From Facilitated to Independent Tourism Learning Networks: Connecting the Dots

Abstract

Facilitated networks are regularly cited in tourism literature as a means to promote sustainable competitive advantage in small tourism firms. These networks function for a variety of reasons including marketing, innovation and research and development; however learning networks specifically seek to encourage learning among tourism entrepreneurs. Once established, the question remains whether such networks can transition from facilitated cooperative learning strategies to become independent learning communities in the longer term. Little is known about the formation, maintenance or success of these types of learning relationships after facilitated learning structures and supports reach a conclusion. What is known is that these networks, labelled “evolving learning communities” (ELCs) by the authors, are devoid of formal structures, thus autonomy in their structural and relational reasoning is required. In this paper, the authors explore a facilitated tourism learning network (TLN) environment operating in Ireland, and discuss the potential to transition from a facilitated TLN to an independent learning network environment. Following a comprehensive literature review, the authors propose an ELC model for the purposes of mapping the tourism entrepreneur's learning development, from the autonomous business setting to the facilitated learning network environment and on to the independent learning network arena, illustrating the evolution of a learning community. The overriding research objective is to explore the elements and relationships that influence entrepreneurial learning in tourism learning networks. Future research will inform and validate the proposed model through the completion of a longitudinal interpretive case study incorporating sub-studies for the purposes of cross-validation.

Acknowledgements

The authors would like to acknowledge Fáilte Ireland's support in this research study.

Notes

The terms micro and small firm relate to businesses that employ less than ten [micro] and less that 50 [small] for the purposes of this study. This definition is consistent with that provided by the European Union (EU, 2003).

In its simplest terms a psychological contact refers to the time, resources and effort put in to a task and what is expected in return (Reagans and McEvily, 2003). It is a two-way process of expectations in the facilitated learning network environment.