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This study aims to examine adolescents’ social media environment connected to unhealthy food marketing. As social media have become a ubiquitous part of young people’s everyday lives, marketers have also shifted their focus to these channels. Literature on this phenomenon is still scarce and often takes a quite narrow view of the role of marketing in social media. Furthermore, the experiences of the adolescents are seldom considered.

Using a sociocultural approach and netnographic methodology, this study presents findings from a research project conducted in Finland. The data consist of both social media material and focus group interviews with adolescents.

The findings elaborate on unhealthy food marketing to adolescents in social media from two perspectives: sociocultural representations of unhealthy foods in social media marketing and social media influencers connecting with adolescents.

The study broadens and deepens the current understanding of unhealthy food marketing to adolescents taking place in social media. The study introduces a novel perspective to the topic by looking at it as a sociocultural phenomenon.

Schools have a significant role in ensuring children's wellbeing as children spend a lot of time at school. Students need to have an active role in their learning and an opportunity to participate in issues concerning wellbeing and studying. This research examines students' wellbeing in an innovative learning environment. The classroom is built with professionals, teachers and students (aged 9). The authors call it Learning Ground.

Students' wellbeing was measured with smart device application for a six-week period. Students answered the questionnaire with a Likert scale of five (very poor – excellent) responses. Two weeks during the six weeks research period, students were able to use digital study aids, EEG-biosensor headsets, to observe the effectiveness of their learning, defined by NeurSky app. The EEG-biosensors enabled students to use a tool to recognise their own learning factors during the lessons. The effectiveness was available to students via tablets all the time.

The students at the Learning Ground are satisfied with wellbeing and the environment support for students' wellbeing experience is notable. They have “good vibes” before and after the school day. When wearing EEG-headsets “study aids”, which enabled them to observe their learning via tablets at lessons, the wellbeing experience in the mornings even increased.

Schools need to be visionaries concerning 21st century learning and children's wellbeing. Building flexible learning environments and bringing innovative technologies into schools to provide active support for students will enable 21st century learning. Wellbeing of children should become first when developing the future schools.

The aim of this paper is to explore the evolving nature of the work of cabin crew in a Scandinavian carrier in three eras, drawing on theories of gender and emotional labour.

The paper draws on ethnographic data from fieldwork, interviews and documents.

From being a feminized and temporary occupation for young, upper- and middle-class women in the 1970s, the occupation became a full-time job and with greater diversity of cabin crew. Today there are signs of the job becoming a precarious and temporary one of demanding and devalorized work in a polarized and class-divided labour market. Changing circumstances impact on the emotional labour requirement and terms and conditions at work.

A limitation is that the research design was not initially longitudinal in the sense that the author does not have exactly the same kind of data from each era. The author has, however, been involved in this field for two decades, used multiple methods and interacted with different stakeholders and drew on a unique data material.

The development in aviation is contributing to new discriminatory practices, driving employee conditions downwards and changing the job demands. This development will have practical consequences for the lives and families of cabin crew.

The analysis illustrates how work ‘constructs' workers and contributes in creating jobs that are not sustainable for the employees. Intensification of work, insecurity and tougher working conditions also challenge key features in the Nordic model such as proper pay, decent work and a life-long employment. Much indicates that the profession is again becoming a temporary one of demanding work with poor working conditions in a polarized and class-divided labour market.

The research contributes to the literature on emotional labour, gender and the evolving nature of the work of cabin crew. The unique data material, the longitudinal aspect of the research and the focus on a single network carrier are good in charting changes over time.

The purpose of this paper is to examine to what extent Finnish university students endorse entrepreneurial intent and the ways in which they position themselves in relation to entrepreneurship according to their self-perceived abilities or “ability self”.

The study was conducted by means of an e-survey, and the participants comprised the sample of students (n =1,819) from two Finnish universities, representing diverse fields of study.

It was found that a great majority of the students showed a relatively low intent to become an entrepreneur. The perception of abilities, such as innovativeness and ambitiousness-competitiveness, was positively related with entrepreneurial intent, whereas the perception of academic abilities and “conventional” employee skills indicated inverse associations.

The findings suggest that in terms of self-perceived abilities, entrepreneurship in an academic context is perceived as a rather restricted category to which only a few specific individuals have access. Accordingly, there is a certain tension between the tenets of entrepreneurship and corresponding abilities, and the ethos of universities and related high-valued abilities such as theoreticality and criticality.

Although employability and entrepreneur intent have been widely studied, little is known about students’ identification with entrepreneurship according to their ability perceptions. The present study contributes to the existing body of knowledge on university students’ “internal employability” that involves students’ self-assurance and views of work-related relevance with regard to supposed abilities.

This paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme.

By employing a sensemaking approach, the paper inductively analyses materials from a business idea development camp organised for academic teachers.

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.

