| 1. |
- Bennett, Juliana, 1992, et al.
(författare)
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Fjordguides in west coast Sweden: An empirical study of a blue public-private partnership
- 2024
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Ingår i: IASNR Europe.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The “blue economy” is a new governance buzzword. Public and private actors view coasts as offering sustainable development potential. Coastal tourism is a growing sector of the EU Blue Economy and Sweden views coastal fisheries tourism as a growth area. In Sweden’s “action plan” for fisheries tourism, the sector contributes to implementing the ecosystem approach while also making Sweden’s food industry competitive. We investigate a west Sweden fisheries tourism initiative called “fjord guides” supported by the EU rural development fund and coastal municipalities which is part of a national pilot project for implementing the ecosystem approach in Swedish fisheries and marine management. We examine the ‘fjord guides’ as types of ‘ecopreneurs’ tasked with contributing to national goals for sustainability, asking how public officials and the ‘ecopreneurs’ themselves appraise the guides’ contribution to improving social and marine conditions. Through interviews, we seek to understand what informs this partnership and how stakeholders negotiate and define the role of fisheries tourism in marine sustainable development, which to-date is a debate filled with murky and disparate evidence. This study offers an empirical contribution to scrutinizing blue public-private partnerships, which are increasingly part of environmental governance and are seen as “key” to developing the blue economy.
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| 2. |
- Jernsand, Eva Maria, 1967, et al.
(författare)
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An Introduction: Tourism, Knowledge and Learning
- 2022
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Ingår i: Tourism, Knowledge and Learning. - London and New York : Routledge. - 9781003293316 ; , s. 1-8
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Bokkapitel (refereegranskat)abstract
- In this chapter, the editors of the book introduce the reader to learning in a sustainable tourism context. Learning and personal development have emerged as motivations and interests in tourism and travel, in line with societal and market changes. This transformation relates to, for instance, the climate crisis, the Covid-19 pandemic, rapid technological developments, and the fact that travellers are more experienced, knowledgable and aware. Learning and the collaborative production of knowledge is also seen as a necessity for dealing with threats to climate, biodiversity, welfare, security and democracy. The purpose of this book is to explore how tourism, knowledge and learning can be used as means towards sustainable development through current, new or changed structures, concepts, activities and communication efforts. In this first chapter, we also outline the main theoretical concepts of the book, and the conceptual, empirical and methodological contributions of each chapter.
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| 3. |
- Jernsand, Eva Maria, 1967, et al.
(författare)
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Towards a research agenda on tourism, knowledge and learning
- 2022
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Ingår i: Tourism, Knowledge and Learning. - London and New York : Routledge. - 9781003293316 ; , s. 113-119
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Bokkapitel (refereegranskat)abstract
- This chapter reconnects to the book’s theoretical starting point: experience-based and transformational learning. We then synthesize the results from the chapters under four themes: from passive to active, from analogue to digital, from generic to target group-adapted, and from fragmented to inclusive. Under each theme, we discuss prospects and limitations and suggest research avenues. As several of the chapters highlight the need to develop how learning experiences are created and organized, we encourage future research to address issues that can inform research and practice about 1) the role of the tourists in creating learning experiences, 2) the impacts of the digital transition, 3) the adaptation of tourism offers to tourists’ prior knowledge and preferences, and 4) the role of collaboration.
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| 4. |
- Lundberg, Erik, 1978, et al.
(författare)
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Science tourism: a conceptual development
- 2022
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Ingår i: Tourism, Knowledge and Learning Conceptual Development and Case Studies. Edited By: Eva Maria Jernsand, Maria Persson, Erik Lundberg. - London and New York : Routledge. - 9781003293316 ; , s. 26-39
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Bokkapitel (refereegranskat)abstract
- Science tourism is an activity where people travel to learn about science and gain scientific knowledge and in some cases to participate in scientific research. This chapter provides an expanded conceptualization of science tourism that includes the role of researchers and scientific institutions in co-creating experiences of science tourism. The conceptual model can be used as an analytical lens to understand suppliers’ degree of embeddedness in tourism and science, and how the suppliers, through their activities, make it possible for tourists to immerse themselves in science tourism activities. In addition, the model helps tourism practitioners to strategically position themselves in this growing market.
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| 5. |
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Tourism, Knowledge and Learning
- 2022
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book contributes to the understanding of how tourism can be designed to provide conditions for learning. This involves learning for tourists, the tourist industry, public authorities and local communities. We explore how tourism, knowledge and learning can be used as means towards sustainable development through current, new or changed structures, concepts, activities and communication efforts. The book should be seen as both an inspiration for tourism actors (e.g. tourism attractions, policy makers and other industry actors). and a scholarly contribution to further research. A holistic approach distinguishes this book from most existing literature that focuses on separate units of tourism, for instance, personal or community well-being, nature-based tourism, cultural heritage tourism, or tourism that is a result of researchers's travels (so called scientific tourism). The various contributors to the book provide a range of perspectives and experiences, from social sciences with a focus on marketing, innovation management, human geography and environmental law, to arts and humanities with a focus on heritage studies, archaeology and photography, and, finally, to natural sciences with a focus on marine sciences.
