My long-standing research interests in – and concurrent ethical commitments to social issues concerning – transnational mobility, citizenship, social solidarity, and health and social care are reflected in my teaching and supervisory commitments in the fields of critical tourism studies and social and cultural geographies of health, migration and heritage.

Courses I design and coordinate
Additional course contributions
Supervision topics
Supervised masters projects
Supervised PhD projects

Courses I design and coordinate

Concepts and Approaches to Tourism, Society and Environment

Period 1 (Sept.-Oct.)

Description

This course provides an overview of social science approaches that inform theory and practice in the academic study of tourism. The course critically examines key social and philosophical issues that actively shape the production of (tourism) knowledge by looking at a range of epistemological perspectives and their influence on this field of study.

Learning outcomes:

Explain the ways in which broader societal, economic and environmental conditions shape both tourism practices and diverse approaches to knowledge production about tourism
Analyse the similarities and differences between diverse approaches to knowledge production about tourism
Evaluate the subject-object problem in diverse approaches to knowledge production
Analyse how diverse approaches to knowledge production are used in scholarly research to address a specific subject or problem in the field of tourism.

Advanced Qualitative Research Design and Data Collection Methods

Period 3 (Jan.)

Description

See this blog entry on what happens in the course

Students learn about and practice key qualitative methods while gaining exposure to how diverse theoretical lenses make use of these methods. The course covers interpretation, representation, and validity; reflexivity and positionality; interviewing; participant observation; data collection for discourse analysis; visual research methods; using other senses in research; participatory action research and co-creation methods; and revisiting ontology with actor-network approaches.

Learning outcomes:

Assess the analytical value of different types of methods relative to the student’s own research questions and theoretical framework
Identify different types of methods’ particular logistical requirements and challenges
Anticipate ethical issues posed by the use of specific research methods
Design a data collection methods strategy aligned with the student’s own research questions and theoretical framework

Transformative and participatory qualitative research approaches and methods

Period 4 (Feb.)

Description

This course provides both conceptual and hands-on methodological engagement with transformative, participatory and action research approaches that use creative and arts-based research methods and techniques to foster the inclusion and engagement of diverse (often marginalised) perspectives and to bring into focus, examine and transform narratives, representations and practices. It gives students the opportunity to practice using these methods with individuals and groups, as well as to examine and assess these methods relative to ethics of/in action-oriented engagement and the opportunities and challenges they pose for data analysis and (re)presentation.

Learning outcomes

Understand both the political implications and the analytical strengths/weaknesses of transformative, participatory and action research approaches
Design an ethically and analytically sound methodological strategy informed by the above-mentioned approaches
Develop creative and arts-based research methods and techniques suited to the student’s specific research context and aligned with his/her own study needs
Reflect on their role and implications of being a researcher in a transformative, participatory and action research setting

Additional course contributions

With my teaching, I contribute to the following degree programmes at Wageningen University & Research:

MSc Tourism, Society and Environment
(previously MSc Leisure, Tourism and Environment)
BSc Health and Society (BSc Gezondheid en Maatschappij)
WASS PhD education programme

In addition to the courses featured above, I also lecture on the following ccourses:

I was also involved in the development of the following MOOCs:

Supervision topics

I supervise BSc, MSc and PhD students in the following areas:

migration and migrant heritage-making
tourism-migration nexus
transformative and experiential learning
travel as a tool for global citizenship education
localhood and politics of presence
international medical travel ('medical tourism')

Might we be a good fit?

See below for examples of supervised thesis projects. If you're a student interested in any of these themes, you're invited to contact me by email (meghann.ormond [@] wur.nl). Please include a brief CV and short project proposal.

Supervised masters projects

The influence of specialized guided holidays on the empowerment of people with mild intellectual disabilities or autism spectrum disorders

Pieternel Cremers

Thesis link: http://edepot.wur.nl/333822

Due to changes in governmental policy and in paradigms, it has become much more important for people with disabilities to be able to fully participate in Dutch society. There has been research on people with physical disabilities and how to improve their leisure and tourism experiences, but the area of leisure and tourism experiences for people with mild intellectual disabilities (MID) and Autism Spectrum Disorders (ASD) is one that still needs further exploration. To be able to better serve this group of people and to improve their sense of empowerment should positively influence the position of people with MID and ASD in society, with as result having equal opportunities to other members of society. However, what it is that people with MID and ASD want for themselves, is mostly neglected in all three dominant paradigms of disability studies (defect, development, and citizenship paradigm). Therefore, this study examines how Dutch people with a MID or ASD themselves, instead of experts, professionals or parents telling it on their behalf, experience specialized guided holidays in Europe, and identify how the different elements of their holiday contribute to - and whether elements can be improved to enhance - their sense of empowerment, which will contribute to their equal participation in society.