Simulated Pedagogies and Autoethnographic Reflections

  • Madelene McWha
Part of the Tourism, Hospitality & Event Management book series (THEM)


Adopting innovative, scholarly and reflective approaches to teaching practices can be a challenging task, yet students in our digital, information-rich age demand these skills from modern educators. This issue is addressed by exploring a case study regarding simulated pedagogies in the classroom environment using an autoethnographic approach. An educator reflects on and draws insights from her manifold roles and finds that while simulated games are not a panacea for higher education and can present varied challenges for students, educators and operators, they offer pedagogical value through learner engagement. This chapter also presents a call for increased dialogue about different teaching practices and experiences within the broader education sector to help bridge any perceived gaps between more industry-focussed practitioners and academia.


Autoethnography Simulations Innovative teaching Research informed teaching 


  1. Beeton, S. (2005). The case study in tourism research: A multi-method case study approach. In B. Ritchie, P. Burns, & C. Palmer (Eds.), Tourism research methods: Integrating theory with practice (pp. 37–48). Oxfordshire: CAB International.CrossRefGoogle Scholar
  2. Beeton, S. (2016a). The self as data: Autoethnographic approaches. Travel and Tourism Research Association International Conference 2016: Advancing Tourism Research Globally (pp. 1–2). Amherst: University of Massachusetts.Google Scholar
  3. Beeton, S. (2016b). Film-induced tourism (2nd ed.). Bristol: Channel View Publications.Google Scholar
  4. Benckendorff, P., Lohmann, G., Pratt, M., Whitelaw, P., Strickland, P., & Reynolds, P. (2015). Creating educator resources for online simulation-based pedagogies in tourism and hospitality. In E. Wilson & M. Witsel (Eds.), CAUTHE 2015: Rising Tides and Sea Changes: Adaptation and Innovation in Tourism and Hospitality (pp. 67–78). Gold Coast: School of Business and Tourism, Southern Cross University.Google Scholar
  5. Creswell, J. (2002). Educational research. New Jersey: Pearson Education.Google Scholar
  6. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Lincoln: Sage.Google Scholar
  7. Dalgarno, B., Kennedy, G., & Bennett, S. (2014). The impact of students’ exploration strategies on discovery learning using computer-based simulations. Educational Media International, 51(4), 310–329.CrossRefGoogle Scholar
  8. Denzin, N. K., & Lincoln, Y. S. (2000). The handbook of qualitative research (2nd ed.). Thousand Oaks: Sage.Google Scholar
  9. Douglas, A., Miller, B., Kwansa, F., & Cummings, P. (2007). Students’ perceptions of the usefulness of a virtual simulation in post-secondary hospitality education. Journal of Teaching in Travel & Tourism, 7(3), 1–19. Scholar
  10. Dyson, M. (2007). My story in a profession of stories: Auto ethnography—An empowering methodology for educators. Australian Journal of Teacher Education, 32(1), 36–48.CrossRefGoogle Scholar
  11. Ellis, C., & Bochner, A. (1996). Composing ethnography: Alternative forms of qualitative writing (Vol. 1). Walnut Creek: AltaMira.Google Scholar
  12. Ellis, C., & Bochner, A. (2000). Auto-ethnography, personal narrative, reflexivity. In K. Denzin & Y. Lincoln (Eds.), The handbook of qualitative research (2nd ed., pp. 733–767). Thousand Oaks: Sage.Google Scholar
  13. Ferreira, R. R. (1997). Measuring student improvement in a hospitality computer simulation. Journal of Hospitality & Tourism Education, 9(3), 58–61. Scholar
  14. Feinstein, A. H., & Mann, S. H. (1998). The development and assessment of a foodservice instructional simulation technique (FIST). Journal of Hospitality & Tourism Education, 10(3), 19–27. Scholar
  15. Furunes, T. (2005). Training paradox in the hotel industry. Scandinavian Journal of Hospitality and Tourism, 5(3), 231–248. Scholar
  16. Gosen, J., & Washburn, J. (2004). A review of scholarship on assessing experiential learning effectiveness. Simulation & Gaming, 35(2), 270–293.CrossRefGoogle Scholar
  17. Hamilton, M. L., Smith, L., & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study and auto-ethnography. Studying Teacher Education: Journal of Self-Study of Teacher Education Practices, 4(1), 17–28. Scholar
  18. Kiser, J. W., & Partlow, C. G. (1999). Experiential learning in hospitality education: An exploratory study. Journal of Hospitality & Tourism Education, 11(2–3), 70–74. Scholar
  19. Larréché, J.-C., Gatignon, H., & Triolet, R. (2010). Markstrat by STRATX: Participant handbook. Massachusetts: StratX International.Google Scholar
  20. Martin, D., & McEvoy, B. (2003). Business simulations: A balanced approach to tourism education. International Journal of Contemporary Hospitality Management, 15(6), 336. Scholar
  21. McIlveen, P. (2008). Autoethnography as a method for reflexive research and practice in vocational psychology. Australian Journal of Career Development, 17, 13–20.CrossRefGoogle Scholar
  22. McGrath, G. M., Harris, A., & Whitelaw, P. A. (2015). A destination management game simulation for novice tourism and hospitality students. Proceedings of the 29th Annual Conference of the Australian and New Zealand Academy of Management, 2–4 December, Queenstown, NZ.Google Scholar
  23. McGrath, G. M., McWha, M., Lockstone-Binney, L., Ong, F., & Whitelaw, P. A. (2017). Use of a destination simulation game: Preliminary results for an undergraduate tourism and hospitality program. In Proceedings of the CAUTHE 2017 Conference, 7–10 February, Dunedin, NZ.Google Scholar
  24. Méndez, M. M. (2013). Autoethnography as a research method: Advantages, limitations and criticisms. Colombian Applied Linguistics Journal, 15(2), 279–287.CrossRefGoogle Scholar
  25. Mitra, R. (2010). Doing ethnography, being an ethnographer: The autoethnographic research process and I. Journal of Research Practice, 6(1), 1–21.Google Scholar
  26. Pratt, M. A., & Hahn, S. (2015). Effects of simulation on student satisfaction with a capstone course. Journal of Hospitality & Tourism Education, 27(1), 39–46.CrossRefGoogle Scholar
  27. Quicke, J. (2010). Narrative strategies in educational research: Reflections on a critical autoethnography. Educational Action Research, 18(2), 239–254.CrossRefGoogle Scholar
  28. Thompson, G., & Verma, R. (2003). Computer simulation in hospitality teaching, practice, and research. Cornell Hotel and Restaurant Administration Quarterly, 44(2), 85–93.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.William Angliss InstituteMelbourneAustralia

Personalised recommendations