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The urgency to cope with the international economic crisis has led to efforts to identify innovative tools and frameworks that are capable of regenerating local and national economic development. The enhancement of the cultural heritage sector can be a strategic factor in improving the competitiveness of country systems. In Italy, the nation’s rich cultural heritage is not managed in an efficient and effective manner, even though it embodies a tremendous opportunity to enhance local economic growth, especially in light of the role of new Cultural Technology Districts (CTDs). In this context, the purpose of this paper is to present the results of a survey conducted to investigate the behaviour of tourists who consume Italian cultural resources.

This paper is an empirical investigation that attempts to identify the needs and expectations of cultural consumers through descriptive statistics, as well as factor and cluster analysis. This study is the beginning of an effort to develop innovative products and services that will facilitate the revitalisation of the growth of the cultural heritage sector of Italy’s economy.

This paper identifies new profiles of the cultural consumer that will be useful for planning customised development strategies. New social trends and technological tools have influenced the behaviour and expectations of cultural visitors and present an opportunity to redefine the cultural tourist experience.

The lack of systematic surveys in Italy to gather data on the behaviour and expectations of cultural consumers has resulted in a gap of information between demand and supply. This paper proposes some significant strategies to learn about the business strategies of cultural heritage organisations.

Culture is an important motivation force to people within the context of tourism. It provides new opportunities for destinations to promote cultural elements and attract more travellers. This study aims to investigate how the cultural heritage of Cyprus is promoted online and to identify whether the needs of travellers who focus on experiential aspects and prioritise culture can be fulfilled.

The research aim is fulfilled through a critical discourse analysis of selected WebPages concerning representation of the culture of Cyprus within the tourism context.

Eighteen websites were included, and the results suggest that Cyprus has Web exposure specifically promoting its cultural heritage. However, the websites have been established with different tourism scopes, with culture comprising just one part of the content. Thus, the development of specialised websites is dedicated exclusively to culture and tourism, and it seems appropriate to attract travellers interested in more educational activities with cultural and historical value. This approach would bring many benefits because this cohort of travellers is in an upper-scale tourist market.

This study is original in nature because it brings together the case of Cyprus, an island destination highly depended on tourism in relation to cultural tourism Web discourse. The promotion of cultural parameters will provide more opportunities for the island and escape from the 3S’s (sea, sun and sand) image to be positioned as a culturally sustainable destination.

Eco-museums safeguard the cultural authenticity and the historical identity of the place in which they operate. Conventional organizational models and management practices are generally employed to achieve this institutional aim. Conversely, innovative solutions – such as digitization – are overlooked. Adopting a service quality management perspective, the article intends to examine the role of managerialization and professionalization in triggering eco-museums' digitization.

An empirical analysis involving 126 eco-museums operating in Italy as of 2018 was designed to investigate the implications of managerialization and professionalization on the eco-museums' propensity to embark on a digitization process. Two different forms of digitization were examined: (1) the presence of eco-museums in the digital environment; and (2) the exploitation of digital tools for service delivery. The mediating role of two “soft” total quality management (TQM) practices, i.e. people centredness and strategic focus on visitors' experience, was contemplated in the empirical analysis.

The research findings suggest that managerialization and professionalization have ambiguous effects on eco-museums' digitization. Nevertheless, they indirectly contribute to a greater digital presence of eco-museums and to a larger use of digital tools for service delivery through an increased use of soft TQM practices.

Managerialization and professionalization are likely to foster the digital transition of eco-museums, which advances their ability to protect and promote the local cultural heritage. Soft TQM practices intended to achieve people-centredness and to enhance the visitors' experience should be exploited to stimulate the eco-museums' digitization.

The article examines the triggers of eco-museums' digitization, providing some food for thought to scholars and practitioners.

While educational infrastructure is consistently identified as a key lever for educational change, it is often overlooked in research and practice and specifically in relation to technology in schools. By using educational infrastructure as a lens to examine a group of districts' implementation of 1:1 programs, this work provides opportunities for understanding and approaching technology programs in new, and potentially more effective, ways.

Using the concept of educational infrastructure (Mehta and Fine, 2015; Peurach and Neumerski, 2015), this multiple-case study explores the ways superintendents and district technology leaders understand and enact 1:1 technology initiatives to support educational change.

The authors find these leaders see 1:1 technology as both embedded in, and engaged in changing, the physical, cultural, instructional and leadership infrastructures. This suggests that 1:1 technology can act as an infrastructure itself and has the potential to support changes to teaching and learning across the system.

This study offers a new perspective to understand and enact the opportunities of 1:1 technology. Specifically, it helps to reframe technology programs away from discrete classroom or school-based interventions to consider and attend to the system-level resources they require and thus increase benefits they can produce. While always useful, such considerations are particularly important in the current context and the proliferation of online learning for so many.

Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will be highly dependent on the quantity, quality, and diversity of the next generations of scientists, engineers, technologists, and mathematicians. Production of a diverse generation of human resources with relevant, competitive skills is critical. However, so too is the need to raise an enlightened citizenry with cross-cultural experience and cultural awareness competency, with a broad worldview and global perspectives. These requirements are critical to understanding the challenges and opportunities of scholarly activity in a pluralistic global environment and positioning ourselves to capitalize upon them. Scholars with cross-cultural experience and competency are empowered to adapt and work collaboratively, nationally and globally, with scholars of different races, geopolitical, socioeconomic, and cultural backgrounds. Development of effective strategies to transform science, technology, engineering, and mathematics (STEM) departments for inclusion and to broaden the participation in STEM across cultures, socioeconomic standing, race, and gender in higher education has been a dominant topic of pedagogical interest of national priority in the last several decades. However, success in these endeavors is achievable only through systemic change and a cultural shift to address the underlying root causes of socioeconomic disparity, gender, and racial disparities and a paucity of cultural awareness among all educational stakeholders. STEM departments can only be truly transformed for inclusion through the development of sensitive, creative, and student-engaging curricula and targeted recruitment and retention of underrepresented minorities in STEM. Formation of well-coordinated alliances spanning educational sectors, governmental and non-governmental organizations, and community engagement and outreach are also critical to promoting inclusive and broad participation in STEM education.

