Climbing is increasingly popular in certain destinations, yet there is little knowledge of the influence of history on climbing and other adventure tourism experiences. Climbing destinations renowned within the climbing community may well be unknown to the broader tourist masses. Using qualitative interviews of climbers visiting the Lofoten Islands, Norway, this article examines how the historical context of climbing has played a part in shaping the climbers’ experiences. The study discusses the influence of history, authenticity, storytelling, and image on today’s experiencescape for climbers. It is revealed how the climbing community is influenced by history through the dissemination of stories and knowledge about places, routes, and iconic climbers. Moreover, authenticity is recognized in the perception of the place and the types of route; this includes existential authenticity, where the climbing image of Lofoten remains authentic. The climbing community together shapes the experiencescape through a mutual devotion to the climbing culture.

This paper aims to elucidate some didactical and pedagogical issues related to the design of a course module on cost allocation, a pivotal topic in management accounting education at the undergraduate level around the globe. The module in question is specifically tailored to third-year undergraduates in business pursuing a major in accounting-related topics. As a theoretical backdrop, the paper draws on the didactical relationship model developed by Norwegian education researchers Hiim and Hippe. While it has proved to be of considerable value in planning education and teaching in Norwegian primary and upper secondary schools, this model, to the best of the authors’ knowledge, has not previously been applied in the context of accounting education at the university level. Without seeking to wholly generalize our thoughts and views to all higher educational institutions, we refer, in this paper, primarily to our own personal experiences of teaching management accounting gained at the three Norwegian universities, namely, Nord University, University of South-Eastern Norway, and The Arctic University of Norway. It is argued in this paper that the didactical relationship model may be of great help to accounting educators by providing an illustrative account of key conditioning factors (didactic elements) to consider while planning the learning process. Additionally, the paper strives to delve deeper into the use of technology in light of the current COVID-19 situation that we are all locked in.

Verdifulle turismeopplevelserverdi for hvem? SammendragVerdifulle opplevelser står sentralt i turismenaeringen og har betydning både for bedrift og kunde. Denne artikkelen tar for seg hvordan verdi kan forstås fra både et kunde-og bedriftsperspektiv. Studien sammenholder finansiell verdi og kundeverdi gjennom kvalitativ analyse av regnskaper og kundeomtaler for to reiselivsbedrifter med fokus på opplevelser.Analysen av kunders opplevde verdi, synliggjør hvilke elementer av opplevelsen som bidrar til verdi for kunden. Studien viser at det å sammenholde kundeverdi og bedriftsverdi kan bidra