Abstract
Evolving trends in event management, characterized by the rise of online events, hybrid formats, and virtual platforms, demand a revised educational approach incorporating a human-centered psychological perspective. The Taxonomy of Event Psychology Knowledge and Competencies (TEPKC), a 7-level framework, is introduced to integrate psychology into event management curricula. This framework's practical application is illustrated in a distance learning module on event psychology, which includes insights into specific contents, didactic methods, and teaching materials. The discussion concludes by addressing limitations and emphasizing the need for continuous adaptation in educational approaches to keep pace with current trends in event management.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ajanovic, E., & Çizel, B. (2021). How interdisciplinarity helps knowledge production: Reflections on a doctoral dissertation. Journal of Hospitality, Leisure, Sport & Tourism Education, 28, 100310. https://doi.org/10.1016/j.jhlste.2021.100310
Alexakis, G., & Jiang, L. (2019). Industry Competencies and the Optimal Hospitality Management Curriculum: An Empirical Study. Journal of Hospitality & Tourism Education, 31(4), 210–220. https://doi.org/10.1080/10963758.2019.1575748
Anderson, L., & Krathwohl, D. (2000). Taxonomy of Teaching and Learning: A Revision of Bloom’s Taxonomy of Educational Objectives. In A. Woolfolk (Ed.), Educational psychology (pp. 479–480), Boston.
Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). The Taxonomy of educational objectives, handbook I: The Cognitive domain, New York.
Chathoth, P., & Sharma, A. (2007). Core curricular issues in hospitality and tourism education – Present structure and future directions. Journal of Hospitality & Tourism Education, 19(1), 10–19. https://doi.org/10.1080/10963758.2007.10696878
Christou, E. (2002). Revisiting competencies for hospitality management: Contemporary views of the stakeholders. Journal of Hospitality & Tourism Education, 14(1), 25–32. https://doi.org/10.1080/10963758.2002.10696721
Dinkel, M., Ronft, S., & Zwingenberger, I. (2021). Eventpsychologie in der akademischen Lehre und beruflichen Weiterbildung. In S. Ronft (Ed.), Eventpsychologie: Veranstaltungen wirksam optimieren: Grundlagen, Konzepte, Praxisbeispiele (pp. 93–108), Wiesbaden. https://doi.org/10.1007/978-3-658-28888-4_6
Dredge, D., Benckendorff, P., Day, M., Gross, M., Walo, M., Weeks, P., & Whitelaw, P. (2013). Drivers of change in tourism, hospitality, and event management education: An Australian perspective. Journal of Hospitality & Tourism Education, 25(2), 89–102. https://doi.org/10.1080/10963758.2013.805091
Drengner, J. (2009). Imagewirkungen von Eventmarketing: Entwicklung eines ganzheitlichen Messansatzes. Chemnitz, Techn. Univ., Diss., 2003 (3rd ed.), Wiesbaden.
