Epistemological relativism in tourism studies has been conceivably paralyzed by the concept of a, or, the "paradigm." In this review article, Platenkamp metaphorically identifies these paradigms with the islands that Odysseus visited (all those centuries ago) during his well-recorded journey to Ithaca. In this context, therefore, Ithaca is changed (by Platenkamp) from being just an idyllic Greek homeland into a contemporary, hybridized world like-in our time-of the multilayered network society in Africa of the capital of Ghana, Kumasi. The basic question for Platenkamp, then, is that of how tourism studies researchers can (or ought?) leave their safe islands (i.e., their paradigms) and organize their own paradigm dialog (after Guba) with others around them on their uncertain and risky voyage to Kumasi. In an attempt to clarify this vital kind of dialog, Platenkamp introduces Said's principles of reception and resistance, but also focuses on the distinction between different modes of "knowledge production" that have been introduced into the social sciences since the 1990s. In this light, to Platenkamp, the uncertainty of this ongoing/unending epistemological quest remains crucial: to him, all (almost all?) believers in a, or any, paradigm within tourism studies are unhealthily "overimmunized" by the tall claims and the perhaps undersuspected strategies of the particular "paradigm" they follow. (Abstract by the Reviews Editor).
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Panarchy is the paradigm of transition and change. Panarchy is the paradigm where small actions can have major effects for better or worse. It is to expect the unexpected. Panarchy holds the promise of positively changing the Anthropocene. By being prepared we can anticipate upon unexpected emerging phenomena which can be used as leverage for creating change.rue change is by transformative learning which transforms our sets of assumptions and expectations, our frames of reference (mindsets, habits of mind and meaning perspectives) Art&Design, artists, designers and philosophers are, by there very nature, capable of changing our frames of reference and thereby create opportunities for true change and adaptation.
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This paper conducted a preliminary study of reviewing and exploring bias strategies using a framework of a different discipline: change management. The hypothesis here is: If the major problem of implicit bias strategies is that they do not translate into actual changes in behaviors, then it could be helpful to learn from studies that have contributed to successful change interventions such as reward management, social neuroscience, health behavioral change, and cognitive behavioral therapy. The result of this integrated approach is: (1) current bias strategies can be improved and new ones can be developed with insight from adjunct study fields in change management; (2) it could be more sustainable to invest in a holistic and proactive bias strategy approach that targets the social environment, eliminating the very condition under which biases arise; and (3) while implicit biases are automatic, future studies should invest more on strategies that empower people as “change agents” who can act proactively to regulate the very environment that gives rise to their biased thoughts and behaviors.
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In my view, organisations are playing an ever-larger role with and in these changes. This is why we need organisations that are not afraid to express and give concrete meaning to their innovative views on economic and social themes. These are organisations that dare to break out of the old thought and behavioural patterns in order to create room for change and renewal. They are guided by an innovative philosophy and mode of thinking, and show this leadership by translating this body of thought into concrete actions and results. This is why, in the professorship, we call these organisations ‘thought leaders in a society of change’.
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Purpose - The purpose of this paper is to propose a fundamentally new extension of the marketing paradigm. This is theoretically and practically necessary since in the authors' view there is an insufficient balance between customer and brand thinking. Design/methodology/approach - While the marketing paradigm is focused on customers, marketing strategy focuses on both the demand and supply side of the market. The authors suggest bringing the paradigm and strategy more in line by adding the brand identity into a new, more balanced, marketing paradigm, called identity based marketing. Findings - The brand identity can be considered the representative of the resource based view since identity will be based on competences and capabilities. Although branding is widely accepted as a marketing issue it has until now not been dealt with within the scope of the marketing paradigm. Originality/value - Adding branding to the highest level in the marketing theory hierarchy (marketing as concept/paradigm, strategy, and tactics), has important implications for marketing practice and leads to a research agenda with more emphasis on the relation between (changes in) brand identity and customer perceptions and needs. © Emerald Group Publishing Limited.
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To improve people’s lives, human-computer interaction researchers are increasingly designing technological solutions based on behavior change theory, such as social comparison theory (SCT). However, how researchers operationalize such a theory as a design remains largely unclear. One way to clarify this methodological step is to clearly state which functional elements of a design are aimed at operationalizing a specific behavior change theory construct to evaluate if such aims were successful. In this article, we investigate how the operationalization of functional elements of theories and designs can be more easily conveyed. First, we present a scoping review of the literature to determine the state of operationalizations of SCT as behavior change designs. Second, we introduce a new tool to facilitate the operationalization process. We term the tool blueprints. A blueprint explicates essential functional elements of a behavior change theory by describing it in relation to necessary and sufficient building blocks incorporated in a design. We describe the process of developing a blueprint for SCT. Last, we illustrate how the blueprint can be used during the design refinement and reflection process.
