Lack of progress in tourist information search research: a critique of citation behaviour and knowledge development

ABSTRACT

Knowledge construction is a crucial factor in the development of any field of study. While empirical papers sustain knowledge development in a field, systematic analysis of the literature and critiques of influential papers are core components of high-level knowledge construction. The aim of this paper is to critically evaluate Fodness and Murray’s ([1999]. A model of tourist information search behavior. Journal of Travel Research, 37(3), 220–230.) seminal paper on information search and to assess how the model has been developed by the subsequent literature. A critique of the model highlighted that the original work had a number of shortcomings, particularly given recent advances in information technologies. The method consisted of a meta-analysis of 575 studies that cited Fodness and Murray’s work. The meta-analysis demonstrated that none of the subsequent studies attempted to further develop this well-cited model. The analysis also highlighted that many of the citations to the original study were superficial, and in some cases, incorrect, raising serious questions about citation practices in the tourism field more broadly. The main implication is that, in order to advance our understanding of tourism, we need robust studies that confirm and build on past research efforts to move the field forward.     

Social Economics and Evolutionary Learning

The major premise of this paper is that social and individual well-being depends significantly on people's capacity to learn and unlearn in communication with each other. This paper builds on social economic traditions that see communication and conversation as evolutionary generative and adaptive mechanisms through which individual and social learning occurs. Drawing on educational psychology and organizational behavior scholarship, five dynamic processes of conversational learning are introduced with the contention that they can help social economists understand at a micro level more deeply and more concretely how learning happens in the give-and-take of conversation. The paper explores the role of the state, organizations, and communities in fostering individual freedom and dignity, human rights, and economic democracy and concludes that the investment of value in people and their capability for purposeful action as social economic stakeholders can be enhanced through conversation as learning.