Drengner, J. (2022). „Live is Life“? – Erlebnisqualität und Wertstiftung virtueller Veranstaltungen. In C. Zanger (Ed.), Research. Events und Wege aus der Krise: „The New Normal“ aus Sicht von Wissenschaft und Praxis (pp. 69–90), Wiesbaden. https://doi.org/10.1007/978-3-658-35165-6_5
Du, B., Tandoc, M., Mack, M., & Siegel, J. (2020). Indoor CO2 concentrations and cognitive function: A critical review. Indoor Air, 30(6), 1067–1082. https://doi.org/10.1111/ina.12706
Fiegel, A., Childress, A., Beekman, T., & Seo, H.-S. (2019). Variations in food acceptability with respect to pitch, tempo, and volume levels of background music. Multisensory Research, 32(4–5), 319–346. https://doi.org/10.1163/22134808-20191429
Georgi, R. von; Starcke, K. (2021). Theorien und Messung von Emotionen. In S. Ronft (Ed.), Eventpsychologie: Veranstaltungen wirksam optimieren: Grundlagen, Konzepte, Praxisbeispiele (pp. 607–636), Wiesbaden. https://doi.org/10.1007/978-3-658-28888-4_26
Georgi, R. von; Wünsch, U. (2021). Event Experience. In S. Ronft (Ed.), Eventpsychologie: Veranstaltungen wirksam optimieren: Grundlagen, Konzepte, Praxisbeispiele (pp. 659–667), Wiesbaden. https://doi.org/10.1007/978-3-658-28888-4_28
Grützmacher, L., Schermuly, C., & Rozsa, J. (2021). Das CORE-Prinzip. Vorstellung und Evaluation eines kompetenzorientierten, hochschulübergreifenden Studienmodells. Die Hochschullehre, 7(27). https://doi.org/10.3278/HSL2127W
Hagen, D. (2020). Industrie 4.0/Logistik 4.0: Potenziale für eine nachhaltige Event-Transportlogistik – Oder: Interdisziplinäre Ansätze zur Curricula-Entwicklung durch Logistik. In G. Gehrke & I. Thilo (Ed.), Trends in Event Education (pp. 73–87), Wiesbaden. https://doi.org/10.1007/978-3-658-31198-8_6
Hsieh, P. (2013). Curriculum planning of MICE course in continuing education. Journal of Hospitality, Leisure, Sport & Tourism Education, 13(2013), 107–122. https://doi.org/10.1016/j.jhlste.2013.08.002
Hygge, S., & Knez, I. (2001). Effects of noise, heat and indoor lighting on cognitive performance and self-recorded affect. Journal of Environmental Psychology, 21(3), 291–299. https://doi.org/10.1006/jevp.2001.0222
International Association for Continuing Education and Training (2017). Bloom’s taxonomy, Sterling.
Jiang, J., & Schmader, S. (2014). Event management education and professionalism: The view from the trenches. Event Management, 18(1), 25–37. https://doi.org/10.3727/152599514X13883555341814
Jones, D. (2010). Developing a convention and event management curriculum in Asia: Using Blue Ocean Strategy and co-creation with industry. Journal of Convention & Event Tourism, 11(2), 154–158. https://doi.org/10.1080/15470148.2010.485260
Kabirikopaei, A., Lau, J., Nord, J., & Bovaird, J. (2021). Identifying the K-12 classrooms’ indoor air quality factors that affect student academic performance. The Science of the Total Environment, 786, 147498. https://doi.org/10.1016/j.scitotenv.2021.147498
Khanh, T., Bodrogi, P., & Trinh, Q. (2022). Beleuchtung in Innenräumen - human centric integrative lighting: Technologie, Wahrnehmung, nichtvisuelle Effekte, Weinheim.
Kim, Y., Savage, K., Howey, R., & van Hoof, H. (2009). Academic foundations for hospitality and tourism research: A reexamination of citations. Tourism Management, 30(5), 752–758. https://doi.org/10.1016/j.tourman.2008.11.016
Kim, Y. H., & Kaewnuch, K. (2018). Finding the gaps in event management research: A descriptive meta-analysis. Event Management, 22(3), 453–467. https://doi.org/10.3727/152599518X15258922919408
Kong, Z., Liu, Q., Li, X., Hou, K., & Xing, Q. (2022). Indoor lighting effects on subjective impressions and mood states: A critical review. Building and Environment, 224(1), 109591. https://doi.org/10.1016/j.buildenv.2022.109591
Künzer, L., & Hofinger, G. (2021). Veranstaltungen und Besuchersicherheit. In S. Ronft (Ed.), Eventpsychologie: Veranstaltungen wirksam optimieren: Grundlagen, Konzepte, Praxisbeispiele (pp. 515–542), Wiesbaden. https://doi.org/10.1007/978-3-658-28888-4_23
Lasslop, I. (2003). Effektivität und Effizienz von Marketing-Events: Wirkungstheoretische Analyse und empirische Befunde, Wiesbaden.
