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Women working in public relations (PR) in the 1990s developed the power of metamodern pragmatism to avoid being constrained in this decade of contradictions.

This was a time of promise for female empowerment and careers. The PR industry in Britain had quadrupled in size, yet increased feminisation and professionalisation did not resolve gender inequity. Indeed, alongside the existence of ‘old boys clubs’ and hedonistic macho agencies in the industry, the 1990s offered a lad's mag culture and an AbFab image of PR.

An original collaborative historical ‘Café Delphi’ method was developed using three themes (sex, sexuality and sexism) to explore women's careers and contributions in the expanding and increasingly powerful field of PR in the United Kingdom during the 1990s. It built on feminist critique of the industry and paradoxical portrayals of women resulting from significant changes in media, popular culture and a pluralistic marketplace.

Individual and collective experiences of women working in PR at the time reveal the power of attitudes to affect their ability to achieve equality and empowerment. Women navigated tensions between the benefits of accelerated pluralism and the patriarchal resistance in the workplace through performative choices and a deep sense of pragmatism.

The chapter aims to reflectively discuss a participatory research project concerning the future of higher education in Hungary. This project can be understood as an ongoing methodological experiment which attempts to engage teachers and students, in order to reveal how key stakeholders think about the future of higher education. In line with this, this methodologically oriented chapter shows how different participatory methodologies can be combined in a so-called backcasting framework. This approach starts by describing the present situation, then moves beyond the present conditions so as to identify the cornerstones of an ideal future state. On the one hand, the chapter gives a detailed introduction to how our participatory research process was set up and what particular methodologies we used during this process. On the other hand, it critically reflects on the methodological and ethical challenges involved.

In this chapter, we present a collaborative autoethnographic study with two main layers: first, we share experiences of two separate educational research projects and explore how different dialogic research practices facilitate both participants and researchers to discover the phenomenon being studied; second, we engage in a dialogic conversation to discover our own research practices. Focussing on projects in two different countries (Norway and Canada), our initial centring question for this chapter is: how do our research practices facilitate insight into participants’ real-life experiences and practices? Then turning the light on our own research practices, we ask: what onto-epistemological assumptions shape our dialogical research practices? The chapter reveals that dialogic research practices allowed collective wisdom to be discovered and ensured that we were able to break through the taken-for-grantedness both of the concept being studied and of our own research practices.

Inquiry-Based Science Education (IBSE) is considered as a powerful pedagogical practice for renewing science teaching in and out of school. However, despite the spread of IBSE projects, solid evaluation practices have not yet been adequately developed. Practitioners are often uncomfortable with the evaluation task, usually spending little time on it and using poor tools to evaluate IBSE activities. To investigate this issue, we developed an analysis of the European project INQUIRE within the framework of Evaluation Capacity Building theory (ECB). INQUIRE fosters IBSE activities in schools and botanic gardens, promoting training for teachers and educators working with pupils aged between 9 and 14. ECB aims at developing evaluation capabilities in order to conduct rigorous evaluation. Adopting a mixed-methods approach, we systematically analysed evaluations used within courses held in Italy over two years (2011–2013). Study findings suggest that the INQUIRE project has helped practitioners to improve their ability to conduct effective evaluations. However, we also identified two concerns, as IBSE practices tend to focus on cognitive rather than cooperative teaching elements, and on summative rather than formative evaluation methods. The following four recommendations are consequently suggested: promoting dynamic assessment processes, ensuring clearness and flexibility, valuing tacit knowledge, and fostering cooperation.

Purpose: This study explores how the interplay between a passionate consumer and his embeddedness in the lively network of a consumer tribe represents a fertile environment for the emergence of an entrepreneurial venture that is able to combine micro- and macro-level concerns bridging tribe and marketplace needs.

Design/methodology/approach: The research, set within the context of an exemplar consumer’s entrepreneurial project, was conducted following a netnographic methodological approach.

Findings: By fluidly moving from within to outside the tribe in the wider marketplace, the entrepreneur crafts his own new space in the market through a cultural mediation work that effectively combines the affective, immaterial labor characterizing the social glue of the tribe collective ethos with entrepreneurial spirit and sharp marketing and consumer insight abilities. The entrepreneur acts as a resource integrator of traditional firm-driven and emerging consumer-driven marketplace without opposing existing market structures, but rather valorizing them through his intermediation work.

Research limitations: This is a single-case study that, although exemplar, needs to be expanded and consolidated with further empirical evidence.

Originality/value: The study contributes to extant literature on consumer-driven market emergence and new market system dynamics by uncovering the role of consumer entrepreneur as a reconfigurator of the existing market resources.

Geotechnologies have a long tradition in several areas of society and research. The recent development of the ‘Internet of Everything’ (IoE) and Geographic Information Systems (GIS) technologies opened several doors to the contribution of tourism. Emergent technologies contributions to tourism and planning such as web mapping, augmented reality (AR), crowdsourcing and crowdsensing are relatively recent, and there is a lack of research around their potential for Creative Tourism enhancement. For example, combining web mapping with AR or storytelling can be an excellent contribution to operators, planners and tourists. For research purposes, new opportunities are open, particularly by integrating community-shared data. It is well known for the popularity of social networks, the exponential growth of photo sharing, but few studies have been implemented to understand their contribution to research. This chapter focuses on emerging geotechnologies concerning cultural mapping, Creative Tourism and sustainability. Since it is a new growing niche, more research is needed to develop and understand the potential of new approaches. Besides traditional techniques such as quantitative (e.g. surveys) and qualitative ones (e.g. interviews, focus groups and world café), it revises the role of geotechnologies on Creative Tourism development and growing activities. Results from case studies from Europe are analysed.