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The purpose of this paper is to explore reactions to the introduction by the UK Government of the National Living Wage (NLW) in the UK hospitality sector and consider implications for the status of employee relations.

In-depth interviews were conducted with senior industry representatives of the hospitality sector in the UK.

Concerns surrounding an increase in the wage bill, in maintaining pay differentials and in shifting employment to youth were confirmed. Managers expressed ambiguity in face of the legislation, offering agreement at a personal level with the rationale underpinning the NLW, but also expressing concern about impacts on their businesses.

This exploratory study offers the basis for further research in understanding the foundation of employee relations in hospitality.

A reconsideration of the nature of the employment relationship is key at a time of growing concerns about the business-society relationship.

Uses reactions to the UK Government’s stipulation of a NLW to explore the basis of employee relations in the hospitality sector. This is timely where work to date in hospitality has largely focussed on symptoms but not causes of poor working conditions.

The purpose of this study is to examine the underexplored link between entrepreneurship education (EE) and graduate employability in the higher education (HE) sector in the United Kingdom (UK).

The study draws on a thematic content analysis of semi-structured interviews with 45 professionals in UK HE, representing the “supply” side of EE.

The findings demonstrate a unidirectional link between EE and employability outcomes. This link is affected by societal, stakeholder-related, and teaching and learning-related factors.

Although the value of universities’ initiatives connecting EE and employability for economic development is emphasized, the study does not provide direct empirical evidence for this effect. Macroeconomic research is needed.

EE and employability would benefit from knowledge exchange between universities’ stakeholders and a broader understanding of what constitutes a valuable graduate outcome.

The study reveals the benefits of EE on a micro level. Participation in EE supports the connection between individual investments in HE and employability.

Based on human capital theory, many policymakers regard EE as a vehicle through which the relationship between investments in HE and career success on a micro level and economic growth on a macro level can be nurtured. Challenging this logic, the study highlights the potential of institutional theory to explain a contextualization of the link between EE and employability on a national level.

This paper aims to review the progress of a sample of (n = 307) signatories in the Higher Education Sustainability Initiative which commits higher education institutions (HEIs) to make smart commitments to achieve one or more of the UN sustainable development goals (SDGs).

A preliminary survey of n = 307 HEIs via online questionnaire and database search was conducted.

Findings reveal a difference between HEI governance, that is “instrumental”, and governance, that is “holistic”, in relation to sustainability.

Implications identified for achieving SDGs in general and for academic–business partnerships, in particular.

Practical implications for enterprise (developing a tool to measure sustainability mindset) and for enterprise education (sharing of best practices from other HEIs).

Improved understanding of the sustainability mindset will inform decisions about approaches to governing and operationalising sustainability in organisations.

The survey is not original but the emphasis on sustainability mindset (compassion, empathy and connectedness to SDGs) is.

The purpose of this paper is to identify entrepreneur mentor benefits and challenges as a result of entrepreneurship mentoring in higher education (HE).

An entrepreneurship mentoring scheme was developed at a UK university to support prospective student entrepreneurs, with mentors being entrepreneurs drawn from the local business community. A mentor-outcomes framework was developed and applied to guide semi-structured interviews.

Results supported the broader applicability of our framework, with a revised framework developed to better represent the entrepreneur mentor context. Alongside psychosocial and personal developmental outcomes, mentors benefitted from entrepreneurial learning, renewed commitment to their own ventures and the development of additional skills sets. Enhanced business performance also manifested itself for some mentors. A range of challenges are presented, some generic to the entrepreneur setting and others more specific to the higher education (HE) setting.

The framework offered serves as a starting point for further researchers to explore and refine the outcomes of entrepreneur mentoring.

The findings serve to support those considering developing a mentor programme or including mentoring as part of a formal entrepreneurship education offer, specifically in a university setting but also beyond.

The vast majority of entrepreneurship mentoring studies focus on the benefits to the mentee. By focusing on benefits and challenges for the entrepreneur mentor, this study extends our knowledge of the benefit of entrepreneurship mentoring. It offers an empirically derived entrepreneur mentor outcomes framework, as well as offering insights into challenges for the entrepreneur mentor within an HE setting.

This paper aims to undertake an ideal-typical analysis of the implications of overtourism on employment at the level of the destination.

The paper offers a theoretical analysis that uses as a starting point a traditional labour market model to explore the employment implications of a labour demand shock as a result of overtourism at a destination level. Although a theoretical exploration, examples are provided offering empirical support for the theoretical propositions.

Overtourism may lower nominal and real wages, further deepen divisions in an already divided labour market (particularly between local and migrant workers), increase productivity without its benefits accruing to the worker and result in deterioration of working conditions. The study also sets tourism employment within a broader politico-economic framework of neoliberalism.

This study offers scope for further empirical testing of hypothesized relationships. It also provides a platform to adopt and adapt the theoretical propositions to suit different contexts.

This study uses overtourism as an ideal-type, combined with an analysis of the labour market to theorise the impacts of a labour demand shock.