Lee, S., Shin, H., & Jeong, M. (2020). Are students ready for their future career in the event and meeting industry? Lessons from a comparative study between students and event and meeting professionals. Journal of Hospitality & Tourism Education, 32(2), 77–87. https://doi.org/10.1080/10963758.2019.1654886
Leung, X., Wen, H., & Jiang, L. (2018). What do hospitality undergraduates learn in different countries? An international comparison of curriculum. Journal of Hospitality, Leisure, Sport & Tourism Education, 22(2018), 31–41. https://doi.org/10.1016/j.jhlste.2018.01.001
Liu, X., Seevers, R., & Lin, H. (2022). Employability skills for MICE management in the context of ICTs. PloS One, 17(7), e0271430. https://doi.org/10.1371/journal.pone.0271430
Loewen, L., & Suedfeld, P. (1992). Cognitive and arousal effects of masking office noise. Environment and Behavior, 24(3), 381–395. https://doi.org/10.1177/0013916592243006
Mehrabian, A. (1995). Framework for a comprehensive description and measurement of emotional states. Genetic, Social, and General Psychology Monographs, 121(3), 339–361.
Mehrabian, A. (1996). Pleasure-arousal-dominance: A general framework for describing and measuring individual differences in Temperament. Current Psychology, 14(4), 261–292. https://doi.org/10.1007/BF02686918
Mehrabian, A., & Russell, J. (1974). The basic emotional impact of environments. Perceptual and Motor Skills, 38(1), 283–301. https://doi.org/10.2466/pms.1974.38.1.283
Mehta, R., Zhu, R., & Cheema, A. (2012). Is noise always bad? Exploring the effects of ambient noise on creative cognition. Journal of Consumer Research, 39(4), 784–799. https://doi.org/10.1086/665048
Michael Dunning, J. (2019). Professional superheroes: Are changes in higher education stretching hospitality management academics’ professionalism to the limit? Journal of Hospitality, Leisure, Sport & Tourism Education, 25, 100200. https://doi.org/10.1016/j.jhlste.2019.100200
Nelson, K., & Silvers, J. (2009). Event management curriculum development and positioning: A path toward professionalization. Journal of Hospitality & Tourism Education, 21(2), 31–39. https://doi.org/10.1080/10963758.2009.10696942
North, A., & Hargreaves, D. (1998). The effect of music on atmosphere and purchase intentions in a cafeteria. Journal of Applied Social Psychology, 28(24), 2254–2273. https://doi.org/10.1111/j.1559-1816.1998.tb01370.x
Nufer, G. (2006). Event-Marketing: Theoretische Fundierung und empirische Analyse unter besonderer Berücksichtigung von Imagewirkungen. Univ., Diss., Tübingen, (2nd ed.), Wiesbaden.
Presbury, R., & Edwards, D. (2005). Incorporating sustainability in meetings and event management education. International Journal of Event Management Research, 1, 30–45.
Reinhardt, J. (2021). Der Einsatz von Musik im Gastronomie- und Veranstaltungskontext. In S. Ronft (Ed.), Eventpsychologie: Veranstaltungen wirksam optimieren: Grundlagen, Konzepte, Praxisbeispiele (pp. 267–285, Wiesbaden. https://doi.org/10.1007/978-3-658-28888-4_13
Ronft, S. (2020). Event Psychology: An interdisciplinary approach. In K. Werner & Y. Ding (Ed.), Events – Future, trends, perspectives: An international approach (pp. 97–113), München. https://doi.org/10.36198/9783838552538
Ronft, S. (2021a). Behavior Patterns. In S. Ronft (Ed.), Eventpsychologie: Veranstaltungen wirksam optimieren: Grundlagen, Konzepte, Praxisbeispiele (pp. 313–366), Wiesbaden. https://doi.org/10.1007/978-3-658-28888-4_15
