinary teams of professionals to understand and effectively integrate the role of other disciplines and accelerate innovation. To prepare future engineers for this emerging role, undergraduate engineering students should engage in collaborative and interdisciplinary activities with faculties and students from various disciplines (e.g., engineering and social science). Such cross-disciplinary experiences of undergraduate engineering students are not common in today's university curriculum. Through a project funded by the division of Engineering Education and Centers (EEC) of the National Science Foundation (NSF), a research team of the West Virginia University developed and offered a Holistic Engineering Project Experience (HEPE) to the engineering students. Holistic engineering is an approach catering to the overall engineering profession, instead of focusing on any distinctive engineering discipline such as electrical, civil, chemical, or mechanical engineering. Holistic Engineering is based upon the fact that the traditional engineering courses do not offer sufficient non-technical skills to the engineering students to work effectively in cross-disciplinary social problems (e.g., development of transportation systems and services). The Holistic Engineering approach enables engineering students to learn non-engineering skills (e.g., strategic communication skills) beyond engineering math and sciences, which play a critical role in solving complex 21st-century engineering problems. The research team offered the HEPE course in Spring 2020 semester, where engineering students collaborated with social science students (i.e., students from economics and strategic communication disciplines) to solve a contemporary, complex, open-ended transportation engineering problem with social consequences. Social science students also received the opportunity to develop a better understanding of technical aspects in science and engineering. The open-ended problem presented to the students was to "Restore and Improve Urban Infrastructure" in connection to the future deployment of connected and autonomous vehicles, which is identified as a grand challenge by the National Academy of Engineers (NAE). The findings of the HEPE offering revealed the effectiveness of implementing a cross-disciplinary course setting in enhancing the team learning experience of the engineering students. In the pre-survey, the similarity between the HEPE and traditional groups was observed in most surveyed constructs. HEPE students showed better performances in the majority of assessed constructs in mid-, and post-surveys than the traditional groups of engineering students. Increased trust while working with cross-disciplinary students and higher awareness and appreciation of their learning outcomes are expected to help engineering students learn non-technical professional skills and work effectively in a collaborative environment. Overall, the findings gathered from this initial HEPE offering can provide early evidence to the engineering and broader higher education community in promoting similar HEPE course offerings to advance the professional formation of engineers. In future, the findings of HEPE course offering in Spring 2020 semester will be compared with the findings of the HEPE course offering in Fall 2020 semester to investigate the consistency of the findings. In addition, future research will implement the HEPE concept in traditional engineering courses and evaluate engineering student's learning beyond the conventional/technical skills.

Olive tourism "The next big thing", as the

Flow Experience During Attentional Training Improves Cognitive Functions in Patients with Traumatic Brain Injury: An Exploratory Case Study

The increase of Japanese restaurants in Indonesia has raised questions about how to identify which restaurant that serve authentic taste of Japan, while many adapted to local preferences. This research purpose is to analyze the concept of authenticity in the context of operating a Japanese restaurants in Indonesia, along with the factors that made a Japanese restaurants being considered authentic in terms of taste. This research uses Ichirin Ramen Penuin Batam as a case study. This research is using qualitative method to analyze data, gathered through interviews with chefs and customers, direct observations of the food preparation process and the restaurants atmosphere. The results show how Ichirin Ramen Penuin Batam preserves authenticity through constructed balance between tradition and adaptation. Customers perceive authenticity not only through taste but also through presentation, service, and atmosphere, indicating that authenticity is a holistic experience rather than a fixed standard. The study highlights that Japanese restaurants abroad can sustain cultural credibility by balancing tradition at Batam.

The object of research was examination of the extent to which experience design contributes to the overall visitor experience at the traditional gastronomic festivals in Minho (Portugal). The Portugal traditional gastronomic festivals as well as culture are rich and diverse. But the results imply that the ability of these events to attract tourists from other regions and countries is not significant, since the majority of visitors are locals. There is a need to attract new tourist segments, but it is difficult to do using ineffective event design. The festivals need to create a more holistic experience that can attract more visitors each year. The survey based in a quantitative approach was developed and applied in the festival. This instrument provided important insights on the effectiveness of the strategy applied in the organization. A total of 232 valid questionnaires were applied, aimed to understand who the visitors are, their needs, behavior, feelings towards to the festival. Because it is very important to have this information to adapt the event in order to be competitive in the market. The results of this research suggest that the traditional gastronomic festivals have great development potential, if it makes the necessary adjustments needed to exceed customers’ expectations by developing unique experiences that engage visitors. Along with this information, recommendations for improvement of the festivals, which derived from the analysis undertaken, were presented. In preparing future editions of the events, the organizers should redesign their approach, taking into consideration the current and emerging tourism trends.

In Finland, Early Childhood Education and Care (ECEC) includes day care arrangements offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of the Finnish ECEC system, introduce its societal, organizational and curricular preconditions and discuss the current tensions and challenges faced.

Direct Assessment Initiatives within a Lifelong Learning Context