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Learning for sustainable development in tourism networks

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  • Minna Halme

Abstract

The present study investigates learning toward sustainable development in multi‐stakeholder public–private networks. The evidence is grounded in the data from six tourism networks in four European countries. The process of cooperation appears more important vis‐à‐vis achievements regarding sustainable tourism than the structure of networks. This process will determine the network's ability to become adept at explicating tacit knowledge among its actors, and to develop the network so it can facilitate the creation of sustainability outcomes. A leading public actor may assume a ‘teacher's’ role in the network. In these instances, the network runs a risk of becoming merely an information dissemination tool. This involves a trap of one‐way communication and under‐used knowledge utilization opportunities. Receptivity of the teacher actor is low and the partners do not really collaborate. The teacher actor should make a special effort to create feedback loops leading to two‐way communication, so that a learning strategy of collaboration can take place. The findings also imply that in some networks with a public leader there is an overly high belief in the ability of information dissemination and classroom education to promote learning about sustainable development although learning about sustainability in the practical level requires concrete results and joint action. Copyright © 2001 John Wiley & Sons, Ltd and ERP Environment

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  • Minna Halme, 2001. "Learning for sustainable development in tourism networks," Business Strategy and the Environment, Wiley Blackwell, vol. 10(2), pages 100-114, March.
    • Handle: RePEc:bla:bstrat:v:10:y:2001:i:2:p:100-114
    DOI: 10.1002/bse.278
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