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This contribution deals with the effects of atmospheres. It considers the interest in atmospheres as part of a fundamental change in the mode of individual reasoning which is characterised in contemporary post-industrial societies by an ‘experience orientation’. Atmospheres, which highlight the fact that the subjective state of a person can change in relation to the sensory qualities of the environment, become an interesting concept within this development. The chapter starts from the observation that – in spite of the importance that atmospheres have for spaces of leisure and tourism – there is little research on atmospheres in leisure and tourism studies. It presents three dimensions of effects of atmospheres (emotions and affective tonalities, attention, gesture) that allow us to understand why and how atmospheres matter. The second part links the effects of atmospheres to leisure and tourism, where it proposes distinguishing the corporeal and the sociocultural dimensions of atmospheres. Finally, it discusses the possibilities of designing atmospheres and stresses the necessity for further empirical research.

Borrowing from practice theory to enhance institutional theory has much potential. It may help institutional scholars reconnect with its constructivist, processual origins. Yet previous attempts of borrowing across paradigmatic boundaries – both in organization studies and in institutional theory – teach us that borrowing is not a straightforward adoption. Instead, theories that cross known paradigmatic boundaries go through a process of translation, and may well get lost in the way. In this paper, the author focuses on methodology and points to impediments to the fruitful adoption of a practice-driven approach to institutionalization, and offers ways to overcome them. In particular, the author points to the need to change the focus from process as an outcome to the inner life of the process; capturing action in vivo and in situ; and finding ways to focus on practice yet not lose connection to its institutional context and implications.

The nonmaterial dimension of reality is contrasted with the material, observable and empirically verifiable dimension that rose to dominance with the Enlightenment. The nonmaterial dimension includes orientation, memes, tacit knowledge and spirituality. The orientation of an individual, group, or institution can be towards violence – getting ahead at the expense of the other – or blessing – working in such a way that there is mutual benefit. Orientations can be expressed through memes, cultural or behavioural patterns that are mimetically transmitted broadly within a society and diachronically through generations. If they catch on within a group, they can determine the institutional or group culture. Spirituality can be a source of change of orientation from violence to blessing and of growth in creativity, resilience and empowerment. David Peat and David Bohm posit an implicate order in the universe, thought as a system (in the context of dialogue), and gentle action. Neil Douglas-Klotz points out that the Aramaic words malkuta d'bwashmaya (kingdom of heaven) used by Jesus constituted a nonmaterial reality containing vision, norms and empowerment that exists within and among us – like the implicate order – and is accessed by those who truly wish to ‘see’ it. The emerging spirituality coming out of this engagement has a capacity to replace memes like those of empire, self-interest and grandiose leaders with memes that channel passions and energy towards bio-interest, transnational interest, transpersonal interest, empathy and widespread empowerment. And this could make all the difference in effecting truly sustainable development.

Widely viewed and supported as entertainment, we still know relatively little about the postsecondary experiences about college student-athletes especially when compared to other student populations. As such, this chapter contributes to that literature by first reviewing what we already know about Black female student-athletes as a unique population in the postsecondary environment who face challenges that differ from their Black male and White female counterparts. Second, this chapter expands the literature by analyzing data from original research conducted by the authors that focus on the academic, athletic, and campus climate experiences of these students.

The chapter explores the developments in work on the history of quantification and sport, explaining how quantification in sport is generally understood, and then establishing what a sociological approach offers to scholars interested in exploring new expressions of these developments in biometrics and Big Data. It then outlines some potential directions scholars might pursue to further develop knowledge of these developments in the context of sport.

The chapter synthesizes existing literature from the sociology of quantification, sport sociology and quantification, and Big Data to provide historical, contemporary, and future oriented assessments of sport and datafication.

By situating a discussion of Big Data and biometrics in the context of sport, this chapter argues for the value of a sociological approach to these areas. The chapter engages prior work as a way to move scholars to challenge the assumed epistemological and political power of numbers for the way we engage sport.

The chapter argues for a number of future areas of study that may push the boundaries of existing research in the area.

The chapter provides a survey of the literature on sport, analytics, and Big Data as an impetus for future research into the importance of a sociological approach to these areas in the context of sport.

Is the aim of the university to prepare citizens to contribute to civic and social life as well as to travel flexibly and successfully through a rapidly changing work world? Or is the purpose of higher education more narrowly to advance students’ individual economic interests as they understand them? Should we think of students as citizens or consumers? Many analysts argue that, in recent years, the notion that higher education should serve to advance students’ individual economic position has increasingly taken prominence over broader notions of the purpose of American higher education. In this paper, we examine whether and to what extent a shift from considering students-as-citizens to students-as-consumers has occurred in US higher education. We provide a longitudinal analysis of two separate and theoretically distinct discourse communities (Berg, 2003): higher education trustees and leaders of and advocates for liberal arts education. Our data suggest a highly unsettled field in which commercial discourse as measured by the student-as-consumer code has surely entered the US higher education lexicon, but this code is not uncontested and the more traditional citizenship code remains significant and viable.

In these times of globalisation, distances are getting smaller, enhancing the interactions between people of different cultural backgrounds. This is especially true in the area of tourism, a field that is shaped by manifold communication activities. The enormous increases in the numbers of Chinese tourists visiting Europe and other Western destinations require building up intercultural competencies to minimise conflicts and promote mutual understanding. It is therefore necessary to question one’s own cultural view, which is why the debate surrounding de-Westernisation is of crucial importance. The metaphor of the atmosphere – in Chinese qifen – offers a helpful access point to strengthen mutual understanding, because it creates a bridge between eastern and western thinking. Paul Watzlawick (1967) developed his well-known five axioms of communication, the second of which states that every communication has both content and a relational aspect, and the latter classifies the former. This chapter shows why the atmospheric dimension of communication should be established as the third axiom in order to understand communication holistically.

In the current chapter, we examine the nature, distribution and experiences of probation in Canada. More specifically, drawing upon in-depth interviews with probationer loved ones, we examine the experiences of what we refer to as secondary supervision. The concept captures how individuals with a loved one (i.e. family member or partner) on probation understand, make sense of and feel affected by their loved one’s probation order. Complementing existing literature on the collateral consequences of incarceration or ‘secondary prisonization’, we show how secondary supervision burdens probationer loved ones mentally and emotionally as they must navigate the uncertainties of their loved one’s legally precarious status. We highlight the necessity of expanding probation research and of our thinking about ‘mass supervision’ to consider the collateral and unintended consequences of community-based supervision.

This research paper aims to better understand the network structure of higher education in North America. It draws on a relationally networked dataset of 1,292 degree-granting colleges and universities in North America to develop a modularity class approach to categorizing colleges and universities based on their own self-defined peer networks and assesses the utility of the modularity class approach as well as several measures of network centrality for predicting offerings of new curricular fields. Results show that not all measures of network centrality equally predict organizational change outcomes, with hub/authority position being most important. Additionally, results show that an empirically derived modularity class approach to categorizing organizations has important strengths in relation to more typical approaches based on prestige or perceived organizational characteristics. The approaches detailed in this paper will be useful for future analysts seeking to explain the spread of innovations and behavior across the higher education institutional field, as well as those seeking to understand clustering and organizational divergence.