Longitudinal research is needed in identity work and sensemaking among academic teachers in relation to entrepreneurship.

Universities need to offer arenas for teachers and other faculty to support identity work and sensemaking.

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.

The purpose of the study is to clarify Finnish youth’s attitudes toward entrepreneurship and evaluate both regional and background factors influencing those attitudes.

The authors conducted a survey of 1,497 students aged 15 to 24 years and analyzed the data using descriptive statistical analysis.

The study’s results indicate positive attitudes toward entrepreneurship among the youth. One of the notable findings of the study was the number of students who had already worked as entrepreneurs. The study also revealed background factors that affected entrepreneurial attitudes, such as regional aspects, entrepreneurial background and gender.

The results of this study highlight the importance of regional-level entrepreneurial education activities for increasing the vitality and entrepreneurial intentions within remote areas of Finland. This study suggests to develop new teaching methods to further raise entrepreneurial attitudes and expand gender equal entrepreneurial education programs aimed at promoting entrepreneurship, especially in remote areas.

The study results reveal that the attitudes of young Finnish people toward entrepreneurship seem to be at a more positive levels than indicated by earlier studies. In previous Global Entrepreneurship Monitor studies, researchers evaluated Finnish youth’s attitudes toward entrepreneurship. By contrast, this study’s data was based on the opinions of youth in the region with the youngest population in Finland, and they described the entrepreneurial attitudes of themselves and their peers.

The paper aims to elucidate the potential of a socio-cultural approach to social marketing. Drawing on a practice-theoretical understanding of change, the paper discusses how a socio-cultural approach can inform social marketing and enhance the possibilities of the field to address complex, multifaceted issues that require changes beyond the individual.

While the paper is conceptual in nature, it uses an illustrative example of food waste as the basis for an investigation of what a socio-cultural approach, rooted in practice-theoretical understanding of change, means for social marketing.

The paper is conceptual in nature but highlights new opportunities for social marketing connected to a socio-cultural approach foregrounding practice changes. The paper introduces potential roles that social marketers can adopt to initiate and support practice changes in the context of food waste.

The paper emphasises the importance of focussing on the socio-culture and practices connected to the issue in question, both when scoping for insight and when developing the ways to address it.

By integrating a practice-theoretical understanding of change, social marketing and food waste literature, the paper offers novel insights about the potential of adopting a socio-cultural approach to social marketing. The paper discusses a socio-cultural approach to social marketing in context, emphasising the roles social marketers can play in practice changes.

Listening to the customers has long been a key phrase and success element in product branding. This paper aims to highlight the importance of listening to residents during the branding of a place. The study explores ways of listening to residents to ensure they are heard and also discusses the challenges and benefits related to place branding flowing from having residents participate in decision-making processes.

Listening to residents and offering opportunities to participate requires place branders to fully attend to, comprehend and respond to residents’ comments, requests, ideas and feedback. This study reports on how two Nordic cities – Turku and Helsinki – listen to their residents. The data used comprise face-to-face interviews, telephone and e-mail conversations and documentary material.

Residents should not be considered as one homogeneous target; participation options and channels should be adapted to the demographics and geographic issues of the different regions and resident groups.

The role of residents and the importance of listening are crucial features in the emerging concept of inclusive place branding (Kavaratzis et al., 2017); its future conceptual development could benefit from the case examples at hand.

City authorities should listen to residents and provide them with opportunities to actively contribute to decision-making. Other cities could learn from the examples introduced in the paper.

This paper documents two Nordic examples of cities putting into practice a policy of listening to the residents, a previously neglected research area.

People with complex health conditions must often navigate landscapes of uncoordinated public, private and voluntary health-care providers to obtain the care they need. Complex health conditions frequently transcend the scope of typical health-care service systems. The purpose of this paper is to explore and characterize such unique assemblages of actors and services as “user-defined ecosystems”.

Building on literature on customer ecosystems, this paper introduces the concept of the user-defined ecosystem (UDE). Using an abductive approach, the authors apply the concept in an interpretive, qualitative study of ten families with special needs children.

This study uncovers complex UDEs, where families actively combine a broad range of services. These ecosystems are unique for each family and extend beyond the scope of designed service ecosystems. Thus, the families are forced to assume an active, coordinating role.

This paper shows how to identify ecosystems from the user’s point of view, based on the selected user unit (such as a family) and the focal value-creating function of the ecosystem for the user.

This paper highlights how service providers can support and adapt to UDEs and, thus, contribute to user value and well-being. This can be used to understand users’ perspectives on service and systems in health and social care.

This study develops the concept of the UDE, which represents a customer-focused perspective on actor ecosystems and contrasts it with a provider-focused and a distributed perspective on ecosystems. This study demonstrates the practical usefulness of the conceptualization and provides a foundation for further research on the user’s perspective on ecosystems.