Institutt for kommunikasjon og kultur

International Journal of Contemporary Hospitality Management s. 1-20 Doi: https://doi.org/10.1108/ijchm-05-2025-0741

Purpose This study aims to examine the relationship between place solidarity, hospitality attitudes and mental health outcomes in the context of the Ukraine−Russia conflict. Despite the conflict’s profound effects on global hospitality operations, this is an initial exploration of the influence of place solidarity on hospitality brand attitudes and guest well-being. Design/methodology/approach Structural equation modeling is used to analyze the relationships among place solidarity, hospitality attitudes and mental health outcomes, based on two cross-sectional surveys of 758 US individuals. Findings The two studies show that place solidarity is a double-edged sword by improving hotel brand responses (Study 1) but challenging guests’ well-being (Study 2). Study 1 shows that place solidarity increases perceived brand social responsibility, brand trust and personal reputational benefits while also heightening decisional fatigue. Study 2 identifies the impacts of higher place solidarity on emotional exhaustion, poorer sleep quality, fear of expressing Russia opposition on social media. Practical implications The finding that place solidarity produces dual outcomes in hospitality contexts underscores the need for sensitivity to guests’ psychological states, especially in situations where solidarity and solidarity signaling is happening. Originality/value This research contributes to the hospitality literature by exploring the complex relationships among place solidarity, hospitality attitudes and mental health outcomes during international conflicts. To the best of the authors’ knowledge, this is the first study to show that place solidarity influences both hospitality decisions and psychological well-being in a geopolitical crisis.

The Journal of Arts Management, Law, and Society Doi: https://doi.org/10.1080/10632921.2026.2662470

This paper aims to investigate personality traits and motivation to lead in administrative leaders and non-leaders in the field of art, in a Norwegian context. Data was gathered from 141 administrative leaders from music and arts schools, and from 213 performing artists. For comparison purposes, a sample of 83 corporate leaders and 69 non-leaders was collected. The results indicate that motivation to lead among artistic individuals was almost identical related with leaderlike characteristics as for corporate individuals. Individuals entering administrative leadership positions in the field of art were also associated with leaderlike characteristics when compared with non-leaders. The only unexpected finding was a negative relationship between extraversion and individuals in administrative leadership positions. Also, motivation to lead did not differentiate administrative leaders and non-leaders in the field of art. The results are discussed in terms of how leadership characteristics operate in the field of art, and the effect of domain-specific characteristics in this setting.

Journal of Communication Management 30(2) s. 271-286 Doi: https://doi.org/10.1108/JCOM-10-2024-0216

Teaching and Teacher Education : An International Journal of Research and Studies

Professional development (PD) programmes aim to ensure high-quality educational practices in early childhood to support children's development. To understand the mechanisms behind improved educational practices, it is necessary to gain knowledge about how teachers experience change following PD programmes. This study examined the impact of a PD programme with coaching – the OEES – on teachers' reports of pedagogical competence, and their approaches to emotion socialisation and scaffolding practices. Multilevel linear mixed models with 308 head teachers and 240 assistant teachers from 56 child-care centres indicated a significantly higher increase in reported pedagogical competence among teachers in the intervention group compared to the control group, particularly among the assistant teachers. Effects on teachers' approaches to emotion socialisation and scaffolding were not found. The results support the coaching model in OEES as effective PD for teachers' competence, and encourage the inclusion of both head and assistant teachers in PD programmes.

Proceedings of the Annual Hawaii International Conference on System Sciences (HICSS) 59 Doi: https://doi.org/10.24251/hicss.2026.767