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Purpose This paper aims to highlight how big social data (BSD) and analytics exploitation may help destination management organisations (DMOs) to understand tourist behaviours and destination experiences and images. Gathering data from two different sources, Flickr and Twitter, textual and visual contents are used to perform different analytics tasks to generate insights on tourist behaviour and the affective aspects of the destination image. Design/methodology/approach This work adopts a method based on a multimodal approach on BSD and analytics, considering multiple BSD sources, different analytics techniques on heterogeneous data types, to obtain complementary results on the Salento region (Italy) case study. Findings Results show that the generated insights allow DMOs to acquire new knowledge about discovery of unknown clusters of points of interest, identify trends and seasonal patterns of tourist demand, monitor topic and sentiment and identify attractive places. DMOs can exploit insights to address its needs in terms of decision support for the management and development of the destination, the enhancement of destination attractiveness, the shaping of new marketing and communication strategies and the planning of tourist demand within the destination. Originality/value The originality of this work is in the use of BSD and analytics techniques for giving DMOs specific insights on a destination in a deep and wide fashion. Collected data are used with a multimodal analytic approach to build tourist characteristics, images, attitudes and preferred destination attributes, which represent for DMOs a unique mean for problem-solving, decision-making, innovation and prediction.

Highlights • COVID-19 emergency forced the Italian Universities to reorganize teaching in entrepreneurship education. • Digital technologies can support the development of entrepreneurial mindset. • Building an entrepreneurship education curriculum through distance learning technologies is critical. • Digital technologies can enhance successfully education ‘about’ entrepreneurship. • Digital technologies present some critical issue when used in educating students ‘for’ entrepreneurship. • CLab@Salento offered a favourable environment to experiment the use of digital tools for the creation of entrepreneurial mindset using a blended learning approach., The COVID-19 crisis has forced universities worldwide to seek urgent solutions to reconfigure traditional education programs for distance learning. The transformation process faces a number of complexities deriving from both institutional and contextual factors. It may generate threats and as well as opportunities to enhance the education system and prepare for potential future emergencies. In this article, we adopted a combined research approach to describe the experience of the Contamination Lab of the University of Salento (CLab@Salento), an entrepreneurship education program focused on innovative and technology-based entrepreneurship for university students. Moving from the analysis of the main challenges the pandemic generated for the institution, students and faculty, we illustrate the process of redesigning the entrepreneurial learning program by leveraging digital technologies. We show a new approach to entrepreneurial storytelling, pitching and business planning and development through digital technologies. We also report the outcomes of a student survey to highlight the strengths of the redesigned program and some weaknesses, especially associated with digital technologies’ limitations in education, which represent areas for future improvement. The study contributes at theory level with a new discussion on digital-supported entrepreneurship education. At practitioner level, it offers insights on redesigning traditional university programs to effectively address emergencies.

PurposeThe creative process through which the territorial resources, knowledge and culture are used, exploited and configured to match needs and to achieve congruence with the changing business environment has become a crucial process for competitiveness. This is even more relevant for economies of developing countries which are continuously struggling to reap the benefits of globalisation, as well as to grasp the new opportunities for competitiveness. As such, this paper aims to try to concentrate on the dynamic perspectives of the creative economy of countries by distinguishing between the potentialities and performance. The paper tackles the influence that creativity capacities might have on performance of countries.Design/methodology/approachThe methodology consists in identifying creative economy indicators from a diverse data set of the World Economic Forum and distinguish them between potential and performance indicators.FindingsData reveal as good progress and emphasis is being devoted to increasing the level of creativity; however, the Balkan countries still holdup in their capacity to boost innovation.Practical implicationsThe paper provide a new focus of research on creativity measurement that is significant for understanding what creative capacities territories possess and the ability to make proficient use for growth and innovation.Originality/valueThis paper proposes a new operational framework for measuring and interpreting the creative economy indicators by identifying not only indicators that gauge the potentialities of a country, but also indicators that are linked with the performance dimension, as well as the relationship amongst them.

