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The purpose of this paper is to examine developments in the use of events by places from a predominantly place branding role based on image and economic impacts towards a broader placemaking approach aimed at holistic improvements in place quality.

The research is based on a single case study approach, with the Dutch city of ‘s-Hertogenbosch (Den Bosch) as the focus. Data sources include resident surveys, depth interviews and analysis of policy documents.

The Den Bosch case illustrates the emergence of a more holistic approach to the use of events as a placemaking tool. The city shifted from an ad hoc events policy to the development of a multi-annual programme designed to produce economic, image, social cultural and network effects. This approach seems to have been successful in stimulating visitation, increasing visitor spend and raising the international profile of the city. At the same time, the city has developed many activities designed to mobilise local stakeholder groups and increase social cohesion, which provide essential support for the necessary investment.

There are indications that sustaining such a programme over the longer term is difficult in the face of political and economic change. Adoption of a holistic approach also requires the mobilisation of a wide range of stakeholders.

Critical success factors for placemaking are identified.

The Den Bosch programme helped to increase social cohesion in the city by involving residents and local cultural groups in different projects. However, this required a differentiated approach based on the needs of each group.

This study presents a placemaking model that can help to identify the different elements required in a successful placemaking programme. This is developed from a practice approach, which has the value of paying attention to how event programmes can be initiated and sustained by a group of actors.

The purpose of this chapter is to examine early childhood arts education as a mechanism for achieving Dewey’s goals of active, integrated learning. The approach is to examine Settlement Music School’s Kaleidoscope Preschool Arts Enrichment Program as a model, reviewing the pedagogical approach and research on program outcomes. Findings are that music, dance, and visual arts can be used to teach skills in language, literacy, science, mathematics, and social/cultural learning. Program outcomes indicate particular benefits for children from racial/ethnic minority groups as well as those with developmental delays. Comparison research documents an overall advantage of Kaleidoscope’s arts-integrated pedagogy for vocabulary growth and emotional functioning. The research is limited in that between-child comparisons have lacked random assignment. Yet within-child experiments and between-child quasi-experiments suggest that arts-integrated education offers advantages for the “whole child.” Practical implications include that early childhood professionals may use the arts to facilitate multimodal learning and emotion regulation, as well as bridge the gap that often separates home from school for children from racial and ethnic minority backgrounds. A social implication is that, although the arts are often viewed as supplemental, they can provide mechanisms for the development of skills in core early learning domains. Additionally, arts integration may offer solutions to the challenges faced by learners from diverse backgrounds and with diverse needs. This chapter makes an original and valuable contribution by reviewing both pedagogy and research from Kaleidoscope, providing a compelling model of how Dewey’s goals of active, integrated learning may be realized.

The purpose of this study is to introduce the concept of social tourism and to find existing social tourism practices in South Korea. Social tourism is generally supported by governments to provide tourism opportunities to those who are otherwise not able to trip. Social tourism helps both people who use the programs and the tourism industry. In South Korea, unlike many other countries, the practice of social tourism is based on businesses’ corporate social responsibility. Businesses offer various cultural and recreational opportunities to various groups of people in the community. This study outlines the context of various approaches to social tourism in South Korea and highlights some challenges and proposed initiatives for the future integration of the social tourism sector.

The purpose of this study is to explore Australian Indigenous women’s customary use of marine resources and views on aquaculture as a development opportunity. The value participants placed on economic, social and cultural outcomes were explored, as were benefit sharing, governance and business considerations.

Using a form of action research, workshops were conducted with a focus group of Indigenous women and interviews with men and women living on a remote island off northern Australia. Multimedia materials and a game were used to elicit a deeper understanding and facilitate discussion.

Women preferred aquaculture options respectful of culture and accommodating cultural and family obligations, that engage young adults in meaningful work, improve access to sea country and provide local foods and support economic development. Participants placed significant dependence on their governance body to support businesses and expressed disparate views on profit sharing. Women continue to engage in customary harvesting and fishing but various limitations impact on this.

Conclusions based on one case study need to be confirmed in other communities. Future research should include a broader representation of youth and strategies to improve people’s understanding of aquaculture operations and business management.

This research improves our understanding of Indigenous women’s preferred economic development pathways and their advocacy role within the community. These findings are relevant for policy-makers, businesses, other Indigenous communities and researchers.

This paper seeks to recognise and integrate Indigenous women’s economic and cultural aspirations within development policy. Such a place-based, gender-based consultative process is generally lacking in the Australian Indigenous policy arena.

A case study methodology was applied as a major component of a mixed-methods approach to the evaluation of a mobile dementia education and support service in the Bega Valley Shire, New South Wales, Australia. In-depth interviews with people with dementia (PWD), their carers, programme staff, family members and service providers and document analysis including analysis of client case notes and client database were used.

The strengths of the case study approach included: (i) simultaneous evaluation of programme process and worth, (ii) eliciting the theory of change and addressing the problem of attribution, (iii) demonstrating the impact of the programme on earlier steps identified along the causal pathway (iv) understanding the complexity of confounding factors, (v) eliciting the critical role of the social, cultural and political context, (vi) understanding the importance of influences contributing to differences in programme impact for different participants and (vii) providing insight into how programme participants experience the value of the programme including unintended benefits.