Ronft, S. (2021b). Eventpsychologie – Ein interdisziplinärer Ansatz. In S. Ronft (Ed.), Eventpsychologie: Veranstaltungen wirksam optimieren: Grundlagen, Konzepte, Praxisbeispiele (pp. 43–53), Wiesbaden. https://doi.org/10.1007/978-3-658-28888-4_3
Ronft, S. (Ed.) (2021c). Eventpsychologie: Veranstaltungen wirksam optimieren: Grundlagen, Konzepte, Praxisbeispiele, Wiesbaden. https://doi.org/10.1007/978-3-658-28888-4
Ronft, S. (2021d). Research Insights – Eventpsychologie in der Hochschulforschung. In S. Ronft (Ed.), Eventpsychologie: Veranstaltungen wirksam optimieren: Grundlagen, Konzepte, Praxisbeispiele (pp. 63–92), Wiesbaden. https://doi.org/10.1007/978-3-658-28888-4_5
Ronft, S. (2021e). Visuelle Kommunikation bei Veranstaltungen. In S. Ronft (Ed.), Eventpsychologie: Veranstaltungen wirksam optimieren: Grundlagen, Konzepte, Praxisbeispiele (pp. 201–230), Wiesbaden. https://doi.org/10.1007/978-3-658-28888-4_10
Ronft, S., & Briesemeister, B. (2021). Neurokommunikation im Eventkontext. In S. Ronft (Ed.), Eventpsychologie: Veranstaltungen wirksam optimieren: Grundlagen, Konzepte, Praxisbeispiele (pp. 379–426), Wiesbaden. https://doi.org/10.1007/978-3-658-28888-4_17
Ryan, W. (2016). How do you „do“ event management education (EME)? A case study of event management higher education awards. Event Management, 20(1), 69–80. https://doi.org/10.3727/152599516X14538326025116
Sakschewski, T. (2020). Trends sind immer von gestern – Ein kompetenz-basierter Edukationsansatz. In G. Gehrke & I. Thilo (Ed.), Trends in event education (pp. 31–37), Wiesbaden. https://doi.org/10.1007/978-3-658-31198-8_3
Satish, U., Mendell, M., Shekhar, K., Hotchi, T., Sullivan, D., Streufert, S., & Fisk, W. (2012). Is CO2 an indoor pollutant? Direct effects of low-to-moderate CO2 concentrations on human decision-making performance. Environmental Health Perspectives, 120(12), 1671–1677. https://doi.org/10.1289/ehp.1104789
Silvers, J., Bowdin, G., O’Toole, W., & Nelson, K. (2005). Towards an international event management body of knowledge (EMBOK). Event Management, 9(4), 185–198. https://doi.org/10.3727/152599506776771571
Tang, H.-W. (2014). Constructing a competence model for international professionals in the MICE industry: An analytic hierarchy process approach. Journal of Hospitality, Leisure, Sport & Tourism Education, 15(2014), 34–49. https://doi.org/10.1016/j.jhlste.2014.04.001
Thilo, I. (2020). Trends in der Veranstaltungswirtschaft und deren Berücksichtigung in der Hochschullehre – Eine Einführung. In G. Gehrke & I. Thilo (Ed.), Trends in event education (pp. 1–15), Wiesbaden. https://doi.org/10.1007/978-3-658-31198-8_1
Venske, E. (2021). Quality education: Industry contributions to embed sustainability in a meeting and event management curriculum. International Journal of Event and Festival Management, 12(3), 297–313. https://doi.org/10.1108/IJEFM-12-2020-0079
Vetter, C., Pattison, P., Houser, K., Herf, M., Phillips, A., Wright, K., Skene, D., Brainard, G., Boivin, D., & Glickman, G. (2022). A review of human physiological responses to light: Implications for the development of integrative lighting solutions. LEUKOS, 18(3), 387–414. https://doi.org/10.1080/15502724.2021.1872383
Walas, B., Nocoń, M., Nemethy, S., Petrovič, F., & Oleksa-Kaźmierczak, A. (2021). Diagnosis of competencies in the meetings industry in Poland, Hungary and Ireland in post-COVID-19 period. Problems and Perspectives in Management, 19(4), 198–212. https://doi.org/10.21511/ppm.19(4).2021.17
Walters, T. (2021). Delivering employable event studies graduates: Student perspectives on the benefits of experiential learning. Event Management, 25(5), 521–533. https://doi.org/10.3727/152599518X15299559637653
Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches. Assessment & Evaluation in Higher Education, 38(4), 477–491. https://doi.org/10.1080/02602938.2012.658018
Weiler, B., Moyle, B., & McLennan, C. (2012). Disciplines that influence tourism doctoral research. Annals of Tourism Research, 39(3), 1425–1445. https://doi.org/10.1016/j.annals.2012.02.009
Werner, K., Griese, K.-M., & Hogg, J. (2020). The service-dominant logic, value cocreation and the impact on universities’ event management curricula. In G. Gehrke & I. Thilo (Ed.), Trends in Event Education, (pp. 113–127), Wiesbaden. https://doi.org/10.1007/978-3-658-31198-8_9
Werner, K., Wang, C., & Gray, C. (2018). Comparative global perspectives of event management education: Lessons from a Sino-German double degree event management program. Event Management, 22(6), 1027–1046. https://doi.org/10.3727/152599518X15346132863274
Wilson, S. (2003). The effect of music on perceived atmosphere and purchase intentions in a restaurant. Psychology of Music, 31(1), 93–112. https://doi.org/10.1177/0305735603031001327
Wrathall, J., & Richardson, L. (2019). Better together: Negotiating the tension between liberal and practical knowledge in event management curriculum design. In S. Beeton & A. Morrison (Ed.), Tourism, Hospitality & Event Management. The Study of Food, Tourism, Hospitality and Events (pp. 107–119), Singapore. https://doi.org/10.1007/978-981-13-0638-9_10
Wrobel, A., & Winnen, L. (2021). Bedeutung und Einsatz der Eventpsychologie. In S. Ronft (Ed.), Eventpsychologie: Veranstaltungen wirksam optimieren: Grundlagen, Konzepte, Praxisbeispiele (pp. 55–62), Wiesbaden. https://doi.org/10.1007/978-3-658-28888-4_4
Yang, W., & Moon, H. (2018). Combined effects of sound and illuminance on indoor environmental perception. Applied Acoustics, 141(2018), 136–143. https://doi.org/10.1016/j.apacoust.2018.07.008
Zanger, C. (2010). Stand und Perspektiven der Eventforschung – Eine Einführung. In C. Zanger (Ed.), Markenkommunikation und Beziehungsmarketing. Stand und Perspektiven der Eventforschung (pp. 1–12), Wiesbaden. https://doi.org/10.1007/978-3-8349-8922-2_1
Zanger, C. (2021). Events als Forschungsgegenstand. In S. Ronft (Ed.), Eventpsychologie: Veranstaltungen wirksam optimieren: Grundlagen, Konzepte, Praxisbeispiele (pp. 3–20), Wiesbaden. https://doi.org/10.1007/978-3-658-28888-4_1
Zanger, C., & Sistenich, A. (1996). Eventmarketing, Bestandsaufnahme, Standortbestimmung und ausgewählte theoretische Ansätze zur Erklärung eines innovativen Kommunikationsinstruments. Marketing ZFP; Journal of Research and Management, 18(4), 233–242.
Zeng, X., & Yang, J. (2011). Industry perceptions of the event management curriculum in Shanghai. Journal of Convention & Event Tourism, 12(3), 232–239. https://doi.org/10.1080/15470148.2011.598362
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2024 Der/die Autor(en), exklusiv lizenziert an Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature
About this chapter
Cite this chapter
Ronft, S. (2024). Dare more Psychology – Taxonomy of Event Psychology Knowledge and Competencies for Contemporary Event Education (TEPKC). In: Zanger, C. (eds) Events und Zukunftsstrategien in der Live-Kommunikation. Markenkommunikation und Beziehungsmarketing. Springer Gabler, Wiesbaden. https://doi.org/10.1007/978-3-658-43180-8_10
Download citation
DOI: https://doi.org/10.1007/978-3-658-43180-8_10
Published:
Publisher Name: Springer Gabler, Wiesbaden
Print ISBN: 978-3-658-43179-2
Online ISBN: 978-3-658-43180-8
eBook Packages: Business and Economics (German Language)