Purpose The purpose of this paper is to review and critique the knowledge management (KM) literature within Entrepreneurial universities, providing an overview of the state of research and outlining a future research agenda. Design/methodology/approach In a systematic literature review, 1106 articles indexed at Scopus were initially submitted to a bibliometric analysis. Finally, 150 papers published in a variety of academic journals specializing in the field of Entrepreneurship, KM and Higher Education were analyzed through a content and a bibliometric analysis to minimize mistakes in interpreting findings of collected studies. Findings KM within entrepreneurial university is a research area of growing importance. Findings show that literature on KM models and tools in the entrepreneurial university is fragmented and dominated by unrelated research. Content analysis shows heterogeneous literature, but four major research streams emerge: knowledge transfer in university–industry collaboration; knowledge creation in entrepreneurship education; KM processes for university spin-offs; entrepreneurial university to support knowledge-based regional development. The results show a failure to address the implications of findings for policy makers, which risks making KM in entrepreneurial universities research irrelevant. Research limitations/implications Although different structured literature reviews (SLRs) exist separately in the field of KM and entrepreneurial universities, to the authors’ best knowledge, no studies exist in the intersection between the two fields. Originality/value The paper presents the first attempt to provide a comprehensive SLR of the articles dealing with models and processes of KM in the entrepreneurial university. Despite the increasing literature, this research area is still fragmented and undertheorized, thus requiring more systematic and holistic studies, considering both the economic and the social aspects of KM within universities. The paper’s findings can offer insights into future research avenues.

The use of big data is growing in relevance and importance in tourism management research. Companies operating in this industry are exploiting big data analytics and developing systems to manage customer knowledge and provide the best service in the right place at the right time. This paper aims to provide a systematic literature review to present issues associated with the use of big data in tourism and identify future research directions on the topic. To achieve this aim, this paper develops a citation network analysis methodology to drive the content analysis and explore the content of 109 selected papers. The findings of this review highlight that although there is an increasing number of contributions on the topic, there are yet some issues that require to be further developed. In particular, the paper identifies research gaps and consequent research questions that represent an agenda for both researchers and practitioners.

This paper aims to provide a Structured Literature Review (SLR) about the strategic role of Intellectual Capital (IC) for achieving Sustainable Development Goals (SDGs). It offers an outline of past and present literature and frames a future research agenda. It analyses papers published in journals from 2003 – 2018 with the aim of deriving significant insights about IC's determinants for achieving SDGs. Although empirical and theoretical studies have shown a positive relationship between IC and sustainability, the research remains an emerging area of growing importance. Although no explicit specialisation in the topic currently exists, findings highlight the “sustainability imperative” and convergence toward the following research areas: IC components for Sustainable Development in Private Sector, IC for Sustainable Regional Development in the Knowledge Economy, and IC for Sustainable Development in the Public Sector. Discussions indicate that some SDGs are starting to be explored more than others (e.g., quality education, infrastructure, health, cities and communities) and that only recently some studies are specialising specifically in the importance of technology to address the SDGs. Implications for technology policy have been highlighted to frame a future research agenda for academics and practitioners.

Purpose Intellectual capital disclosure (ICD) in universities is gaining increasing attention, especially through the adoption of innovative technologies. Online media, as a relevant source of Big Data, is shifting ICD. The purpose of this paper is to explore how Big Data generated through online media, such as websites and platforms like Facebook, can be used as rich sources of data and viable disclosure channels for ICD in a university. Design/methodology/approach This is an exploratory case study, following the methodology in Yin (2014), that examines how online media data contributes to closing the ICD gap. The IC disclosed through different online media channels by a private university in Albania is analysed using Secundo et al.’s (2016) collective intelligence framework. The online data sources include the university’s website, Facebook page, periodic reports and statements outlining future goals. Findings What the authors discover in this research is that IC is an important part of how universities operate, and IC is communicated through social media, although unintentionally. However, this only serves to highlight the importance of IC, and if researchers want to discover IC and understand how it works in an organisation, they need to include social media and a prime resource for developing that understanding. Research limitations/implications Most importantly, the findings add to a growing consensus that ICD researchers, and researchers in other management and accounting disciplines, who traditionally rely on annual corporate social responsibility and other periodic reports, they need to change their medium of analysis because these reports no longer can be relied on to understand IC and its impact on an organisation. Originality/value Online media tools and the advent of Big Data have created new opportunities for universities to disclose their IC information to stakeholders in a timely manner and to gain relevant insights into their impact on the society. The originality of the paper resides in the contribution of Big Data to the ICD research stream.

This paper aims to contribute to the debate on Open Innovation in the age of Big Data by shedding new light on the role that social networks can play as enabling platforms for tourists&rsquo, involvement and sources for the creation and management of valuable knowledge assets. The huge amount of data generated on social media by tourists related to their travel experiences can be a valid source of open innovation. To achieve this aim, this paper presents evidence of a digital tourism experience, through a longitudinal case study of a destination in Apulia, a Southern European region. The findings of the study demonstrate how social Big Data could open up innovation processes that could be of support in defining sustainable tourism experiences in a destination.

