In 2020, Haaga-Helia launched a degree programme in Chongqing University of Science and Technology, China. After the COVID-19 pandemic when travel was safe again, Aviation Business teachers have visited and given lectures at Chongqing. Collaboration continued, when eight students from Chongqing University of Science and Technology participated in a Summer School organized for the first time at Haaga-Helia at the end of August 2024.

Haaga-Helia Aviation Business students, exchange students from around the world and the students from Chongqing shared a lecture focusing on inclusive passenger journey in aviation. The topic was timely, as Paralympics 2024 took place in Paris in September, with hundreds of passengers with disabilities travelling by air to Paris. Historically, the Paralympics boost accessibility of the host city, both at the airport and at hotels and attractions.

Accessible travel and inclusive tourism

In short, accessible travel aims to remove barriers for people with disabilities, mobility-impaired passengers, or travellers with invisible impairments. Inclusive tourism seeks to create a sustainable environment that is welcoming and accommodating to everyone including the aging population, rainbow people, families with children in trolleys and people with low incomes.

According to Bjerkan and Øvstedal (2020) there are several functional requirements for inclusive transport, such as accessible, centralized information, flexibility, safety and security and physically accessible design. Also, reliability and short, predictable travel times, economic predictability and reduced administration address a growing segment of airline travelers with a diverse range of needs and requirements. (Bjerkan and Øvstedal 2020.)

International team spirit

During the lesson our group work focused on these functional requirements and how airline passenger journeys could be more inclusive in various service moments and touchpoints. All 32 students were divided into six diverse groups, with each group assigned one functional requirement for inclusive transport to study and enhance.

There were several ideas and proposals from a quick 30-minute brainstorming session. For example, at the airport, there could be more digitalized voice assistance for visually impaired passengers. Additionally, strategies to attract more passengers with disabilities, along their families and friends could include special air fares and fare conditions. An inclusive website, such as Google for blind people, was also suggested. One group presented an idea about luggage claim security, where airport staff would assist passengers with disabilities in retrieving their luggage and ensuring they get their own belongings.

Overall, the very international class worked exceptionally well in such a short time. The group dynamic and spirit were excellent, and after the group presentations a cheerful chit-chat continued among the students. Commonly said working in diverse groups exposes members to unconventional ideas, to a wider array of options and ways of thinking which all enhance learning experience. Reeves (2019) states also that working in diverse groups makes members more critical thinkers and they focus more on facts.

It seems that the students not only learned about creating an inclusive passenger journey in the aviation industry but also how to collaborate and brainstorm with peers they weren’t familiar with. These same skills are essential in the fast-paced global aviation environment.

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