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COVID-19 has impacted Higher Education worldwide. While several studies have examined the effects of the pandemic on students, few have addressed its impact on academic staff. Here, we present both survey (n = 89) and interview (n = 12) data highlighting the pandemic-induced effects on academics from various disciplines and career stages. Data was collected between May and September 2020, aiming to capture and understand the immediate effects of the U.K. lockdown on the academics examining demographic and employment factors, digital abilities and confidence, and mental wellbeing. Analyses revealed that most academics were satisfied with the support they received from the university and colleagues, and they had adequate equipment and space at home to work. However, half incurred additional financial costs to maintain access to technology and many felt an altered relationship with the university. There were discrepancies in digital abilities and confidence according to employment status, age, faculty, and social identity as an academic. Teaching workload did not increase across the board, rather seniority predicted increases. Levels of wellbeing were low but were not significantly predicted by workload increase or abilities and confidence in working digitally as might have been expected. Stronger social identity as an academic may predict higher mental wellbeing with qualitative data suggesting teamwork and collegiate activities helped. Furthermore, interviewees identified several positive aspects to working remotely. These findings suggest universities should consider carefully how to support all staff to work digitally and consider flexible working post-pandemic.

This paper reports a study coauthored with second-year undergraduate students that examines student experiences of undertaking real-life, client-set marketing assessments with an equality and inclusion remit. Students were set a marketing assessment with an explicit social justice focus, thereby prompting them to reflect on their own backgrounds and unconscious biases whilst addressing issues of societal injustice. This study explores the impact on students of closely engaging with this material and how the assessment, which involved them interviewing experts and developing actionable recommendations, altered their views and career plans. Data were generated via focus groups with students who undertook the assessment, supplemented by some alumni and client interviews. The findings are presented as a "3A" framework of Awareness, Application, and Action: first, the assessment raised "Awareness" of broader societal issues and fostered transformation in terms of personal views; second, students developed core skills and networks they could "Apply" in their future careers; and third, "Action" describes the way students felt empowered to make a positive difference to their client and wider society. The 3A model provides simple design principles that educators could implement if they want to introduce transformational experiences based on social justice issues into the marketing curriculum.

COVID-19 forced a rapid migration to online education and many institutions will continue with some online education post-pandemic. Here, we examined digital capabilities, measuring abilities and confidence, which are critical for online learning. We also examined social identity and connectedness which may be impacted by online study and considered whether these factors, along with digital capabilities, predict variance in student mental wellbeing and loneliness. Data were collected from 417 students at a large London university during the first UK lockdown. Students showed high digital abilities and confidence but there were individual differences in some digital domains determined, in part, by demographic and study factors. A significant proportion of variance in loneliness ratings could be explained by demographic factors, connection to the university and digital confidence. Significant predictors of wellbeing included loneliness, digital confidence, connectedness, social identity and a suitable study space. Based on these results we suggest that universities should consider how to improve digital confidence and ensure access to study spaces to support students in future online learning.

With equal access requirements and increasing rates of enrolment of students with disabilities in higher education, universities must find appropriate and efficient ways to create accessible materials which benefit and support all students. In response to cuts to disability funding, issues relating to the provision of an inclusive curriculum are now dominating institutional policy and educational discourses. This paper reports on a trans-Atlantic project which utilised student employees to convert and develop inclusive learning materials for their peers, with the expressed purpose of piloting a sustainable intervention method generalisable to meeting similar needs of diverse universities for inclusive material provision and a future workforce aware of disability issues and accommodations. Qualitative in-depth interviews with ten students (eight UK and two US) find that involving student employees in the delivery of inclusive materials improves partnerships and attitudes around disability and accessibility measures.

This paper reports a study coauthored with second-year undergraduate students that examines student experiences of undertaking real-life, client-set marketing assessments with an equality and inclusion remit. Students were set a marketing assessment with an explicit social justice focus, thereby prompting them to reflect on their own backgrounds and unconscious biases whilst addressing issues of societal injustice. This study explores the impact on students of closely engaging with this material and how the assessment, which involved them interviewing experts and developing actionable recommendations, altered their views and career plans. Data were generated via focus groups with students who undertook the assessment, supplemented by some alumni and client interviews. The findings are presented as a "3A" framework of Awareness, Application, and Action: first, the assessment raised "Awareness" of broader societal issues and fostered transformation in terms of personal views; second, students developed core skills and networks they could "Apply" in their future careers; and third, "Action" describes the way students felt empowered to make a positive difference to their client and wider society. The 3A model provides simple design principles that educators could implement if they want to introduce transformational experiences based on social justice issues into the marketing curriculum. [ABSTRACT FROM AUTHOR]

