Lynn Minnaert

What is social tourism

This article examines the definitions and implementations of the concept of ‘social tourism’ that are in use in Europe today. Examples show that the concept has been implemented in many different ways to suit national contexts and that the justifications and goals of social tourism can differ greatly. The question arises how one can define the boundaries of this versatile and complex concept. This article proposes a model to clarify the interrelationships between the different interpretations: it highlights where common ground exists, but also where contradictions are apparent. The model consists of four main categories: the participation model, the inclusion model, the adaptation model and the stimulation model. The model draws on the historical development of social tourism and the ethical foundations for provision, and it is supported by a range of examples of European practice. Through this sub-categorisation of the concept, it is argued that a ‘scientification’ of the concept of social tourism can take place, so that the term does not lose its academic and political value. This article concludes by proposing a definition for social tourism that can effectively set the concept apart from other forms of tourism with attached social benefits.

Social Tourism as Opportunity for Unplanned Learning and Behavior Change

Tourism can be considered an educational experience: it is often portrayed as an integral part of personal development, that can be deep and meaningful, and that can change the way tourists think and act on their return. Relatively little however is known about these touristic learning experiences: research evidence on learning and behavior change in ecotourism highlights that the effects of the holiday are often limited unless formal learning opportunities are provided. This article reviews evidence about social tourism for low-income groups, and argues that learning and behavior change can ensue from the holiday experience without these planned, formal learning activities. These unplanned learning opportunities are theorized, and key conditions for learning are identified. Examples are provided of potential learning outcomes and of instances where these can lead to positive behavior change.

Tourists of the world, unite! The interpretation and facilitation of tourism towards the end of the Soviet Union (1962–1990)

After decades of relative neglect by the Soviet state, leisure and tourism provision in the USSR underwent a period of rapid growth and institutionalisation between 1962 and 1990. This paper explores the ideological role attributed to leisure activities and tourism, and the wide range of tourism participation options that were offered to citizens via various councils and voucher systems, in what can be argued to be the most developed social tourism system of the twentieth century. On the basis of an extensive review of the literature in the English and Russian languages, it proposes a structure that shows the extent of Soviet state involvement in tourism and the different target groups these tourism initiatives were aimed at. It also explores areas of tension between state-assigned functions of leisure and the actual interpretation of leisure by many Soviet citizens.

International Business Travel in the Global Economy

Jonathan Beaverstock, Ben Derudder, James Faulconbridge and Frank Witlox (Eds) Farnham, Ashgate, 2010, pp. 268, ISBN 978‐0‐7546‐7942‐4, £55.00 (hbk) Even though business travel represents a signifi...

Does relevance matter in academic policy research? A comment on Dredge

It is often said that simple questions do not always yield simple answers. Does relevance matter in policy research? The question is value-laden, with strong advocates on each side of the argument. Answering it with a resounding ‘yes’ implies to some that academic researchers will relinquish their academic freedom; focus on issues as directed by authorities and businesses; and submit to a neo-liberal approach to education. Answering it with a resounding ‘no’ may be met with the criticism that ‘academics seem all too eager and able to block changes that might lead to universities better addressing the needs of society’ (Dearlove, 2002, p. 257). This discussion will draw on Dredge’s contribution, and on relevant literature in management science, to propose an answer of ‘yes, but’. Academic research has been the subject of extensive criticism, not only from ‘an increasingly vocal section of the media’, as Dredge indicates, but also from within its own ranks. Thomas and Tymon (1982) highlight six common shortcomings of academic research: (i) the common sense nature of findings, (ii) the descriptive nature of research with insufficient focus on action, (iii) the focus on methodological rigour – internal validity – over external validity, (iv) reductionism at the expense of complexity, (v) an over-emphasis on statistical techniques and (vi) the inappropriateness of epistemological assumptions. Starkey and Madan (2001) add that many users do not believe that academic research can benefit them, or that academic research focuses on issues of relevance to them. Moreover, user communities lack awareness of the research. This would imply that although academic research is highly credible (perceived quality of research information in terms of whether it can be believed), it is not generally very usable (the potential or probability for a body of knowledge to be employed (Xiao & Smith, 2006)). Dredge highlights some of the contextual challenges academics face, which may affect the perception of their work as being irrelevant. A first is the definition of

Past, Present and Future of EDiNEB from the Perspectives of Participants and Management Team

In the last ten years, the role of higher education and business and economics schools in particular has fundamentally changed. Since 1992, the EDiNEB foundation has been at the forefront of providing a platform for teachers, researchers and managers to discuss developments of globalisation, ICT and student-centred learning. However, with the increased competition of other national and international conferences, the market for educational innovation conferences has become rather saturated in the last five years. This paper reflects upon the long process of change that the EDiNEB Management Team since 2009 has put into place to provide a sustainable future for EDiNEB.A pre- and post questionnaire were distributed in order to better understand why some participants choose to come to the conference each year while others do not. Respondents who were going to attend the conference indicated that the primary reasons were keeping up with developments on international scale, meeting “like-minded people”, enhancing professional knowledge, and giving presentations/ideas. Further efforts will be made to maintain the existing delegate base and to increase the attractiveness of the EDiNEB conference.