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MEASURING CONVERGENCE IN TOURISM COMPETITIVENESS OF NATURAL AND CULTURAL RESOURCES: A CASE OF THE BALKANS AND EASTERN EUROPE

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Pantović D., Bošković N., Petrović T.
Ekonomický časopis (Journal of Economics)
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2022
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vol. 70
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issue 9-10
703 – 722
EN
The publication The Travel and Tourism Competitiveness Report encompasses the latest data on the travel and tourism competitiveness. Given that this report is a leading product of the World Economic Forum platform, it serves as a strategic benchmark for future policy implementation. Natural and cultural resources are significant in explaining tourism competitiveness. The empirical study in this paper is based on the two-step process of measuring convergence of tourism competitiveness. The first step illustrates the values of competitiveness of natural and cultural resources for two groups of European countries: the Balkans and Eastern Europe and five high-ranking European countries in the field of cultural tourism. The second part applies the entropy method for measuring convergence of competitiveness of this group of countries. For analysing tourism competitiveness in these two groups of countries, ten indicators were used: five for natural resources and five for cultural resources. The results show that natural and cultural resources are the critical drivers of competitiveness and represent the determinants of tourism performance in the future.
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Školní úspěšnost a její (re)produkce na základní škole

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Vojtíšková K.
Sociologický časopis. Czech Sociological Review
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2011
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vol. 47
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issue 5
911-936
EN
This article presents the preliminary results of an ethnographic study focusing on eighth- and ninth-year students at two basic schools in Prague. The study conceives academic success and failure as categories that need to be explained; it is necessary to demonstrate how they are produced and ascribed with meaning in the everyday practice of student evaluation, especially by school authorities. Student evaluations are generally based on a complex assessment of a student’s aptitude and diligence, and they also reflect a student’s conduct at school conduct and attitude towards school discipline, education, and authority, i.e. towards accepted values, the school code, and other (written and unwritten) rules of interaction. Academic failure signalling some kind of shortcoming on the part of the recipient of an evaluation – be it a lack of interest, motivation, cooperation, effort, ability, or intelligence – has a moral connotation and stigmatising effect. This is legitimised by the presumption that it is the student’s own deliberate actions, his or her degree of interest and effort, that determine success or failure at school, and that this essentially has nothing to do with the student’s (natural) intelligence or (given) family background. Yet a student’s family background and available cultural resources play an important role in academic performance. Academically inclined parents, high academic ambitions on the part of a student and his or her parents, communication style, and respect for school authority are key elements of success at basic school and have a hand in the intergenerational reproduction of educational inequalities.
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