The first section of the chapter gives an introduction to various challenges, obstacles, and hindrances that prevent a successful transformation of K–12 science education as well as STEM departments in higher education for inclusion. The second section discusses historical perspectives of the University of Arkansas-Fort Smith (UAFS) – the institutional profile, missions, and visions of UAFS as a regional university. Policies and strategies for addressing the socioeconomic disparity, faculty gender, and racial disparities and cultural competency awareness at UAFS are also highlighted in this section. Other approaches including targeted efforts to recruit and retain underrepresented minority students, provision of financial assistance for students from low-income families, and a creative “Math-up” curriculum innovation to promote inclusive and broad participation in STEM at UAFS are highlighted in the latter section of the chapter. Formation of alliances between UAFS, local K–12 school districts, and governmental and non-governmental agencies to promote broad participation in STEM at UAFS are discussed. The last section of the chapter provides recommendations for adaptation and sustainability of strategies and efforts aimed at transforming national STEM departments for inclusion.

This paper is a case study of the ideology, strategies and process of the Common Knowledge: Pittsburgh project in its attempt at school reform in an urban school district. The paper reflects on the project’s activities, looks at its efforts from the literature of school reform, and uses its experience to develop a conceptual framework for discussing such reform efforts. The conceptual framework is based on Chaos Theory (Gleick, 1987). The objectives of this paper are to apply Chaos Theory, as developed in mathematics and science to educational organizations and present a conceptual model for school reform consistent with this theory.

This paper aims to discuss the nexus between two societal (sub) systems of housing and energy supply to shed new light on the key institutional barriers to socio-technical energy transition in the built environment. The key research question is to explore if and how key patterns of institutional elements associated with energy retrofit and energy supply are combined, co-evolved and played out in the housing system, leading to an alternative energy transition pathway in the built environment.

A comparative case study of residential buildings in the Swiss cities of Basel and Sion is conducted to map retrofitting policies and practices in a wide range of buildings (e.g. multi-family and single family) that each requires a particular constellation of institutions, actors and artefacts.

The key finding is that the regulative institutions support energy transition in each urban form/housing type. However, the co-evolution with normative and cultural-cognitive institutions does not play out very clearly in the housing system. One reason is that the norms and cultures are deeply rooted in the practices exercised by business community and households and therefore they need a longer time frame to adapt to a new regulation.

The policies and actions to increase the rate of housing retrofit are discussed in the specific socio-political context of Switzerland. Therefore, the results of this study might not be applied in other contexts with different conditions, limiting the possibility for analytical generalization. The case study can generate only context-specific knowledge, which might be valuable only to cities with similar conditions. This paper addresses theoretical, methodological and policy challenges in scaling-up retrofit projects by taking a holistic and integrated approach to the systems of housing and energy supply.

It would have been necessary to find out how the introduction and enforcement of new energy policies and regulations (regulative institutions) have changed the norms and building practices (normative institutions) used by actors from housing industry and the attitudes and energy consumption behaviour of the households (cultural-cognitive institutions). Nevertheless, information about normative and cultural-cognitive institutions require more primary data in the form of interviews with organizations and households, respectively, which goes beyond the scope and resources of this study.

Insights from different strands of literature (institutions and sustainability transition) are combined to understand if and how retrofitting practices go along with other elements of urban sustainability including architectural, technical, socio-cultural and economic factors.

The aim of the chapter is to highlight the limits and opportunities linked to the use of tools such as interactive marketing and communication in small creative businesses comprising Italian jewellery districts to achieve greater competitiveness of local systems on global markets.

From secondary data and the analysis of district websites, the specificity of Italian jewellery districts is analysed in terms of relational and learning differences. Starting from a circumscribed (isolated), experience of hands-on learning, it is suggested that systemic progress can be made within a collective local system of learning (i.e. a virtuous and widespread knowledge of the district system) by virtue of internet-based technologies (IBT). In this respect, the chapter evidences how the productive and creative specificity of Italian jewellery district systems can gain impetus, in terms of greater competitiveness, from the use of IBT.

The purpose of this paper is to analyse if and how technology districts use proximity dimensions (such as geographical, organizational, and cognitive) as a communication resource for accessing external knowledge sources.

To achieve this purpose, the organizational and cognitive links between technology districts' actors and external ones are identified and then the new geographical boundaries of the districts are drawn. A case study related to an Italian technology district (Torino Wireless) is provided in order to identify how different research organizations located in the district use proximity dimensions for reaching knowledge sources external to the district, then re‐shaping its geographical boundaries.

The empirical study enables identification of the actors connected to the technology districts by means of geographical, organizational, and cognitive proximity, and their locations. Moreover, results show that organizational proximity is mainly adopted to link actors located near the district area. While, cognitive proximity is mainly adopted to connect actors geographically distant from the district.

As regards technology district strategic behaviour, it seems particularly crucial to exploit all the three dimensions of proximity. In particular, the technology district of Torino Wireless should increase its use of organizational proximity to be connected with external knowledge sources.

The paper proposes a methodology for identifying the external actors connected with the technology districts by means of proximity. Furthermore, the relationships between organizational and geographical proximity, and cognitive and geographical proximity are also investigated.