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The purpose of this paper is to evaluate the impact of beneficial externality generated by the World Heritage List (WHL) on residential property values in order to offer new insights into heritage discourses.

The study uses the hedonic price model to estimate empirically the difference in prices for residential properties located in the Old Rauma World Heritage. The study uses residential sales transaction data from the City of Rauma from January 2005 to September 2012 drawn from an online database called KVKL Hintaseurantapalvelu managed by the Central Federation of Finnish Real Estate Agencies.

The research results indicate a positive, but insignificant, relationship between the property sale prices (euros/sqm) and heritage designation. However, the total sale prices are higher in Old Rauma as the properties are significantly larger in Old Rauma compared to other properties in Rauma.

Studies in heritage economics have assessed the influence of the property market on heritage listing and designation at either the national level, the local level or a mix of national/local levels. This paper contributes to the literature by analysing the impact of a United Nations Educational, Scientific and Cultural Organisation (UNESCO) world heritage designation on residential property values. UNESCO is the leading global institution which deals with the protection of heritage sites that transcend national and local boundaries.

In Finland, tourism policymaking is centralised in the Ministry of Economic Affairs and Employment, without a specific tourism minister. Tourism policymaking and implementation are much influenced by networks and collaboration of tourism experts on governmental, regional, and local levels. Despite the efforts of involving different stakeholders in tourism policymaking, the process includes wicked problems and occasionally conflicts of interest between the levels. Finnish tourism policymaking relies on various ministries, indirect laws, and working groups on the governmental level; and on regional councils, cities, municipalities, and destination management or marketing organisations (DMO) on the regional level, before reaching the operative level in tourism organisations. At every level, workshops, and other means to engage stakeholders are utilised. On a regional and destination level tourism is governed based on the strategies of each city, municipality, and regional councils, with varying collaboration and stakeholder engagement. The coordinator may be a regional council, DMO, or another stakeholder, such as a cluster of tourism enterprises and institutions of higher education. The different levels of governance are finally followed by enterprises, with their own interests, strategies, and visions. This chapter discusses Finnish tourism policymaking, focussing on the region of Satakunta, the city of Pori, and the Yyteri coastal area. Furthermore, the chapter discusses the strategic decision to focus on developing the Yyteri coastal area to meet the needs of locals and visitors, and how appointing a Senior Advisor for Yyteri beach and coastal area is sought to provide practical improvements also on an enterprise level.

This paper aims to propose a research agenda towards a holistic, grounded and flexible approach to cultural heritage that can address social challenges and transformations in the context of place. It critiques the dominant/hegemonic cultural heritage narratives, deriving from juridification and calls for a grounded approach in the way cultural heritage is framed and experienced.

The paper is conceptual, focusing on the need to open a line of enquiry into the relationship between legal texts, cultural heritage narratives and social challenges and transformations. It follows the letter of the international conventions on cultural heritage against the worked example of the medieval town of Rhodes in Greece.

The paper sets the relevant research priorities for the investigation of the effective relationship between cultural heritage and social challenges in the context of place, and further stretches the need to evaluate the role of legal and regulatory texts to that effect.

The paper identifies new priorities for thinking about the effects of juridification/the law, cultural heritage and social challenges/transformations in a place-specific context. It seeks to open new avenues of scientific explorations and new interdisciplinary dialogues between a variety of disciplines that are relevant to the way a place engages and addresses social challenges and transformations.

The aim of this paper is to reveal and investigate differences in how Finnish student teachers understand entrepreneurship education and how critical they are of it. The research question is: what kind of critical understanding do student teachers reveal in their conception of entrepreneurship education?

A qualitative research approach termed content analysis was used to investigate student teacher’s conceptions. The data were collected from essays written by 257 student teachers at the University of Turku’s, Rauma teacher education department during 2010-2012.

The conception of entrepreneurship education is, in many ways, related to how much one already knows about entrepreneurship education or how one reacts to it. It seems that most student teachers’ conceptions of entrepreneurship are positive, but even those in favour of it, in principle, do not necessarily want to see entrepreneurship education included in the basic education curriculum. Nevertheless, they think that enterprising pedagogy is useful and that the way of thinking about teaching is inspiring. They also feel that both teacher education and basic education benefit from some kind of entrepreneurship component, but do not take entrepreneurship education for granted. On the basis of this study, it is proposed that teacher education should incorporate more teaching that supports critical thinking in all study modules.

The findings of this study illustrate that there is much more to do in teacher education and its curricula. Teaching situations and learning situations are always social situations and both learners and teachers have a vital role to play.

The importance of innovations in business management is a widely accepted hypothesis. Lately the research on innovation has widened to include consideration of the impact of social networks on the innovation. This paper aims to contribute to research on this approach by suggesting a framework for studying the social aspects of economic innovations.

The paper discusses economic innovation as a product of organizational competencies, highlighting the importance of social network.

This paper has three goals: we clarify the concept of economic innovation, we present the essential questions for studying the economic innovation process, and we present a proposal for an empirical approach and address problems in collecting data about economic innovations.

