Leana Reinl

Cooperative Micro-Firm Strategies Leveraging Resources through Learning Networks

Learning networks are highlighted in contemporary literature as a means of leveraging resources to create and sustain competitive advantage in micro-firms. Despite their importance in the context of micro-firm development, micro-firm learning, learning processes and networks have previously been neglected as an area of academic study, and there is limited evidence of successful cooperative strategies in this environment. The aim of the research discussed in this paper is to catalogue micro-firm learning criteria in a cooperative network environment and to propose a framework of cooperative learning for that milieu. Adopting an action research methodology, primary research was carried out on a Tourism Learning Network (TLN) initiative. Cooperative network activity and individual learning were observed and documented by the researchers over two years. Based on the research findings, the authors propose a framework of cooperative learning that offers insight into how network structures, support and interrelationships may facilitate learning process completion in the micro-firm environment.

From Facilitated to Independent Tourism Learning Networks Connecting the Dots

Facilitated networks are regularly cited in tourism literature as a means to promote sustainable competitive advantage in small tourism firms. These networks function for a variety of reasons including marketing, innovation and research and development; however learning networks specifically seek to encourage learning among tourism entrepreneurs. Once established, the question remains whether such networks can transition from facilitated cooperative learning strategies to become independent learning communities in the longer term. Little is known about the formation, maintenance or success of these types of learning relationships after facilitated learning structures and supports reach a conclusion. What is known is that these networks, labelled “evolving learning communities” (ELCs) by the authors, are devoid of formal structures, thus autonomy in their structural and relational reasoning is required. In this paper, the authors explore a facilitated tourism learning network (TLN) environment operating in Ireland, and discuss the potential to transition from a facilitated TLN to an independent learning network environment. Following a comprehensive literature review, the authors propose an ELC model for the purposes of mapping the tourism entrepreneurs learning development, from the autonomous business setting to the facilitated learning network environment and on to the independent learning network arena, illustrating the evolution of a learning community. The overriding research objective is to explore the elements and relationships that influence entrepreneurial learning in tourism learning networks. Future research will inform and validate the proposed model through the completion of a longitudinal interpretive case study incorporating sub-studies for the purposes of cross-validation.

Transforming Tourism Micro Firm Practitioner Learning: Exploring the Road to a Sustainable Learning Community

The failure of generic training solutions to address the unique learning needs of tourism micro firms has led to the introduction of more flexible educational offerings, including academe-led facilitated learning networks (FLN). FLNs seek to develop micro firm competencies and cooperative norms to promote self-led learning and practice, however little research has explored whether these activities lead to sustained learning community engagement in the longer-term. Using a longitudinal interpretive case method, this study mapped the learning experiences of a cohort of Irish micro firm tourism practitioners over a period of 4.5 years, from their observed participation in a FLN to their engagement with, and interaction in, an independent learning community. Findings highlight the journey from individual to collaborative learning focus, promoting reflection and critical discussion within facilitated learning sets; sustained through internal learning brokers within micro tourism learning communities. The authors conclude by proposing a sustainable learning community framework for tourism micro firms illustrating an educational pathway that supports sustained learning community engagement.

Facilitating cross-border rural micro-firm knowledge exchange: A community of practice perspective

Knowledge sharing enhances the capability of rural micro-firms to facilitate economic growth, competitiveness and employment. Knowledge exchange research predominantly focuses on larger firms in the same or related industries, and is of limited relevance in a rural micro-firm context, owing to significant differences in resource availability which can result in strategic knowledge constraints and the meagre development of micro-firms and the regions in which they reside/operate. The aim of this research is to explore the knowledge exchange criteria of rural micro-firms in a cross-border facilitated learning network (FLN). Drawing on the ‘community of practice’ perspective and the closely connected learning network literature, the authors observe and map FLN knowledge exchange activities over a three-year period. The resultant rural FLN knowledge exchange framework demonstrates that discipline and sector-specific barriers can be overcome through cyclical FLN interventions sensitive to the social proximity requirements necessary for effective cross-border knowledge exchange.