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Supporting distant teams is a frequent phenomenon. Through the lens of the social identity theory, this research aims to examine differences between local and distant fans regarding drivers of team identification.

A multigroup structural equation model was employed. The data were collected through an online survey with 1,285 sports fans.

Team distinctiveness constitutes an important aspect fueling identification for all fans, whereas congruence between own and team personality is important for local and displaced fans only. Team prestige does not impact identification for either group.

To build up a base of highly identified supporters, clubs should emphasize those aspects of team brands that fans consider distinctive. When targeting local fans, clubs should also focus on communicating the brand's unique personality aspects.

This is the first study that assesses the potential differences behind fans' social identification with local and distant teams.

The purpose of this paper is to develop a holistic understanding of extant studies addressing the impact of commercialization on fans of elite sports.

In doing this, the authors performed a structured review of 42 academic articles published between 1992 and 2020 that all focus on how fans respond and are affected by the commercialization of elite sports.

The structured review shows that the impacts of commercialization on fans relate to four different themes. These are (1) fan identity, (2) fan attitudes, (3) fan emotions and (4) fan behaviours. However, the analysis also shows that research within each category is largely scattered, and more research within each category is needed.

The paper highlights the complex and dynamic nature of commercialization. It presents a research agenda for future research and emphasizes a need to integrate the interests of several stakeholders when managing the impacts of elite sport commercialization.

Broadly understood as repeated, intentional, and aggressive behaviors facilitated by digital technologies, cyberbullying has been identified as a significant public health concern in Australia. However, there have been critical debates about the theoretical and methodological assumptions of cyberbullying research. On the whole, this research has demonstrated an aversion to accounting for context, difference, and complexity. This insensitivity to difference is evident in the absence of nuanced accounts of Indigenous people's experiences of cyberbullying. In this chapter, we extend recent critiques of dominant approaches to cyberbullying research and argue for novel theoretical and methodological engagements with Indigenous people's experiences of cyberbullying. We review a range of literature that unpacks the many ways that social, cultural, and political life is different for Indigenous peoples. More specifically, we demonstrate there are good reasons to assume that online conflict is different for Indigenous peoples, due to diverse cultural practices and the broader political context of settler-colonialism. We argue that the standardization of scholarly approaches to cyberbullying is delimiting its ability to attend to social difference in online conflict, and we join calls for more theoretically rigorous, targeted, difference-sensitive studies into bullying.

Is there a specific way of thinking about organisational learning in Nordic countries? Are concepts such as organisational learning and learning organisations imported, or do they emerge with specific meanings from more local discourses? Beyond that, are they supported by specific learning theories? The purpose of this paper is to trace the way that the concepts of organisational learning and learning organisations appear in research and policy documents in Norway and to identify what sort of learning theories pertain to those concepts. The authors discuss whether Norway’s case exemplifies a Nordic way of thinking about learning in organisations.

Through an archaeological investigation into the concepts of organisational learning and learning organisations, the authors explore the theoretical and cultural framing of the concepts in research and policy. The authors limit our work to large industrial field experiments conducted in the 1960s and to large education reform in the 2000s.

During the industrial field experiments in the 1960s, the concept of organisational learning evolved to form participatory learning processes in non-hierarchical organisations able to contribute to democracy at work. Education policy in the 2000s, by contrast, imported the concept of the learning organisation that primarily viewed learning as an instrumental process of knowledge production. That strategy is incommensurable to what we define as a Nordic way, one in which learning is also understood as a cultural and social process advanced by democratic participation.

The authors add to organisational learning theories by demonstrating the importance of cultural context for theories and showing that the understanding of learning is historically and culturally embedded.