This paper aims to demonstrate how the huge amount of Social Big Data available from tourists can nurture the value creation process for a Smart Tourism Destination. Applying a multiple-case study analysis, the paper explores a set of regional tourist experiences related to a Southern European region and destination, to derive patterns and opportunities of value creation generated by Big Data in tourism. Findings present and discuss evidence in terms of improving decision-making, creating marketing strategies with more personalized offerings, transparency and trust in dialogue with customers and stakeholders, and emergence of new business models. Finally, implications are presented for researchers and practitioners interested in the managerial exploitation of Big Data in the context of information-intensive industries and mainly in Tourism.

This paper aims to discuss the importance of Living Labs as an effective mechanism that can support the creation of dynamic innovation ecosystems and networks. The analysis of literature related to regional innovation and based on the Quadruple Helix framework, is integrated with exploratory research analysis of 20 cases of Italian Living Labs. The field study is realized through a web-based content analysis and questionnaires. The paper contributes to study how the Living Lab can constitute an effective mechanism supporting the creation of dynamic innovation ecosystems and networks, in the final aim to explore its relevance for setting regional strategies for smart growth, which valorize the internal and external knowledge assets. The paper provides important implications, both at research and policy levels, related with the knowledge-based innovation processes that could be activated at territorial level.

It is widely recognized that entrepreneurs are key drivers of economic development, and as such, nurturing an entrepreneurial mindset in young people has become a key priority for innovation. Entrepreneurship education (EE) has emerged as a key instrument to enhance entrepreneurial orientation. A growing number of curricula and programs devoted to entrepreneurship are registered in all levels and fields of education. Likewise, the tourism education sector recently has started to offer entrepreneurship education through dedicated modules or courses. However, despite the growing attention and relevance of EE in tourism, to our best knowledge, this field of research remains under-investigated. This paper aims to contribute to closing this gap by analyzing, though a web-based content analysis, the situation of European university initiatives that have begun including modules and contents related to entrepreneurship in their tourism educational programs. In particular, the paper seeks to analyse how the main components related to EE are being structured in these tourism education programs and offer advice on what might constitute an effective tourism entrepreneurship education path.

The development of entrepreneurial mindsets in graduated students with science and engineering backgrounds represents an emerging priority for the higher education systems. However, this dimension is still in infancy, especially in Europe. Aimed to contribute at this debate, the study provides evidences on how European universities are approaching this goal. Based on a cross-case analysis of 22 post-graduated programs, the study explores the emerging trends and the “invariance” traits adopted to develop high qualified human capital with an entrepreneurial mindset. Implications for theory and practice include the most pressing challenges for universities involved in their transitions towards an entrepreneurial configuration.

Creating an entrepreneurial mindset among the members of a society (public sector, private sectors, academia, etc.) is seen as a critical process in coping with uncertainty and complexity, but also as a mechanism for creating and thriving on these (Gibb 2005). This scenario translates into a need to equip individuals not only with an entrepreneurial mindset but also with the capability to design organisations of all kinds—public, private and NGO—to support effective entrepreneurial behaviour (Gibb 2005). Students at all levels of education, young entrepreneurs and those starting up businesses need to be equipped with an entrepreneurial mindset, defined by five constituent elements: (1) the capacity to think creatively, strategically, analytically and reflectively; (2) confidence in one’s abilities; (3) the ability to collaborate; (4) well-developed communication skills; and (5) an understanding of the current business context (Pollard and Wilson 2014).

The pivotal role of Entrepreneurship centers in the development of Entrepreneurship Education (EE) is receiving more attention. This study aims to open the &ldquo, black box&rdquo, of &ldquo, how, when, why and what&rdquo, entrepreneurial mindset and competencies in the field of technology entrepreneurship are learned over time in the Entrepreneurship Centers. The study adopts an empirical web-based content analysis of ten entrepreneurship centers in European Universities from seven countries, analyzing 105 curricular and extra-curricular entrepreneurship education programs. This method allows researchers to address generalization bias and to effectuate a cross-case comparison, thus revealing more common patterns regarding the phenomenon. Findings reveal some common pillars of EE as developed within the Entrepreneurship centers in terms of five key dimensions: target audience, learning objectives, entrepreneurship contents, learning pedagogies and stakeholders&rsquo, engagement. This analysis provides the basis to introduce a process-based framework for entrepreneurial mindset creation in EE that is organized around four main phases: inspiration, engagement, exploitation and sustainment. The process-based model of EE supports entrepreneurship centers in designing learning initiatives that are aimed to inspire students at all levels of education, young entrepreneurs and start-uppers and scientists in their need to be equipped with an entrepreneurial mindset for technology entrepreneurship. The originality of the paper stands on the &ldquo, process-based&rdquo, framework that is proposed that serves as an interactive pathway that dynamically combines the phases toward entrepreneurial venture creation, the entrepreneurial competence level, the entrepreneurial learning strategies and collaboration with the University&rsquo, s stakeholders&rsquo, network toward the achievement of the competence goal.