Building relationships of trust and mutual understanding between researcher(s), local stakeholder(s) and gatekeeper(s) is widely regarded as a critical factor in successful research. Methodological strategies and tactics are often based on contextual variability and accessing some communities presents a harder and riskier proposition than others. Here we propose an empirically driven and holistic methodological approach for accessing high-risk communities whereby deprivation and criminality characterises everyday living. Following the 'legacy' of both the 2014 FIFA World Cup and Rio 2016 Olympics, this paper charts a research journey by detailing how local perspectives were accessed at the heart of one urban favela in Rio: Morro dos Prazeres. The methodological framework is underpinned by leveraging social networks to aid the identification of key stakeholders required to access and bridge the void between researcher(s) and community. Furthermore, creative digital and physical access routes were also employed (including social messaging platforms such as 'WhatsApp') which helped build and maintain trust with highly respected community leaders before, during and after the research. We suggest that our proposed 'Digi-cal model' (reflecting the digital and physical nexus) approach is transferable to similar tourism projects that require sensitive approaches and complex stakeholder navigation in 'high-risk' community settings. [ABSTRACT FROM AUTHOR]

This paper conceptualises the way physical and digital spaces associated with festivals are being harnessed to create new spaces of consumption. It focuses on the ways local food businesses leverage opportunities in the tourist-historic city of Cambridge. Data from a survey of 28 food producers (in 2014) followed by 35 in-depth interviews at the EAT Cambridge food festival (in 2015) are used to explain how local producers overcome the challenges of physical peripherality and why they use social media to help support them challenges restrictive political and economic structures. We present a new conceptual framework which suggests the development of place through food festivals in heritage cities can be understood by pulling together the concepts of 'event leveraging', 'liminoid spaces' (physical and digital) and modes of 'creative resistance' which helps the survival of small producers against inner city gentrification and economically enforced peripherality. [ABSTRACT FROM AUTHOR]

Folklore tourism is often regarded as a subset of heritage tourism, although it has received less attention than comparable heritage events based on documented historic events such as civil war re-enactments and living history sites. Although the ‘theming’ of landscapes and the journeying to places based on their literary association enjoys a long tradition, this paper focuses on the relationship between tourism and folklorism. It explores how folklore events appropriate contemporary and social interpretations of stories to entertain whilst also outlining how legendary historical personalities can play a role in generating tourism. In 2013, a constructivist methodology was employed using 20 in-depth interviews and participant observations to generate qualitative data at the Robin Hood Festival in Nottinghamshire, UK. Numerous themes emerged after coding including the way folklore events blend historic fact and fiction, the power of the imagination to create spaces, and the importance of natural settings and spaces to transform people and places. However, three dominant themes emerged which are specifically presented in this paper, these are: (a) a sense of freedom and escape felt by participants, (b) camaraderie and inter-personal social authenticity and (c) the transformation of self and creation of alternative (additional) social identities. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore a resource-constrained Destination Marketing Organization (DMO) to assess the power struggles inherent in community tourism initiatives when leadership is weakened through shrinking resources. Design/methodology/approach – Using a comparative instrumental case study approach, this paper analyses three separate studies within Experience Bedfordshire to develop a comprehensive picture of governance within a single tourism destination. Findings – The results show that privately held attractions, hospitality businesses, and transportation authorities retain control over key marketing messages. Visitor and stakeholder surveys indicate that a more sustainable form of rural development, based on natural/cultural attractions and the development of bed and breakfast and artisan small businesses is the preferred development path. Unfortunately, the increasing use of Tourism Information Centres by local residents, as opposed to tourists, has reduced support by key power holders in the community, thereby forcing major industry restructure. Research limitations/implications – This research was conducted during the transitionary period as the Rural Development Agencies were being dissolved in the UK and the new Local Enterprise Partnership system was being implemented in early 2011. It is still too early to anticipate how this new system will affect destination marketing in the long run. Practical implications – This paper argues that commercial interests ultimately control the destination image in this resource-constrained region, and its marketing messages which are currently focused on high adventure and large scale development are pursued to the detriment of local wishes and rural landscape development. Originality/value – This paper is the first article to address the transition from the Rural Development Agencies to the Local Enterprise Partnerships within a tourism and destination marketing framework. [ABSTRACT FROM AUTHOR]