The paper opens a new, socio‐psychological approach to studying the innovation processes. It proposes a holistic approach to the phenomenon by combining these with the material aspects of an organization. The paper provides a scientific framework for a new research program.

Collaboration between universities and industry is increasingly perceived as a vehicle to enhance innovation. Educational institutions are encouraged to build partnerships and multidisciplinary projects based around real-world open problems. Projects need to benefit student learning, not only the organisations looking for innovations. The context of this study is a multidisciplinary innovation project, as experienced by the students of an University of Applied Sciences in Finland. The purpose of this paper is to unfold students’ conceptions of the learning experience, to help teachers and curriculum designers to organise optimal conditions and processes, and support competence development. The research question was: How do students in higher professional education experience their learning in a multidisciplinary innovation project?

The study took a phenomenographic approach. The data were collected in the form of weekly diaries, maintained by the cultural management and social services students (n=74) in a mandatory multidisciplinary innovation project in professional higher education in Finland. The diary data were analysed using thematic inductive analysis.

The results of the study revealed that students’ understood the learning experience in relation to solvable conflicts and unusual situations they experienced during the project, while becoming aware of and claiming their collaborative agency and internalising phases of an innovation process. The competences as learning outcomes that students could name as developed related to content knowledge, different personal characteristics, social skills, emerging leadership skills, creativity, future orientation, social skills, technical, crafting and testing skills and innovation implementation-related skills, such as marketing, sales and entrepreneurship planning skills. However, future orientation and implementation planning skills showed more weakly than other variables in the data.

The findings suggest that curriculum design should enable networked, student-led and teacher supported pedagogical innovation processes that involve a whole path from future thinking and idea development through prototyping to implementation planning of the novel solution. Teachers promote deep comprehension of the innovation process, monitor and ease the pain of conflict if it threatens motivation, offer assessment tools and help in recognising gaps in individual competences and development needs, promote more future-oriented, concrete and implementable outcomes, and facilitate in bridging from innovation towards entrepreneurship planning.

The multidisciplinary innovation project described in this study provides a pedagogical way to connect higher education to the practises of society. These results provide encouraging findings for organising multidisciplinary project activities between education and working life. The paper, therefore, has significant value for teachers and entrepreneurship educators in designing curriculum and facilitating projects. The study promotes the dissemination of innovation development programmes in between education and work organisations also in other than technical and commercial fields.

Effective cognitive functioning elucidates the orchestrated interplay of diverse mental faculties in addressing daily tasks, potentially indicative of an improved state of an individual’s health. Linked to this is the potential role of life satisfaction, which may aid individuals in better managing their health-related challenges. The purpose this study is to examine whether the cognitive functioning and life satisfaction levels of elderly individuals serve as predictors of their subjective health complaints.

The research involved a cohort of 126 elderly community residents. The assessment tools used encompassed a socio-demographic questionnaire, the mini-mental state examination (MMSE), the scale of subjective health complaints and a life satisfaction scale.

The findings reveal that both cognitive functioning and life satisfaction are predictive variables for subjective health complaints, validated in both the original sample and simulated samples.

This study’s innovation lies in highlighting the importance of cognitive functioning and life satisfaction among the elderly population as explanatory factors for subjective health complaints. Consequently, these dimensions warrant consideration in specialized intervention programs aimed at promoting the health and quality of life among the elderly.

The purpose of this paper is to compare the construction of health knowledge in the Finnish national curriculum and recent Finnish health education textbooks, at primary and secondary levels of education. The authors examine the visual and textual content of the textbooks in an attempt to identify their pedagogical style and approach to health education.

The study is part of an international, European Union funded, FP6 STREP Project, Biohead‐Citizen. Conceptual health knowledge construction is analysed evaluating the emphasis placed on a biomedical model or on a health promotion ( HP) approach. Pedagogical style of the text and illustration is classified as either neutral, persuasive, participative or injunctive, out of which especially persuasive and participative reflect the constructionist approach.

The textbooks cover a wide range of health topics and meet the core contents of the national curriculum. The approach used was primarily that of HP and used a persuasive and participative approach. The pedagogical style of text, tasks and illustrations reflected current pedagogical thinking.

The study encourages future research to explore the effects of pedagogical construction on materials and learning in health education.

The paper usefully analyzes the pedagogical properties of recent Finnish health knowledge textbooks.

At the beginning of 2010, new higher education legislation was enacted in Finland which caused several university mergers. In addition to that, a self-directed type of organizational restructuring had been going on in Finnish academic libraries. This chapter describes the merger and the restructuring processes of the libraries in three universities, namely Helsinki University, University of Eastern Finland, and the University of Turku. Using a case study approach, the chapter describes different approaches used in the merger process, particularly how to manage service integration, resource reallocation and planning, and implementing new types of services. Performance measures and indicators are among the tools used to assess the successes, particularly in direct services to library users. Although this is based on Finnish experiences, it is helpful for other libraries considering, or engaging in, similar mergers, because of the given examples and tools for the actions needed for new structures and services. Also described are the challenges that three libraries met in the strategic work of reshaping of their organizational structures. While this chapter addresses library mergers only in universities, the methods and tools used will provide models for other types of libraries and nonprofit organizations.