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| 6. |
- Adolfsson, Caroline, et al.
(författare)
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Collaborative introspection as a methodological tool of reflexivity - from multidisciplinary to transdisciplinary co-production
- 2021
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Ingår i: International Transdisciplinarity Conference (ITD21), 13-17 Sept: Creating spaces and cultivating mindsets for learning and experimentation.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper explores reflexivity through "collaborative introspection" as a methodological tool for transcending a multidisciplinary dialogue and achieving transdisciplinary co-production of knowledge. Reflexivity is argued to be applicable for critically addressing assumptions and ideologies of the research team (Popa et al., 2015), joint problem framing (Pearce & Ejderyan, 2019), experimentation (Popa et al., 2015), or more generally as a focal area to be used for addressing challenges in transdisciplinary projects (Jahn, et al., 2012; Polk, 2015). However, discussions on reflexivity rarely place focus on how a reflexive dialogue can be used to gather empirical material in a collaborative manner, making use of the participating researchers’ subjectivity, personal experiences and understandings of a specific topic. The authors of this text are part of a transdisciplinary research team exploring the role of tourism in multicultural societies. The team involves researchers from the fields of design, marketing, tourism studies, human-computer interaction, and migration studies. In the project we collaborate with each other across disciplines in different case studies. However, we have experienced a tendency to fall back into our disciplinary silos, where we explore the same topic from our own disciplinary lenses. As an attempt to bring ourselves together we decided to go personal. Instead of looking at the role of tourism in multicultural societies from our disciplinary viewpoints, we dug into our memories of acting as tourists ourselves in a reflective session. More specifically, inspired by the tool Tell your story by means of an object (td-net, 2021), we shared and reflected upon our own tourism experiences through our core project concepts, which are diversity, inclusivity and integration. The dialogue that emerged forced us to focus on our research topic not as researchers who are expected to maintain objectivity but rather as individuals allowing ourselves to be subjective. This created a feeling of working ‘together’ instead of ‘with’ each other. The reflections created genuine and honest dialogue highlighting our national, cultural, gender and racial differences. The differences and similarities of our personal experiences depend on the social categories and identities that we are part of. Thus, by bringing our personal stories as empirical material, we created an opportunity to listen to each other beyond our disciplinary boundaries. It made us understand the layers of hierarchy, privilege and disadvantages that we face in our lives as individuals, and to understand instances of inclusion and exclusion in tourism at a deeper level. From our experience, we propose what we term "collaborative introspection" as a reflexive methodological tool for transdisciplinary research and practice. Collaborative introspection exercises challenge the commonly held idea of neutrality. It can be used as a tool for a transdisciplinary group to come together, transform thoughts and develop empathy and ethics in research. References: Jahn, T., Bergmann, M. & Keil, F. (2018). Transdisciplinarity: between mainstreaming and marginalization, Ecological Economics 79 Pearce, B. J., & Ejderyan, O. (2020). Joint problem framing as reflexive practice: honing a transdisciplinary skill. Sustainability science, 15(3), 683-698. Polk, M. (2015). Transdisciplinary co-production: Designing and testing a transdisciplinary research framework for societal problem solving. Futures, 65, 110-122. Popa, F., Guillermin, M., & Dedeurwaerdere, T. (2015). A pragmatist approach to transdisciplinarity in sustainability research: From complex systems theory to reflexive science. Futures, 65, 45-56. Td-net (2021, April 7). Tell your Story by Means of an Object. Retrieved from: https://naturalsciences.ch/co-producing-knowledge-explained/methods/td-net_toolbox/_tell_your_story_by_means_of_an_object_
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| 7. |
- Aronsson, Lars, et al.
(författare)
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Place making taking place: the New Mill Town
- 2021
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Ingår i: 29th Nordic Symposium on Tourism and Hospitality Research, 21-23 Sept. Shaping mobile futures: Challenges and possibilities in precarious times.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Traditionally, place making has been associated with specific settings, with functions that contribute to the uniqueness of the place, for spatial planning purposes and in projects that aim at upgrading or maintaining spaces. This focus on physical elements as end products, and experts as decision-makers, has been challenged by a democratic view, with active involvement of interested parties. The place is made sense of by those who use it, and place making is described as a collective effort and an empowering tool. We argue that top-down and bottom-up perspectives of place making constitute a continuum of exclusion, at one end, and inclusion of people at the other. Most places develop through a combination of top-down and bottom-up processes, with several actors involved who have multiple, often unspoken and even conflicting objectives and values. The study examines the interplay between exclusion and inclusion in place making and the challenges and opportunities associated with making multiple voices heard. The development of a cultural and creative center in southwest of Sweden constitutes the case study. The area has gone from an industrial community (mill town) to an international cultural environment and tourist attraction through decisions and actions that individuals, groups, businesses and public authorities have been part of in different phases. The methods are observations and interviews together with analysis of written historical and contemporary documents. The preliminary results indicate that inclusion works well in specific sectors and spaces, however, outside these, there is little inclusion, although there is benevolence and mutual dependence.
