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1 – 5 of 5Kirsi Meriläinen and Arja Lemmetyinen
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.
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Research limitations/implications
The paper is conceptual in nature. The authors intend to test the developed hypothesis in empirical case studies in the near future.
Originality/value
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.
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This paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme.
Abstract
Purpose
This paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme.
Design/methodology/approach
By employing a sensemaking approach, the paper inductively analyses materials from a business idea development camp organised for academic teachers.
Findings
In collective sensemaking during the camp, non-academic facilitators strongly influenced the reflection-in-experience via normative ideas of entrepreneurship and their othering of entrepreneurship from academic work. In their post-camp individual essays, the academic teachers reflect-on-experience and draw parallels between entrepreneurship and academic work constructing sameness.
Research limitations/implications
Longitudinal research is needed in identity work and sensemaking among academic teachers in relation to entrepreneurship.
Practical implications
Universities need to offer arenas for teachers and other faculty to support identity work and sensemaking.
Originality/value
This study generates new understanding of how academic teachers engage in identity work and make sense of entrepreneurship in training when interacting with others. It underscores the importance of time needed for reflection-on-action.
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This paper critically examines how female students at a Finnish business school understand gender in management.
Abstract
Purpose
This paper critically examines how female students at a Finnish business school understand gender in management.
Design/methodology/approach
The analysis is based on female students' learning diaries from a basic management course.
Findings
The findings show how students respond to the topic of gender inequality through a neoliberal postfeminist discourse. The students' discourse is structured around three discursive moves: (1) rejecting “excessive” feminism, (2) articulating self-reliant professional futures and (3) producing idealized role models through successfully integrating masculinity and femininity.
Originality/value
This article contributes to current understanding of the role of postfeminist sensibilities in shaping student participation in the management profession. Awareness of students' responses to gender-equality initiatives offers management educators insight into the inclusion of equality topics in teaching in ways that support equal gender socialization in the management profession.
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This chapter was inspired by and tells of a conference experience. Most “ordinary” academics like me go to a varying number of conferences annually and regularly share stories of…
Abstract
This chapter was inspired by and tells of a conference experience. Most “ordinary” academics like me go to a varying number of conferences annually and regularly share stories of these experiences with our colleagues. The conference stories are about a central set of practices in academic work, at least for active researchers. However, it is difficult to find studies of conference practices (for exceptions, see Radford, 2000), and, in particular, their broader meanings to both organizers and participants.