PurposeThe aim of the study was to research higher education students' meaningful emotions when studying and develop a model for understanding and verbalising the role of emotions. The model will facilitate the awareness of the role of emotions when learning.Design/methodology/approachThe qualitative data consist of 45 narratives, gathered within three Finnish Universities of Applied Sciences in the Finnish metropolitan area. Emotions and their role in different encounters within a learning setting were analysed. The approach was narrative, and content analysis was used to analyse the data. The survey was shared through a link that was visible in the intranet of the students. The questionnaire was open for three weeks in spring 2018. It consisted of five open-ended questions that aimed at helping students in sharing their story which included different emotional experiences in the learning context. The questions were partly inspired by the Critical Incident Technique (CIT).FindingsThe results of the research show that most of the stories related to negative emotions. Most of the stories also described how the situation was resolved because our questions prompted respondents to write about that. The stories also described how students progressed with their studies. Some students considered the emotional experience to be “a lesson learned” for the future. Students also described how they had learned something about themselves and their reactions.Research limitations/implicationsWe collected the qualitative data within different fields and levels of study (Master and Bachelor). The statistical population consisted of approximately 35,000 enrolled students in the three Universities of Applied Sciences (hereafter UAS). The survey generated 45 answers. As the data were qualitative, we consider the richness of the accounts to be sufficient to answer our research questions.Practical implicationsWe have concentrated mainly on students' verbalized emotions, but we are aware of the fact that emotions are born in interaction with other students, systems, contexts, with teachers and with the organizational culture in our universities. No man is an island; so, in other words emotions cannot be taken out of the context. Connecting all the verbalized emotions and the interpretations and combination of them (seven ways of talking about emotions) we created an educational practice “chart” called “Emotional Footprint”, using the concept as introduced by Levine (2015). This practice chart aims at visualizing that emotions should be understood in all possible learning contexts. It is about individuals understanding themselves, understanding others and using emotions as energizers.Originality/valueIt is important to support emotional expression and improve emotional competence during life-long learning. An uncertain future, described as volatile, uncertain, complex and ambiguity need more people, who have a strong understanding of emotions and how these enhance and prohibit. With this model for expressing, verbalizing emotions that is easy to transfer to other contexts in the future professional life of students, we also want to emphasize how our universities can learn to turn negative emotions into constructive energy as well as boost authentic, positive emotions. We have to be aware of the emotional spectrum in order to create a learning experience of high quality. Our emotional footprint as professionals of learning is central. It is part of our societal responsibility.

The study explores how a cultural route supports the identity of a place. The study applies co-creative and identity-based place-branding theory and advances research on the significant role of culture when various actors identify with the brand of a place. Moreover, cultural sustainability is seen as a form of meta-narrative that frames the symbiosis of a place brand and its cultural values. Contributing to the previous research on branding a cultural route, this study discusses the value of a person (an architect) to the branding of a cultural route. The study also contributes to place-branding theory by linking the discourse on architectural heritage and branding an emerging cultural route. We used a single and critical case approach focusing on one of the sites representing a group of cities involved in the branding of the Alvar Aalto cultural route. Various qualitative research methods including interviews and publicly available material were utilized. The study presents empirical findings on branding an emergent cultural route. As a key theoretical contribution, the study shows how the culture and image of an individual site are expressed in the cohesive brand identity of that cultural route. Communication and co-creation are revealed to be prerequisites of efficient collaboration.

This article analyzes the ways in which public sector service providers may use service delivery failure as a way of securing resources. In tactical service failure, an organization tactically delivers non-adequate service, so as to project a media image of being harmed by its funding cuts. Analyzing this process enables new insight into both public funding and provider to funder (P2F) marketing and selling. This research uses a single case study method to confirm the existence of the phenomenon first detected through long-term media analysis. To explore the single case, the authors interviewed a former city official who participated in tactical service failure processes and their marketing. The article shows how and why service providers may opt for this tactic, as well as the potential gains and pitfalls of utilizing it. It also provides new insight into how media connections are used to influence public funding decisions.

This article focuses on the third mission of higher education institutions (HEIs) and their role in the ecosystem of creative and cultural industries (CCIs) consisting of the innovation framework (Quadruple Helix) stakeholders. The article provides a comprehensive literature review of the role of HEIs as the knowledge-creating and engaging actor in the CCI ecosystem and place brand co-creation. The research paves the way for empirical validations of our longitudinal and multi-method research to highlight the ability of a university to implement its third mission of supporting the CCI ecosystem engagement to strengthen place branding efforts in regional development. We utilized relational access to collect extensive qualitative data, which provides an understanding of the shift of knowledge transfer processes toward an intensive engagement in economic and social development in the CCIs’ ecosystem and place brand co-creation. In conclusion, we present the role of HEIs in CCI ecosystem stakeholder engagement as one living a sustainable and inclusive place brand.

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