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Introduction Summary: Archaeological heritages are very important attractions and are highly promoted as a tourism product. Due to the negative consequences of high visitor flows and lack of management, the conservation and development of archaeological heritages raises concerns for destinations aiming at sustainable archaeological heritage management.

Purpose: This study provides an extensive literature review for archaeological heritage management to emphasise the importance of bringing heritage sites to tourism in a sustainable way, Also aims to provide a guideline for destinations suffering the archeological heritage management issues or for developing tourism destination to prevent themselves suffering from the same issues. Accordingly, the literature review is divided into three sections: the role and impacts of tourism on archaeological heritage; sustainable tourism development; and planning are mentioned in the first section. Then, planning for preservation and conservation activities for archaeological heritage and international heritage protection and conservation programmes are mentioned in the second section. Finally, the literature provides the content of tourism planning and policy for sustainable archaeological heritages.

Findings: Tourism uses archaeological assets to attract tourists and tourism damages archaeological sites when there is high demand, lack of information and control. But, in general, the relationship between tourism and archaeological heritage is strongly interlinked and need each other. And without the community and stakeholder’s involvement, archeological heritage management will not be successfully achieved.

Originality/Value: Tourism authorities and archaeologists should work together and develop practical ideas for archaeological heritage. Highly promoted and demanded archaeological heritage resources cannot be part of sustainable tourism development without serious conservation and conservation efforts or minimal/inappropriate recoveries due to government lack of care and supervision, so these valuable treasures are doomed to irreversible damage.

Introduction Summary: Tourism is accepted as a multidisciplinary industry .Hoteliers and tour operators/travel agencies (TO/TA) count as two main stakeholders in the tourism sector, and they are interdependent with regard to their marketing and service objectives. Distribution channels, as TO and TA, are an important part of tourism growth. As TOs and TAs are the intermediaries between tourist and tourism service providers. Tourists travel to satisfy or fulfill their dreams because travel is a need for psychological relief that motivates people for temporary movement to different places and different countries. The research aims to examine the effects of perceived stakeholder conflict factors (PSCF) issues identified from the existing literature on guests’ outcomes in accommodation establishment located in Kyrenia, Northern Cyprus. PSCF is, namely, misinformation, unmanaged bookings and operational mistakes involving quality-price inconsistency and unsolved guest’s problems should be considered by both parties. Therefore, the objective of this study is to address the research gap regarding the effects of PSCFs on guests’ perceived value (GPV), guest satisfaction (GS) and behavioral intention (BI). Purpose: This study aims to investigate stakeholders conflict and its effects on guests’ outcomes, namely GPV, GS and BI associated with accommodation establishments, which has not been examining empirically before. Design/Methodology/Approach: This study conceptualized PSCFs and developed a scale for assessing this conflict and its outcomes. Through careful instrument development process, four sub-dimensions and 17 items of PSCFs were identified. Findings: The overall PSCFs’ effects obtained indicate that GPV, GS and BI are associated with accommodation establishments, and are negatively affected by the unsatisfactory relationship between these two key stakeholders. Originality/Value: The study empirically tested the conceptual model through conducting survey research to collect data from the guests whose trips were organized through a TO/TA and staying in five-star or four-star accommodation establishments located in Kyrenia, Northern Cyprus.

This chapter develops an integrated model that encompasses four aspects: (1) face-to-face (F2F), (2) online teaching, (3) massive open online courses (MOOCs), and (4) the combination of Western, localized, and indigenous knowledge to provide blended entrepreneurship education. The model emphasizes the importance of a heutagogical approach and the institutional environment in blended entrepreneurship education. It is then applied to a start-up university to help develop students’ entrepreneurial mindset, entrepreneurial identity aspirations, and entrepreneurial skills. The model’s implications for research and entrepreneurship education are discussed.

In an ever-interconnected world dominated by discourses on the internationalization and marketization of higher education, concerns related to language and employability have been the focus of recent debates. There is, however, a dearth of research investigating how these dimensions relate to one another in recent comparative and international higher education research. By focusing on how issues related to language and employability have been presented in recent higher education research worldwide, this chapter aims to contribute to our understanding of this concern. To achieve this goal, we conducted a scoping literature review using the Web of Science, Scopus, and the Education Resources Information Center (ERIC) databases, considering the years 2011–2020. The findings, perhaps not surprisingly, suggested that language skills are perceived to be valued by both graduates and employers though the discussions predominantly focused on one language, English. The research focus on English for employability in Anglophone contexts is understandable. However, the fact that the trend is observed in contexts where the language is not the primary or official language seems to indicate the influence of internationalization of higher education and global labor markets primarily dominated by English. The literature also suggested that (English) language training in higher education programs needs to move from solely linguistic and qualification-related content areas to a broader sphere of English for communication purposes that cover both specialized disciplinary content and broader generic employability skills. Considering this finding, we suggest that higher education systems and institutions incorporate recent developments in English for occupational purposes in their curriculum. We also recommend that there needs to be a shift from the overwhelmingly English language-dominated discussions to more inclusive research that assesses the impact of other dominant languages on employability-related concerns.

In this chapter, we propose a blended methodological approach (critical) educational ethnography, to address problems of education. The chapter includes a brief overview of critical and educational ethnography, which inform the methodology, followed by a discussion of the essential elements and pedagogical objectives that undergird and operationalize the methodology. The essential elements include articulating a critical context, defining and understanding culture, establishing relationships and embeddedness, and multiple ways of knowing. Rather than articulate a curriculum and content for teaching (critical) educational ethnography, pedagogical objectives are provided to support the development of novice researchers (i.e., doctoral students, researchers-in-training).