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Whereas different aspects of teaching and learning in Higher Education are often discussed within an academic community, teaching the EU seems to receive less attention. Especially in recent years we testimony the decreasing interest to EU studies in universities, including some signs of disappearing from educational curricula. Even more sad is the state of teaching the EU in economic faculties and other disciplinary areas. Teaching the EU is not always considered as an important and necessary part of these curricula. At the same time, in the still remaining studies of the EU, mainly situated in studies of politics or international relations, there is a tendency, with a few exemptions, to stick to a rather traditional approach of teaching the EU that does not change for years, no matter what the developments in the world are. In this paper I plea for the change of the existent paradigm in teaching the EU. The new global realities, such as a developing climate crisis and EU green economic transition, war in Europe and changing global security landscape, (still) continuing migration crisis and growing poverty worldwide, radicalization of political systems and intensifying populism, require to change the way the EU subject has been taught in universities. The scholars teaching the EU subject have to rethink the existent answers to the main educational questions, such as what, why, how and who is being taught about the EU. I propose a different approach to teaching the EU that not only redesigns the existent teaching practices of the EU, but also makes the introduction of EU studies in other than political science or international relations curricula, such as economic, business, environmental or many other interdisciplinary studies, possible and indispensable.
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This paper adopts a problematising review approach to examine the extent of mitigating climate change research in the sustainable tourism literature. As climate change has developed into an existential global environmental crisis and while tourism's emissions are still increasing, one would expect it to be at the heart of sustainable tourism research. However, from a corpus of 2573 journal articles featuring ‘sustainable tourism’ in their title, abstract, or keywords, only 6.5% covered climate change mitigation. Our critical content analysis of 35 of the most influential papers found that the current methods, scope and traditions of tourism research hamper effective and in-depth research into climate change. Transport, the greatest contributor to tourism's emissions, was mostly overlooked, and weak definitions of sustainability were common. Tight system boundaries, lack of common definitions and incomplete data within tourism studies appear to hamper assessing ways to mitigate tourism's contribution to climate change.
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In the midst of continuous health professions curriculum reforms, critical questions arise about the extent to which conceptual ideas are actually put into practice. Curricula are often not implemented as intended. An under-explored aspect that might play a role is governance. In light of major curriculum changes, we explored educators' perspectives of the role of governance in the process of translating curriculum goals and concepts into institutionalized curriculum change at micro-level (teacher-student). In three Dutch medical schools, 19 educators with a dual role (teacher and coordinator) were interviewed between March and May 2018, using the rich pictures method. We employed qualitative content analysis with inductive coding. Data collection occurred concurrently with data analysis. Different governance processes were mentioned, each with its own effects on the curriculum and organizational responses. In Institute 1, participants described an unclear governance structure, resulting in implementation chaos in which an abstract educational concept could not be fully realized. In Institute 2, participants described a top-down and strict governance structure contributing to relatively successful implementation of the educational concept. However it also led to demotivation of educators, who started rebelling to recover their perceived loss of freedom. In Institute 3, participants described a relatively fragmentized process granting a lot of freedom, which contributed to contentment and motivation but did not fully produce the intended changes. Our paper empirically illustrates the importance of governance in curriculum change. To advance curriculum change processes and improve their desired outcomes it seems important to define and explicate both hard and soft governance processes.
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PurposeThe paradigm “think entrepreneur–think male” continues to prevail in entrepreneurship education (EE). Aiming to explore how EE educators and EE students engage with this paradigm, this paper examines how students’ beliefs about entrepreneurship are shaped within the classroom.Design/methodology/approachThis study is based on a single case comprising 32 interviews with EE students and educators from a variety of higher education institutions in the Netherlands. Observations were conducted in a learning environment where undergraduate students from a range of EE minors (general, social and tech entrepreneurship) collaborated on projects under the guidance of entrepreneurship educators.FindingsOur findings reveal that gendered constructs are deeply embedded in EE, shaping perceptions of entrepreneurship. However, these constructs are changing and challenging the “think entrepreneur–think male”.Originality/valueThis study contributes to gender and entrepreneurship literature by challenging the existence of the prevailing paradigm “think entrepreneur–think male” in EE. We emphasise the importance of acknowledging individual entrepreneurial motivations while recognising gendered constructs in entrepreneurial support and resource access.
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