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The aim of this study is to examine cruise destination branding as a new resource for a region to promote an area as a differentiated cruise destination. The authors specifically study how the perceived brand awareness of a destination moderates the relation between cruisers’ motivation and destination satisfaction and word-of-mouth (WoM).

A statistical model was adapted from relevant literature and applied in the context of cruise destination branding. The model was tested by measuring Cronbach’s alpha coefficients and the fit of the model through confirmative factor analysis. Hierarchical regression analysis and moderated regression analysis were also conducted. The sample consisted of British cruisers (n = 182) visiting the city of Pori in Finland.

The findings suggest that factors that impel people to take cruises (social recognition, self-esteem, discovery, socialization, convenience and value) have a significant impact on satisfaction with the destination, whereas brand awareness is recognized as a moderator in the relation between social recognition and destination satisfaction and WoM. Research findings provide a framework to discuss and analyze the cruise tourism business in a holistic way. Whereas the earlier studies have focused on onboard experiences, in this study, the focus of attention is on the onshore experiences of the cruisers.

The study is focused on one Baltic Sea cruise destination, the British Cruise Company and a limited segment of senior British passengers.

By measuring cruisers’ internal travel motives and their perceptions of the brand awareness of the port-of-call during the cruise, or the destination, the results offer destination marketing organizations valuable information to develop their offerings to meet the needs of future travelers and visitors.

The study contributes to the cruise destination literature by linking the perceived brand awareness of a destination to motivational factors of the tourist and further to destination satisfaction and WoM behavior specifically in the context of onshore experiences.

The purpose of this paper is to conceptualize and outline the social infrastructure that nurtures and strengthens cooperation in business networks promoting cultural tourism and thereby facilitates entrepreneurial learning. The role of the higher-education (HE) provider is emphasized on different levels of the value-creating framework.

To explore and analyze the benefits of cooperation in business networks promoting cultural tourism as perceived by entrepreneurs, participants in the fields of both culture and tourism in two workshops were observed. From the information produced in the workshops, ethnographically oriented data were selected.

Benefits that inspired cooperation among the members of the tourism business network were identified, which were categorized as functional, relational and symbolic. On the functional level, the actors involved, the entrepreneurs, considered it important to have an opportunity to meet and discuss in a stimulating atmosphere. The role of the HE provider at this stage was that of a facilitator, in other words, to set the scene. On the level of relational cooperation it was more important to foster relations between the network actors, and the provider’s role changed to that of a matchmaker. On the symbolic level, it is essential that all parties of the cooperation work together to find new business solutions based on common values. At this stage, the role of the HE provider is that of a co-creator.

As a case study, this research represents the local context of entrepreneurial cooperation in business networks promoting cultural tourism. Further study is needed to develop a framework that encompasses change in the traditional roles of the learning environment.

Teaching and training approaches derive from the contexts in which micro and small businesses and their networks learn. HE offers students a safe environment in which to experiment and innovate, thereby linking student academic work to “real-life” project performance.

Interaction/network theory is combined with the discussion on entrepreneurial learning.

This paper aims to focus on managing networks within destinations, or destination network management. The purpose is to provide a conceptual definition of the term.

Destinations are seen as networks, and networks are approached from a strategic perspective. Reviewing and drawing on the literature on destination management, tourism networks, strategic networks and strategic management the paper proposes a concept that could be of use in analyses of network management.

It is suggested that managing is a value‐creating activity embedded within a network, and that there are two approaches to network management: strategic management and the coordination of cooperation among the actors involved.

The paper is conceptual in nature. The authors intend to test the developed hypothesis in empirical case studies in the near future.

The paper contributes to the literature on destination management in proposing a novel concept of destination network management, and introducing a dynamic, activity‐oriented approach as opposed to the actor‐focused destination management organization (DMO) view.

The aim of this paper is to reveal and investigate differences in how Finnish student teachers understand entrepreneurship education and how critical they are of it. The research question is: what kind of critical understanding do student teachers reveal in their conception of entrepreneurship education?

A qualitative research approach termed content analysis was used to investigate student teacher’s conceptions. The data were collected from essays written by 257 student teachers at the University of Turku’s, Rauma teacher education department during 2010-2012.

The conception of entrepreneurship education is, in many ways, related to how much one already knows about entrepreneurship education or how one reacts to it. It seems that most student teachers’ conceptions of entrepreneurship are positive, but even those in favour of it, in principle, do not necessarily want to see entrepreneurship education included in the basic education curriculum. Nevertheless, they think that enterprising pedagogy is useful and that the way of thinking about teaching is inspiring. They also feel that both teacher education and basic education benefit from some kind of entrepreneurship component, but do not take entrepreneurship education for granted. On the basis of this study, it is proposed that teacher education should incorporate more teaching that supports critical thinking in all study modules.

The findings of this study illustrate that there is much more to do in teacher education and its curricula. Teaching situations and learning situations are always social situations and both learners and teachers have a vital role to play.

The purpose of this paper is to study how a social venture perceives and constructs its identity. This study highlights the importance of a common cause and collective entrepreneurial identity when studying entrepreneurial cognition in a social entrepreneurship context. The study also introduces the concept of identity layers. These aspects have not been emphasized in previous research and, therefore, there is a lack of knowledge in this specific area. The research question that this paper sets out to explore is “What influences the identity perception of a social venture and how does the identity construction process affect organizational behavior?”.

