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Tourism employment is very diverse ranging from precarious, exploitative study to high-quality workplaces. However, poor employment images dominate the tourism industry, which makes attracting employees difficult. This study aims to examine the processes that lead to such image construction.

Using a qualitative methodology, the study develops a multilevel framing cycle comprising a media analysis of newspapers and magazines (macro-level), a conversation analysis of peer communication/negotiations (meso-level) and a content analysis of single employee/manager interviews (micro-level); and a comparative analysis of the macro-, meso- and micro-level findings.

The multilevel frame cycle identifies image-construction processes that pass through working conditions, payment, seasonality and human resource problems. These processes are shaped by the two cross-level dynamics of radicalization and attenuation. The latter consists of rationalized and repressed framings of tourism employment images (TEI) and the former consists of ideological and emotional framings.

Tourism stakeholders should support and participate in a pragmatic and open dialog to overcome the radicalization and attenuation of tourism employment. The key players require a new deal to end the “information warfare” on tourism employment, inaugurating a new era of collaborative and constructive employment relations.

This study develops a holistic and dynamic understanding of TEI by exploring how media products, peer groups and employees/managers jointly construct these images. It demonstrates how attenuation and radicalization shape poor employment images in tourism. It argues that these dynamics “lock in” the status-quo, create mutual recrimination between employers and employees and counteract common strategies that could otherwise improve employment structures and the image of tourism.

The purpose of this paper is to explore the capacities of different groups of actors, who initiate, support, and control (known as equal opportunity actors) equal opportunities and equal treatment in organizations in Austria.

Based on the concept of social positioning and a qualitative empirical approach, the paper provides an analysis of data deriving from 32 interviews with equal opportunity actors.

The main findings show that, depending on individual commitment, knowledge and abilities, equal opportunity actors have the capacity to influence official equal opportunity policies and to prohibit individual cases of discrimination. However, there are strong restrictions concerning a limited understanding of gender, an ignorance of more subtle forms of the practising of gender and acceptance of the gendered understructure of organizations.

The study relates to the Austrian labour relations system which is rather similar to the German system, but can hardly be transferred to other countries.

The analysis of capacities and restrictions of single actors within organizations may be of general interest.

The paper explores a nearly fully ignored aspect of equal opportunity policies which is crucial for their success or failure.

To introduce the special issue.

A brief description of the Gender and Management track at the European Academy of Management Conference and an outline of the papers in the issue.

The track examined various issues and the papers chosen from the track for the special issue are closest to the central concerns of the journal.

Provides a summary of the perspectives considered.

Both the ideals of the European Union (EU) and the EU's recent political difficulties have attracted comparison with the Habsburg empire. In recent years, some of those making comparison have turned to the Austrian Jewish novelists, Stefan Zweig and Joseph Roth, who were crucial to the imaginative emergence of the Habsburg Myth. This paper analyses their writings and those of Robert Musil and Gregor von Rezzori in relation to the Habsburg Myth as a story about European unity, about Austria-Hungary as a supranational polity and about Austria-Hungary's self-proclaimed providential purpose in European affairs. It explores the dissonance between the Habsburg Myth and the EU's territorial composition and argues that the Habsburg Myth is, nonetheless, revealing about the EU's internal hierarchies and its geopolitical difficulties in relation to Russia.

The themes of crisis and identity have been discussed endlessly in relation to European unification since 1950, but generally not in their interrelation. After looking briefly at the literature on the notion that integration has often proceeded through crises, and on the relation between European and national and regional identities, the author examines some real or perceived crises and suggests how they may have impacted the issue of identity. These crises include that of the immediate post-war years, the slow emergence of serious reflection on the Holocaust, the imposition of communist rule across half of Europe and the Cold War, the crises of decolonisation and the persistence of European racism, European divisions in relation to crises in the Middle East, Europe’s (non-)response to environmental crisis, the crises of the 1968 years, the crises of post-communist transition and the Yugoslav wars, the Eurozone and refugee crises, the Brexit crisis and finally the current coronavirus crisis. These persistent and often recurring crises (Dauerkrisen) have confronted European political elites with what have been called crises of crisis management, and European populations with different ways of conceptualising their relation to Europe.

An original concept for a Web‐based role play “SurfingGlobalChange” is proposed on the basis of multi‐year interdisciplinary teaching experience and constructivist pedagogy. Underlying didactic orientation is towards self‐guided learning, acquiring socially compatible “competence to act” in a globalised world, self‐optimising social procedures inside teams, process‐orientation and peer‐review instead of teacher’s review. Participating students find themselves in an argumentative battle where they put their marks at stake. A comparison with similar games highlights the increased level of responsibility attributed to and expected from learners using this kind of “digital game‐based learning”.