The broader case of the collective experience of dementia and as part of this experience, the impact of a mobile programme of support and education, in a predominately rural area grew from the investigation of the programme experience of ‘individual cases’ of carers and PWD. Investigation of living conditions, relationships, service interactions through observation and increased depth of interviews with service providers and family members would have provided valuable perspectives and thicker description of the case for increased understanding of the case and strength of the evaluation.

Scholarly studies on student engagement are mostly focused on the perceptions of students and academic staff of higher education institutions (HEIs) with a few studies concentrating on the perspectives of professional staff. To address this knowledge gap, this paper aims to examine how professional staff who are members of a professional community perceive their contributions to enhancing student engagement in a university.

Data for the current study were gathered using semi-structured face-to-face interviews among 41 professional staff who were purposively sampled from a public university in South Africa. The data gathered were analysed using thematic analysis that involved a process of identifying, analysing, organising, describing and reporting the themes that emerged from the data set.

An analysis of the narrative data revealed that when professional staff provide students with prompt feedback, support the development of their social and cultural capital and provide professional services in the area of teaching and learning, they foster student engagement in the university. However, the results showed that poor communication flow and delays in addressing students’ concerns could lead to student disengagement. The study further argues that through continuous interaction and shared norms and values among members of a professional community, a service culture can be developed to address possible professional knowledge and skills gaps that constrain quality service delivery.

The current paper contributes to the scholarly discourse on student engagement and professional community by showing that a service culture of engagement is developed among professional staff when they share ideas, collaborate and build competencies to enhance student engagement. Furthermore, the collaboration between professional staff and academics is important to addressing the academic issues that confront students in the university.

The purpose of this paper is to describe and understand dimensions of cultural activity involvement and the relationship between cultural activity involvement and behavioural loyalty.

Semi-structured in-depth interviews with 47 customers of a theatre were held.

The study shows that the concept of cultural activity involvement consists of six dimensions: attraction, centrality, self-expression, social bonding, cultural transmission and financial contribution. Three customer segments are taken into consideration according behavioural loyalty levels: incidental spectators, interested participants and the core audience. There are large differences between the three customer segments regarding cultural activity involvement.

Introspection might have decreased the reliability. As the study is a case study, problems with external validity are recognised.

Given the decline of subsidies in the arts world, it becomes more important to attract more visitors and to increase spending. Performing arts organisations might attract more visitors in case they provide additional services which enable cultural transmission. Moreover, the study shows that certain visitors are willing to contribute additional money to the arts.

Current studies about leisure involvement focus on recreation and distinguish four dimensions of involvement. This study focuses on cultural activity involvement and explores these four dimensions, but also shows there are two new dimensions. This study contributes to a further understanding of the relationship between cultural activity involvement and behavioural loyalty.

The aim of this chapter is to describe a five-year long cooperation between seven Higher Education Institutions (Universities of Applied Sciences and Universities) in Europe. The focus of the text is to describe the structure of the Intensive Program (IP) and the pedagogical approach behind it. The aim is to introduce the results of this course. Our question in this chapter is “How can the Intensive Program support students and teachers to develop their mindset of European professional (in their own field) and what kind of pedagogical approaches and teaching methods/pedagogical solutions are needed for it?”

International student enrollment has experienced dramatic increases on U.S. campuses. Using a national dataset, the study explores and compares international and domestic students’ incoming and post-training levels of motivation to lead, leadership self- efficacy, and leadership skill using inverse-probability weighting of propensity scores to explore differences between the two samples. Unweighted findings suggest that international and domestic students enter programs similarly across in many ways, and leave the immersion program with similar gains. However, a matched-sample comparison suggests that international students’ growth was statistically different in ethical leadership skills, affective- identity motivation to lead, and leadership self-efficacy. Discussion focuses on the benefits of leadership development to international students why campuses could build partnerships between units that serve international students and leadership educators to facilitate a more inclusive campus.

While the theoretical interaction of the creative and cultural industries and entrepreneurship in business is gaining attention in the literature, such entrepreneurial practices are extending their role and position in the economy and in urban areas undergoing transformation. The purpose of this paper is to contribute to that literature by generating a model that links creative entrepreneurship with urban transformation as places see and expect continuous change and development.

The authors adopt a conceptual approach, embedded in a triple helix model, of creative entrepreneurship and urban transformation of the Baltic Triangle area of Liverpool, England. The authors inform this through a case study analysis, including qualitative interview data relating to the Baltic Creative.

The authors demonstrate the need for interdisciplinary research to assess value creation, value delivery and innovation as contributors to urban transformation based on creative entrepreneurship, while at the same time resulting in creative placemaking.

This is a conceptual paper that will be used to frame future empirical research on generating additional insight by interviewing key actors to heighten understanding of innovation, value creation and value delivery process of placemaking, creative change and urban transformation.

This work can help inform creative policymaking, planning and development to achieve both social and economic impacts for a place and the wider region.

The authors both contextualize and show the transferability of the model, using the example of Liverpool’s Baltic Creative in Liverpool’s Baltic Triangle area of the city, highlighting the impact of creative change.