This study conceptualises hotel quarantine as a dynamic stressor that demands the deployment of coping responses. The study investigates the experiences of travellers who have undergone strict quarantine, through the lens of Lazarus’ transactional model of stress and coping. Using 20 semi-structured interviews, this study reveals that the quarantine experience is beleaguered by six stressors, both external and internal. As a result, travellers appraise their resources as insufficient, culminating in an array of psychological and physical effects. In response, problem- and emotion-focused coping strategies are employed. Theoretical insights, as well as practical recommendations, are provided to help prospective guests prepare for the experience, and aid hoteliers in enhancing their offerings.

Seniority-based hierarchical structures in higher education may hinder innovation in hospitality and tourism (H&T) sustainability education; therefore, this study applies Social Exchange Theory (SET) to examine how these hierarchies affect curriculum development and modernization in H&T programs. We used semi-structured interviews with 22 faculty members and administrators from hospitality and tourism programs across multiple universities—including four university presidents, three deans, three department heads, one professor, four associate professors, four assistant professors, and three lecturers with work experience ranging from 3 to 30 years—and we explored social exchange dynamics including reciprocity, trust, power imbalances, and perceived obligations that influence the integration of contemporary sustainable practices. Findings indicate that rigid seniority systems impede sustainability curriculum modernization and limit the incorporation of innovative industry expertise; however, institutions implementing SET principles—characterized by equitable recognition and balanced exchange between academic tenure and industry experience—demonstrate superior adaptability and better prepare students for evolving sustainability demands. This research illuminates organizational dynamics governing educational innovation and provides SET-based recommendations for developing institutional cultures that effectively bridge academic tradition with industry relevance and sustainability imperatives in H&T education.