This study determined how stakeholders of heritage attractions apply strategic management for their business planning and development. A conceptual framework for strategic heritage planning was created and applied within the case of Plovdiv, Bulgaria. The framework provided a new way of interpreting whether effective strategies were used within the heritage management sector. In addition to offering a lens to view policy planning, the framework led to a stakeholder analysis determining who was governing the heritage sites within thecity. The literature review revealed that studies about planning for heritage are neither prescriptive nor descriptive. Instead, they commonly reviewed challenges in planning with valuation, policy learning, implementation and maintenance for safeguarding sites. The new conceptual framework was created based on the gaps, challenges, issues and recommendations presented in the literature for heritage preservation. Each stage is operational and can be used as a guide for good practice or as an audit instrument. Critical realism was the most appropriate research approach because the study was practical and investigated how stakeholders process policy planning in the heritage sector. This study used purely qualitative methods and considered the stakeholders' experiences to give meaning to the situation. Purposive sampling was used and the questions created for the semi-structured interviews focused on stakeholder involvement throughout the phases of the framework. Accordingly, the Interview questions focused on assessment, creation and implementation of policy. Nine stakeholders were interviewed who were directly involved in the policy planning for heritage in Plovdiv. Document analysis was also used assessing the planning strategies highlighted in the Municipal Policy Document for Plovdiv 2014-2020.In terms of the strategic planning and development process of the heritage sites, the findings revealed that managers pay more attention to the assessment and 3 creation phases rather than the implementation phase. With regards to stakeholder involvement, the research showed that few of them were involved at certain stages of the process due to the hierarchy of governance. Academic andmanagerial recommendations are further discussed in the study.

Avec les neurones miroirs et les théories de la simulation, les découvertes récentes des neurosciences sur les relations intersubjectives offrent à la théorie littéraire de nouvelles données pour approcher le récit fictionnel. Elles permettent de réhabiliter le bovarysme littéraire dont la version cognitiviste, l’empathie fictionnelle, est l’objet de cette thèse. Il apparaît que dans le monde créé par la fiction, c’est l’empathie fictionnelle qu’il éprouve pour les personnages qui permet au lecteur de comprendre leurs états mentaux et d’anticiper leur comportement. Ainsi, les émotions fictionnelles, véritable catalyseur du processus de simulation qui permet au lecteur d’éprouver corporellement le point de vue du personnage, participent-elles pleinement au processus de compréhension et d’interprétation de l’histoire. L’objectif est donc de repenser l’activité du lecteur de fiction en axant la réflexion sur la manière dont le lecteur appréhende le monde fictionnel et s’y investit émotionnellement. L’aptitude à l’empathie fictionnelle devient alors une compétence de lecteur, indispensable pour qu’il puisse s’immerger dans l’univers fictionnel. Ce point de vue soulève une question concernant la didactique de la lecture littéraire. Lors de la lecture d’œuvres de fiction, en quoi et comment est-il souhaitable de solliciter l’empathie fictionnelle des élèves pour les personnages ? Cette thèse répondra à cette question en proposant un dispositif d’accompagnement de la lecture par l’écriture : le « journal de personnage ». L’expérimentation présentée, menée en classe de CM2 et de 6e, concerne le journal de Gilgamesh, héros mythologique dont le récit des aventures appartient à nos textes fondateurs. À travers l’observation de productions écrites d’élèves et l’analyse d’entretiens et de questionnaires individuels, il apparaîtra que les écritures fictionnelles en première personne demandées aux élèves sont un moyen d’exercer leur aptitude à l’empathie fictionnelle et par voie de conséquence de développer leurs compétences en matière de lecture littéraire. / With mirror neurons and simulation theories, recent findings in neuroscience on inter-subjective relations offer new data to literary theory about fictional narrative. They help restore literary bovarysm of which cognitive version, the fictional empathy, is the subject of this thesis. It appears that, in a world created by fiction, the fictional empathy that the reader feels for characters allows him to understand their mental states and anticipate their behavior. Thus, the fictional emotions, real catalyst of the simulation process that allows the reader to physically experience the perspective of the character, fully participate in the process of understanding and interpreting the story. The objective is therefore to rethink the mental activity of the reader of fiction, with a focus on how the reader grasps the fictional world and gets involved emotionally. The capacity for fictional empathy then becomes a reader’s skill, essential to immerse himself in the fictional universe. This approach raises a question about the teaching of literary reading. When reading fiction, in which way and how is it advisable to seek the students’ fictional empathy for the characters? To address this issue, this thesis proposes that a reading-cum-writing support mechanism be envisaged: the "character’s diary". The experiment conducted in CM2 and 6th grade classes, relates to the diary of Gilgamesh, mythological hero whose adventure stories belong to our founding texts. Through the observation of students' written along with the analysis of interviews and individual questionnaires, it would appear that fictional writing requested from students in the first person are a means to exercise their capacity for fictional empathy and as a corollary develop their skills in literary reading.