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This paper aims to determine how environmental sustainability (ES) can be integrated into the customer experience (CX). In order to accomplish this, the paper uses a customer journey (CJ) perspective. Speculatively, the paper analyses the experiential stakeholder ecosystem beyond the CJ to verify the obstacles to the implementation of ES.

This paper uses a qualitative analysis of in-depth interviews with multiple stakeholders within the food delivery ecosystem. The multi-stakeholder analysis allows the authors to explore the problem not only from an operational point of view but also from a strategic point of view since in the delivery of a service the value for the end customer is the result of the efforts of several players.

The results shed light on the importance attributed to ES by the players that make up the food delivery ecosystem. The findings emphasise the importance of an ecosystemic view amongst stakeholders to achieve ES.

This research extends the scarce and embryonic literature on a sustainable CX by applying a CJ perspective, by revealing how and with which touchpoints it is possible to be environmentally sustainable in the design of the CX.

This paper aims to offer a conceptual model for the development of a teaching–learning experiential ecosystem which favors university entrepreneurship in the area of sustainable tourism and innovation acceleration.

The methodology is carried out in two phases. First, participatory action research in the context of the “Protocol and Event Organization” subject, included in the Tourism degree taught at the University of Alicante, analyzing a didactic experience as a case study. Second, primary qualitative and quantitative research.

Although at a small scale, it is shown that the relational approach for university management fosters entrepreneurship and generates social awareness regarding the sustainable tourism business.

This is a local simulatory case on relational university and is based on only one subject. However, as a starting point, it has the following implications.

The authors contribute in a practical manner to model a learning and entrepreneurship ecosystem for configuring an education innovation agenda in the field of tourism, with the cooperation of all agents involved in this sector to accelerate novel entrepreneurships, as well as transitions, toward sustainability.

The model is useful to accelerate new entrepreneurship and transitions toward sustainable regional development.

Students have led the process and have become quintessential relationatory agents, creating their own career opportunities on sustainable tourism, in addition to creating society–university links.

The purpose of this paper is to explore why innovative service ecosystems scale up, using a service-dominant logic lens. The focus is on identifying the key drivers of the scaling-up process as the basis for a new conceptual framework on the scaling up of service innovations.

An inductive research design is used to zoom in on two innovative service ecosystems, Eataly and KidZania, to identify the key drivers that can explain why innovations scale up. For both companies, the triangulation of semi-structured interviews, archival sources and in-store observations is used as complementary data sets. Multiple investigators and multiple coders have been involved in the data collection, coding process and analysis.

An extended conceptualization of service innovation is obtained, grounded in a framework of four drivers of scaling up: effectuation as the basis for creating the value proposition; sensing and adapting to local contexts; the reconfiguration and alignment of resources and forms for collaboration between actors; and values’ resonance.

This study represents one of the first empirical investigations of the key drivers of the scaling up process of service innovations. The paper contributes with a conceptualization of service innovation and why scaling-up processes emerge, emphasizing the existence of multiple constellations of four drivers.

This paper addresses the growing fragmentation between traditional and digital service innovation (DSI) research and offers a unifying metatheoretical framework.

Grounded in service-dominant (S-D) logic's service ecosystems perspective, this study builds on an institutional and systemic, rather than product-centric and linear, conceptualization of value creation to offer a unifying framework for (digital) service innovation that applies to both physical and digital service provisions.

This paper questions the commonly perpetuated idea that DSI fundamentally changes the nature of innovation. Instead, it highlights resource liquification—the decoupling of information from the technologies that store, transmit, or process this information—as a distinguishing characteristic of DSI. Liquification, however, does not affect the relational and institutional nature of service innovation, which is always characterized by (1) the emergence of novel outcomes, (2) distributed governance and (3) symbiotic design. Instead, liquification makes these three characteristics more salient.

In presenting a cohesive service innovation framework, this study underscores that all innovation processes are rooted in combinatorial evolution. Here, service-providing actors (re)combine technologies (or more generally, institutions) to adapt their value cocreation practices. This research demonstrates that such (re)combinations exhibit emergence, distributed governance and symbiotic design. While these characteristics may initially seem novel and unique to DSI, it reveals that their fundamental mechanisms are not limited to digital service ecosystems. They are, in fact, integral to service innovation across virtual, physical and blended contexts. The study highlights the importance of exercising caution in assuming that the emergence of novel technologies, including digital technologies, necessitates a concurrent rethinking of the fundamental processes of service innovation.

The Chinese market represents an increasingly popular destination for wine firms and recent opportunities derive from the growth of e-commerce. The aim of this paper is to understand the impact of digital platforms on wine firms' internationalisation in China by adopting the service ecosystems approach.

The authors carried out a case study of Italian premium wine firms from the Valpolicella area by collecting 27 semi-structured interviews with key informants that operate at the micro-, meso- and macro-levels of the internationalisation ecosystem. Italian wine firms were selected as the focus of the analysis, given the recent sales growth of their products in the Chinese market.

Results show that digital platforms hold a key role in the wine firms' internationalisation in China, intervening with resource integration mechanisms, alignment to the cultural context and mediating firms' digital presence in the market. The platformisation dynamics also reveal the existence of enablers and constraints in the firm internationalisation through digital platforms.

