“An island on the edge of Europe”: A study on academic air travel in Finland through a combined model of practice

Although evidence about the environmental harm of air travel is growing, the goal of internationalization remains firmly built into academia. The aim of this article is to study this dilemma from both the institutional and individual levels. We seek to determine the elements of academic air travel from an online survey conducted at a Finnish research university. We utilize a combined model of practice, which merges the three-element model of practice theory and the levels of society approach. We also reflect upon the travel policies of all 14 Finnish research universities against the needs and wants of the individual academic. Our findings highlight that the core elements of academic air travel in the institution we studied are physical events, social interaction, technologies, and environmental values. Although virtual alternatives and slow travel are gaining momentum, more support is needed to replace the informal interactions associated with physical presence. In addition, the external pressure to travel, e.g., to undertake fieldwork or attend conferences, is limiting efforts toward low-carbon travel. We hypothesize that change is particularly difficult to induce with linkages between various levels of society. Our combined model of practice provides a tool to identify the elements of practice that can be influenced by the individual or require changes at the institutional or even the national levels. Finally, we note a mismatch between some forms of policy support between individuals and institutions, showing a need for more practical rather than theoretical support, especially with lowering academic expectations on the need to travel. •Demand for physical presence limits the transition towards sustainable academia.•Progressive academic travel policies held back by the lack of practical support.•The levels of society and three-elements model of practice can support each other.•Persistent links between various levels of society may limit practical change.•The combined model of practice may help visualize the knowledge-action gap.