The paper starts by presenting references to previous research in social entrepreneurship, entrepreneurial cognition and organizational identity, thereby building a theoretical context for the case study. The case chosen is the cultural heritage site Rosenlund located in Pietarsaari, Finland. The study is based on qualitative data. Previous research on entrepreneurial identity has often been based on narrative analysis and discourse analysis (Jones et al., 2008; Down and Warren, 2006). To get a different point of view, this analysis concentrates more on behavior and outcomes, but in combination with narratives. The data analysis starts out by mirroring Rosenlund in the categorization of Zahra et al. (2009) and then moves on to taking a closer look at the organizational identity and how it is constructed.

The results from the case study show that the identity perception and the identity construction process are strongly affected by the mission (i.e. the cause) of the organization. Due to limited resources, the organization needs to be flexible, but the organization is under no circumstances ready to compromise its values. To avoid this potential dilemma, the organization has created an identity consisting of many layers, where the outer layer is thinner and more inclusive, thus providing the flexibility needed. This way of constructing identity clearly impacts the way the organization works.

The results indicate that Rosenlund identity-wise perceives itself mainly as a collective actor. The entrepreneurial actions undertaken cannot be assigned to one single actor, but instead to a group of people. This does not rhyme very well with existing entrepreneurial cognition research where the focus is on the person, i.e. individual actor. To get a better understanding of social entrepreneurship, “collective entrepreneurial cognition” therefore needs to be studied. The organization studied turned out to be a social constructionist. It remains for future research to investigate if the same layers of identity can be seen in social bricoleurs and social engineers.

The results indicate the importance of identifying and communicating mission and values, i.e. defining core identity. Strategic decisions become easier when the organization has clearly defined its cause and its values, because then the organization will know when to compromise and when to say no in order not to jeopardize the cause. In the long run, this will have a positive effect on the organizational development.

One important finding is the existence of different layers in the organizational identity. This aspect has not been addressed before and can certainly deepen our understanding of social entrepreneurial ventures. Moreover, the findings show that by introducing the concepts of organizational identity and identity building, the focus of the entrepreneurial cognition debate shifts from an individual perspective to a collective perspective. This aspect has not previously been explored in entrepreneurial cognition research.

The paper aims to apply the co‐creation paradigm to nation branding in order to analyze how the identity and image of a nation brand are inter‐twined in terms of levels and dimensions, respectively.

This explorative study was conducted among 178 Finnish university students, who were asked to build a program for branding Finland. The students worked in small groups of two or three. In all, 75 reports were handed in, of which those (67) targeted at tourists were taken for analysis. The analysis was conducted in accordance with a model modified from Gnoth.

Its image is a critical stimulus in motivating tourists to visit a destination. A nation brand is at the crossroads of three levels of identity and a fragmented set of images. The idea is to exploit the right fragments in line with the destination and the target groups.

The empirical analysis was based on data gathered from MBA students. The intention is to extend the sampling to include branding experts, company representatives and delegates of the Finnish Nation Brand Committee in order to build up a more specific picture of a nation's brand identity and image. The examination is restricted to one, rather homogeneous country, Finland. It would be of interest to conduct comparable analyses in other, more heterogeneous countries. Another avenue for future research would be to test the market, in other words to question potential visitors about their perceptions, and thereby to determine whether the nation's brand identity and image coincide.

This paper contributes to the theoretical discussion on the role of branding in the marketing of places, herein called nations. For practitioners, it highlights the importance of managing the brand “bottom up”, in other words starting from the people.

The purpose of this study is to examine and model entrepreneurial learning processes as a continuum from non-business basic education to vocational education. Previous studies and policy programs in Europe suggest that entrepreneurship education should be a core part of the education system.

This is an action research piece of work in which two researchers (the authors) have first studied each other’s own data independently, and then combined these two sets of data. One data set has been collected in a non-business, basic education setting, whereas the other focuses on business studies in vocational education. Here, the entrepreneurial learning process is seen as a synthesis of experimentation with discovered and created opportunities and managing knowledge and competences through reflective practices and decision-making processes.

The main finding is that entrepreneurial learning can be enabled and may manifest itself as a useful process both in non-business and business school contexts. Another related essential finding is the importance of developing learners’ reflective practices.

This research aims to provide scientific evidence that different school levels should cooperate to establish entrepreneurial learning as a continuous process. This case has been researched in the Finnish educational system, but it may also prompt teachers at different school levels in other countries to enable their students’ entrepreneurial learning.

Although entrepreneurial learning has been researched frequently, there is still a lack of investigation concerning lower educational levels, especially non-business basic education. In addition, the point when growth to become entrepreneurial could begin has not been studied in depth. This research focuses on demonstrating how entrepreneurial learning can be planned and executed as a continuum at lower educational levels.

The purpose of this paper is to study the role of networking, creating community, product development and mentoring in the experiential and entrepreneurial learning process. A close look is taken at the experiential knowledge of entrepreneurs to understand and bridge the gap between local cultures and entrepreneurial communities: how to map and implement the tacit knowledge possessed by an entrepreneur, and what sources help trainees find attractive ideas for a new venture?

After reviewing the key literature, a phenomenological approach has been applied. Data were collected using not only semi-structured interviews but also secondary data.

Creative entrepreneurs consider it important that learning materials are provided according to the learner’s specialist business idea. They need and expect multi-layered support from peers/coaches/mentors and social/local/specialist networks to test the ideas and products and services directly in the community.

As the conventional teaching methodology is inapplicable for creative and community entrepreneurs, the key factors of their venture-creation process focus on their personal experience, skills, capabilities and motivation.