The authors aim to contribute to the marketing literature by analysing how digital platforms influence the wine firms' internationalisation in China through an original perspective, i.e. the service ecosystems lens.

The study adopts the service ecosystems approach to understand the internationalisation of wine firms in the Chinese market through digital platforms.

Ranging from the romanticism era to the postmodern paradigm and the experiential approach, this chapter reexamines the fundamental roots of the consumption experience concept while addressing the conceptualizations and nature of customer experience. In this context, the concept of customer experience in the tourism field is outlined. We set out to readdress the essence of the customer experience in the light of the consumer value (CV) as a relevant empirical ground to study it. Hence, this chapter revisits the intricate epistemological and methodological connection of the customer experience to CV. This leads to a rediscussion of the key role of customer introspection approach while outlining the narration side in studying this intimate connection of both concepts in the tourism field.

The paper focuses on how student entrepreneurs learn from the process of applying for low-threshold seed capital grants of about €2500

An in-depth inductive study was conducted on the seed capital grant initiative TrønderEnergi–Bidraget (TEB). The research design was based on the Zaltman metaphor elicitation technique (ZMET) to capture the interviewees' perceptions about TEB. From the interviews, 596 codes were identified and grouped into 54 categories. The results are illustrated in a consensus map.

TEB is an enabler of student venture creation processes through both the money awarded and activities fostering learning and development. Learning by doing is visible through two processes: 1) repeated writing of applications and 2) “forced” reflective thinking through the steps in the application process. The iterativeness of these processes due to repeated applications to the low threshold initiative is important for learning.

The authors recommend that university managers and policymakers offer seed funding to student entrepreneurs to ensure that the offering is a low threshold. A low threshold is decisive for generating a positive learning outcome from the application process. The seed funding initiatives should require students to put time and energy into all the integrated processes to make value out of the iterativeness of the processes.

This paper extends the discussion on the additionality of receiving grants by focusing on the process of applying for a grant. This research contributes to the student entrepreneurship literature by suggesting that the design of the application process and forced reflections are important for learning, as well as specifying the antecedents for student motivation for continued entrepreneurial activity in the application process.

Sustainable entrepreneurship education (SEE) is a field, which mingles two imperative fields of research, sustainable entrepreneurship and entrepreneurship education. This emerging area has gained momentum in recent years, and various quantitative and qualitative studies are carried upon to explore its diverse dimensions, literature remains scattered. This paper aims to explore the holistic picture of SEE by compiling the research articles, through a systematic literature review of prior research studies.

Two prominent databases are considered, and these databases then are searched with appropriately designed search strings. Based on an exclusion and inclusion criteria developed by the authors, 59 research papers are selected for further investigation. These research papers are then studied rigorously for review and qualitative content analysis.

A conceptual framework comprising of the areas of these research contributions is proposed as an outcome. This framework provides insights about the existing state and areas of SEE research namely: (1) Institutional framework, (2) Teaching/learning approaches and (3) External interactions and provides further direction for research.

The present study makes a significant contribution both in theoretical and in practical sense. (1) Compiled the extant literature on sustainable entrepreneurship education; (2) Developed a protocol to conduct the systematic review of literature on sustainable entrepreneurship education; (3) Reported the status of research on sustainable entrepreneurship education, and proposed a framework on existing work; (4) Presented the emerging topics, issues and challenges that need to be addressed in future research.

This article seeks to present a systematic literature review of the research field on sustainable entrepreneurship education. A review of existing literature in this field would certainly help to advance future research efforts as it presents a comprehensive picture of the status quo of this research field.

This chapter discusses emerging issues in event management with a focus on small-scale events. The author reflects on managerial approaches to stakeholder involvement and engagement, and underlines the complexity of strategy formulation for destination development planning. This contribution also provides advanced conceptual instruments for event marketing as guiding principles that permeate destination-marketing strategies. In addition, the author investigates the role and nature of sponsorship linked to enhancing the value of small-scale events and highlights fundamental issues in developing a marketing management model for place marketing and the key drivers of event management strategies involving sponsors and event participants.

Challenge-based learning (CBL), the experiential learning and pedagogical approach through which learners (students, instructors, companies, stakeholders, communities) are actively involved in designing a sustainable solution for a real-world problem, is gaining momentum in various higher education institutions around the world. Despite this multiplication of learning initiatives, evaluation in CBL is still an overlooked topic both by scholars and practitioners. Moreover, assessment is closely linked to the teaching and learning process and can also influence the evolution of the challenge because it is directly involved in the feedback, teamwork, and relationship between students, instructors, challenge providers, and stakeholders. Explaining why assessment is so important in CBL is one of the objectives of this chapter. Therefore, in line with the spirit of the handbook, the aim of this chapter is also to inspire, and give suggestions and tools for novel ways of assessing the learning process in CBL.

Through a challenge launched by the University of Trento, involving a local nonprofit integrative health fund, we understood the importance to integrate the formative with the summative assessment, to evaluate not only the final results but also the learning process. We experienced the fundamentals and the difficulties of self-directed learning through which students are called to codesign their learning experience, monitor teamwork, and assess their progress. Support and guidance from instructors are required to be successful in this cultural shift through which teachers are no more traditional professors and students are finally the experts in the challenge.