International tourism networks

Abstract

Much of tourism development is predicated on the successful working of organisations alignment in the form of partnerships or 'networks'. However, tourism networks have been relatively neglected as an area of academic study. This paper presents findings of research focusing on international tourism networks and draws out learning points from the examination of relatively successful examples. A review of relevant literature considers the definition and description of networks, their benefits, and identifiable success factors, and the research methodology applied is described. Discussion follows as to the main functions and benefits of tourism networks in relation to learning and exchange, business activity, and community. Key issues that emerge include: structure and leadership, resourcing, engagement of participants, inter-organisational learning, and sustainability. The paper concludes by identifying significant success factors and consequential management implications with specific references to tourism destinations as learning communities

Facilitating Cross-Border Rural Micro-Firm Knowledge Exchange

“…(Micro-firm: green tourism education provider) Stakeholders agreed that: 'micro enterprises are often left aside; maybe [the FLN] could help here' (stakeholder: Managing Director, National Green Business Accreditation Programme). Following these early insights, a virtual learning engagement protocol was developed to facilitate continued cross-border stakeholder engagement, to encourage dialogue between Welsh and Irish network members and, ultimately, to promote a sense of community (Lave and Wenger, 1991;Morrison et al, 2004). Throughout the three-year programme , the FLN hub considered crossborder and cross-sector knowledge requirements in interaction with stakeholders at physical and virtual learning events.…”

“…An FLN is 'a network formally set up for the primary purpose of increasing knowledge' (Bessant and Tsekouras, 2001, p 88), while a multidisciplinary, cross-border FLN has the primary purpose of expanding knowledge exchange beyond the boundaries of a single rural business community. Here, knowledge is leveraged through facilitated learning processes and relationships, embedding an emergent international community of practice wherein members can seek solutions to specific knowledge requirements (Lave and Wenger, 1991;Morrison et al, 2004;Wenger et al, 2008).…”

“…Here, members can seek solutions to specific knowledge requirements in the network, which can act as a vehicle for sustained knowledge exchange. Ideally, this exchange activity should lead to a 'community of practice' (CoP) ethos (Lave and Wenger, 1991;Morrison et al, 2004) over time, in which members share a concern or a passion for something they do and learn how to do it better as they interact regularly (Wenger et al, 2008). Drawing from this CoP perspective (Lave and Wenger, 1991;Wenger et al, 2008), the literature review considers the nature of knowledge exchange in a rural micro-firm FLN context before contemplating the expansion of knowledge exchange boundaries across disciplines and across local, regional and national borders.…”

The social dynamics of micro-firm learning in an evolving learning community

“…In reality, microtourism owners have long since worked together to maintain and grow their business relationships with suppliers and markets, in an attempt to overcome resource constraints (Morrison & Teixeira, 2004) and seasonal demand distortions for the tourism product (Irvine & Anderson, 2004), minimise the impact of peripheral locations (Baum & Hagen, 1999;von Friedrichs Grängsjö, 2003) and ultimately to offer a tourism destination 'package ' (von Friedrichs Grängsjö & Gummesson, 2006) in their location. A growing body of micro-firm tourism research acknowledges the value of collaborative learning networks (Halme, 2001;Morrison, Lynch & Johns, 2004;Pavlovich, 2003;Reinl & Kelliher, 2010Pavlovich), and the learning relationships within (Gibson & Lynch, 2007;Kelliher, Foley & Frampton, 2009;. Tourism research also demonstrates the learning benefits that accrue from tourism network participation (Denicolai, Cioccarelli & Zucchella, 2010;Pavlovich, 2003).…”

“…146e7) that "help foster an environment in which knowledge can be created and shared and, most importantly, used to improve effectiveness, efficiency, and innovation" (Lesser & Everest, 2001, p. 46) in and across member firms. Over time, sustained communal learning activity offers individual members strategic benefits (Denicolai et al, 2010;Man, 2007), while resultant business activity promotes the building of social capital (von Friedrichs Grängsjö & Gummesson, 2006) to the ultimate benefit of tourism development (Kelliher et al, 2009;Morrison, Lynch & Johns, 2004).…”