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| 8. |
- Björner, Emma, 1981, et al.
(författare)
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Crafting Sweden as a sustainable destination - Place branding, destination governance and social learning
- 2023
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Ingår i: The 7th Annual Conference of the International Place Branding Association, Helsingborg, 18-20 October.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Tourism destinations have been conceptualized as being in a persistent state of ‘becoming’, due to their ongoing sustainability actions and their commitment to sustainable destination development. Governments and DMOs have leading roles in the development of sustainable destinations, while other stakeholders also are involved in a participatory agenda. Collaboration and learning have been depicted as a key to success when developing sustainable destinations. There have been calls for further research on destination governance, its structures, processes and how it is carried out. The aim of this study is to explore how a destination is governed to become and appear sustainable, and especially how collaboration and learning materialises in the process. The study includes an analysis of national destination governance in Sweden in recent years, which has developed to involve more stakeholders and various aspects of sustainability. Methods include action-oriented research and document analysis, with a focus on national and regional initiatives. The findings outline actions and initiatives by the Swedish government, the national DMO and regional DMOs, to move the Swedish tourism industry, and Sweden as a destination, in a more sustainable direction. Collaboration and learning can be traced in all initiatives. A participatory agenda permeates the destination governance, through a multi-stakeholder process based on a distributed approach to steering and managing destinations. In tandem, leadership and guidance are desired when it comes to coordination and unifying of forces to move the destination Sweden in a sustainable direction.
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| 9. |
- Björner, Emma, 1981, et al.
(författare)
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Destination governance and social learning: Crafting Sweden as a sustainable destination
- 2022
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Ingår i: 5th Advances in Destination Management (ADM 2022), Linnaeus University, Kalmar Campus, June 8-10.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Destination governance is crucial for sustainable tourism as it involves management and planning processes, including the steering and mobilization of actions. A key element of destination governance is social learning, meaning the sharing of knowledge, ideas and aspirations among stakeholders; the collaborative construction of visions and plans for action; the lessons learned from evolving experience; and the reaction and adaptation to changing circumstances. In larger destinations, DMOs have the role of organizing and developing destination governance, and thus, social learning. However, DMOs recent development towards benefitting, supporting and managing collaboration is still in its infancy. The aim of this study is to explore the structures and processes needed for social learning in destination governance. We focus on the development and branding of Sweden as a sustainable destination, and have followed a sustainability initiative facilitated by Sweden’s national DMO over a period of two years.
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| 10. |
- Goolaup, Sandhiya, 1985, et al.
(författare)
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Learning through extraordinary tourism experiences: the case of oyster safaris in Lysekil and the oyster bar on Käringön
- 2017
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Ingår i: Abstract presented at the 9th International Congress on Coastal and Marine Tourism (CMT2017), University of Gothenburg, Sweden, 13-16 June.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Tourist experience is a core aspect surrounding the hospitality and tourism industry. Tourists are increasingly looking for new experiences that not only provide them with mere fun and satisfaction but can also engage them intellectually through immersion in activities, time and space. In short, they are in search of experiences that are extraordinary in nature. Extraordinary experiences are typically perceived as being emotionally intense, transformative and yield feeling of personal triumph and sense of achievement. Extant research has demonstrated that learning is a core aspect underlying extraordinary experience since it makes the experience more meaningful (e.g. Goolaup and Mossberg 2016). Despite being a critical element in such experience, learning has received scant attention, since the literature provides few answers to how and in what situations tourists learn (Falk et al. 2012). Hence, the purpose of this study is to understand how tourists learn through extraordinary experience. Theoretically, it is encased within learning theory, where knowledge and skills are considered as being obtained in an ongoing cumulative process (Gipps, 1999), where the learner’s beliefs are challenged and experiences are made sense of (Shephard, 1992). The case of oyster safaris in Lysekil and the Karingo oyster bar, both situated on the Swedish west coast, are used to highlight how learning takes place for tourists engaged in extraordinary food experiences. These two contexts are appropriate since tourists perceive the experiences as being extraordinary in nature. They also provide a range of activities and opportunities for tourists’ learning. The empirical material comprise of observations (during the trips) and face-to-face interviews (after the trips) using a phenomenological approach. Preliminary findings indicate that tourists involved in extraordinary experiences are more likely to learn by being in a stimulating environment where learning is enhanced through; (1) engagement with the environment, activities, other participants and the hosts; (2) self-reflection; (3) conversation; (4) and critical moments that trigger self-examination and renegotiation. References: Falk, J. H., Ballantyne, R., Packer, J., and Benckendorff, P. (2012). Travel and learning: A neglected tourism research area. Annals of Tourism Research, 39(2), 908-927. Gipps, C. (1999). Socio-cultural aspects of assessment. Review of research in education, 24(1), 355-392. Goolaup, S., and Mossberg, L. (2016). Exploring the concept of extraordinary related to food tourists’ nature-based experience. Scandinavian Journal of Hospitality and Tourism, 17(1), 27-43.
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