过度旅游以及旅游工作者的就业结果: 对劳动力市场的影响

就过度旅游对当地就业的影响进行理想类型分析。

以传统劳动力市场模型为出发点, 对因过度旅游引起的劳动力需求冲击进而给当地就业带来的影响进行理论探索与分析。虽为理论探索, 本文也提供实证案例以支持有关理论观点。

过度旅游可能会降低名义和实际工资, 造成本已分割的劳动力市场的进一步分割（特别是在当地和外地劳动者之间）, 提高生产力但并不惠及其劳动者, 并导致工作环境恶化。本研究将旅游就业置于广义新自由主义政治经济框架下进行讨论。

将过度旅游作为一种理想类型, 并与劳动力市场分析相结合, 以理论化劳动力需求冲击所带来的影响。

为进一步实证测试假设关系提供机会。为不同背景下采纳和适应有关理论观点提供平台。

El exceso de turismo y las repercusiones en el empleo turístico: Impactos en los mercados laborales

Realizar un análisis típico-ideal sobre cómo la masificación turística de los destinos influye sobre el empleo.

Un análisis teórico que utiliza como punto de partida el modelo de mercado laboral tradicional para explorar las implicaciones que la masificación de los destinos turísticos tiene sobre la demanda de trabajo. La investigación proporciona ejemplos que respaldan empíricamente las proposiciones teóricas.

Los excesos turísticos tienden a reducir los salarios nominales y reales, a profundizar aún más las divisiones de un mercado laboral ya dividido (en particular entre los trabajadores locales y los migrantes), a aumentar la productividad sin que sus beneficios repercutan en el trabajador y a provocar un deterioro de las condiciones de trabajo. El estudio también sitúa el empleo en el sector del turismo dentro del marco político-económico, más amplio, del neoliberalismo.

Utiliza la masificación turística, como “ideal-típico”, junto con un análisis del mercado laboral turístico para teorizar sobre los impactos en la demanda laboral.

Ofrece la posibilidad de realizar más investigaciones empíricas a partir de las relaciones hipotéticas postuladas. Proporciona una plataforma para adoptar y adaptar las proposiciones teóricas para que se adecúen a diferentes contextos.

This study offers insights into how the entrepreneurship educator (EE) is legitimised in higher education.

This exploratory study is based on content analysis of 73 university programme specifications, 61 university strategies and 35 job advertisements. The study uses Suchman’s (1995) conceptualisation of organisational legitimacy to assist in categorising the results according to type of legitimacy.

Connections are made between the legitimacy of the EE and wider societal discourses surrounding the legitimacy of enterprise/entrepreneurship as expressed in university strategies. Attempts to legitimise the EE specifically, as opposed to “the educator” more broadly understood, are quite limited. Programme specifications mainly offer a cognitive form of legitimacy relating to teaching, with elements of pragmatic legitimacy arising from educators’ links to industry and research prowess. Job descriptions are more focused on the educator’s research as a form of legitimation.

The study creates a baseline of knowledge surrounding the legitimacy of the EE, which raises important questions as to how the educator is supposed to add value in relation to different stakeholders.

The concept of legitimacy, despite widespread application in other disciplines, has found very limited application in the study of EE. Using three sources of data, the paper offers a first application of Suchman’s (1995) conceptualisation of legitimacy to entrepreneurship education. It thereby offers a critical perspective on the role of the EE as shaped by institutional norms.

Explores the role of the entrepreneurship educator and their place in the entrepreneurship education landscape.

The paper uses an adapted version of Jones and Matlay's (2011) conceptual framework that describes the context of entrepreneurship education to explore the entrepreneurship educator's role. In-depth interviews were conducted with eleven entrepreneurship educators from five universities/university colleges in Denmark.

Illustrates the situated nature of entrepreneurship education. The entrepreneurship educator is embedded in a system of dialogic relationships with a range of stakeholders. This paper provides insights into how the entrepreneurship educator navigates these relationships and the influence these relationships have in determining the scope and nature of the entrepreneurship educator's role.

Provides a framework and findings upon which further studies can build in an area that has hitherto received limited attention. Findings could be compared with those in other geographical contexts, for example. The dialogic relationships themselves could be explored either holistically or individually with other stakeholders (e.g. students, institutions, communities).

Research on the role of the entrepreneurship educator is extremely limited in an area that has otherwise seen a proliferation of research. The adaptation and application of Jones and Matlay's (2011) framework provides a novel way of understanding how this role is shaped. Where most studies focus either on course content or the students, this study proposes another way to gain insight into the complex world of delivering entrepreneurship education.

Universities are increasingly looking at entrepreneurship as a way to bridge theory and practice. This is important in these challenging times when unexpected events and occurrences take place. It is becoming more important for universities to respond in an entrepreneurial manner to new trends to capitalise on learning and research opportunities. The aim of this chapter is to discuss how universities are acting in an entrepreneurial way by responding to educational and social challenges. This will help to understand fruitful new areas of teaching, research, service and engagement that can occur in a university setting based on entrepreneurial thinking.