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Submarine propeller shaft seals operate under onerous conditions in an aggressive environment and their effective life is vitally dependent upon the durability of the seal face materials. The combination of physical and mechanical properties of certain carbon‐carbon composites makes them potentially suitable for this critical service, but a literature search revealed no prior reference to their deployment in any liquid sealing application nor, indeed, to their behaviour in an aqueous environment. In consequence, a programme of work has been carried out to determine the effect of prolonged exposure to high‐pressure sea water upon their properties, and to assess their performance when run in a seal test rig against a variety of counter surfaces. The assessments were made under a reproducible condition of boundary lubrication stabilised by control of interface torque. The effects of composite anisotrophy and of graphitisation have been examined using specimen rings with the direction of fibre lay‐up either in, or normal to, the rubbing plane, and in the graphitised or non‐graphitised condition. It has been shown that the carbon‐carbon composites are stable in water and perform well as a seal face material; however, current high procurement cost will probably restrict their use to the more exacting applications.

This chapter offers an experience-based report about the development of the first Scandinavian PhD program in tourism studies at Mid-Sweden University. This process is documented through a framework which, rather than having the coherence of a single clearly bounded discipline, focuses on tourism as a study area encompassing multiple disciplines. Tourism knowledge is derived through a synthesis of fact-oriented positivist methodologies and critical theory. The theoretical framework employed to develop the graduate program in tourism studies is presented by critically discussing its multidisciplinary base and briefly outlining future veins of further development.

Previous work has conceptually explored the value of the humanities for tourism education and has considered the pressures that likely serve as barriers to its greater inclusion in curricula. This chapter moves the debate from the conceptual level to the ground, reporting the results of a survey of tourism educators with regard to the role of the humanities in the programs in which they teach. The study explores the prevalence of the humanities as primary and supporting course content at the undergraduate and graduate levels, sheds light on barriers faculty members identify for incorporating more humanities content into their curricula, and offers examples of creative ways some educators are currently engaging with such content.

After briefly discussing the two major approaches to the study of tourism (theoretical “why” and practical “how”), and two of their respective protagonists (Tribe and Aramberri), the focus of this chapter turns to the use of paradigms by the former group. First, the meaning of paradigm is explored and examples are provided of paradigms and paradigm shifts in tourism research. However, Aramberri challenges this theoretical position by asserting that such ideological frameworks are not paradigms at all, and are, at best, postmodern mantras. He further argues that such muddled thinking can be overcome once tourism becomes a scientific discipline, a stance firmly rejected by the theoreticians. Thereafter, the use of the word “paradigm” is examined in relation to conferences, research, and shifts, as well as such major tourism perspectives as authenticity, strangerhood, play, and conflict.

This chapter presents an innovative learning opportunity for tourism students, International Tourism and Hospitality Academy at Sea, that has been in operation for the last 10 years. The program could render itself as a case study of Kolb’s experiential learning theory according to which knowledge is created by transforming experience. Its uniqueness and complexity lie in its diversity. This program has involved between 80 and 130 tourism students yearly from four to six institutions from different countries participating in new scholarly inputs by non-resident professors and instructors.

Inquiry learning points is based on questions and requires students to work independently to solve problems. Instructors are facilitators of learning, not people who give right answers and instructions to learners. Haaga-Helia University of Applied Sciences Porvoo campus in Finland is a new concept for learning. The lecturers have changed from traditional ones to coaches aiming at new competences with new tools to enhance learning. Their own implementation of inquiry learning has been assessed by themselves with an ongoing self-assessment process as a part of the normal tasks of instructional teams. Self-assessment is a part of action research that aims to develop an organization and the work in it.

This concluding contribution draws together key issues discussed in the various chapters of the book and connects them with future trends for tourism education. It places task in the changing world of higher education in general, and discusses changes in knowledge acquisition, ways of learning, knowledge content, and the role of educators in the future. This coverage leads to new learning technologies and their impact on the learning spaces of the future. Finally, the chapter discusses how projected tourism education programs can be designed to address society’s needs at this critical juncture in the history of the mankind. Creating responsible leaders for this global industry is perhaps the most important goal of future tourism education.

This paper examines the literature relating to tribalism and considers its existence and its relevance to the marketing of sport. Tribal marketing is not a feature of the philosophy dominating today's sports marketing programmes. It is suggested, however, that more focus be placed on the interactions and relationships of groups of sports spectators as tribal members, and this paper presents factors that should be considered by the sports marketer to encourage and facilitate tribalism.

For the islands of the Caribbean, tourism is more than an industry to be managed. Significantly, it is a socioeconomic phenomenon that if managed effectively can address some of the challenges facing the region. Tourism higher education plays a critical role in preparing graduates to shape an improved Caribbean tourism society and in performing research. Over the years, its tourism education has been framed by “Western models” that have not taken sufficient account of the Caribbean reality. The focus of this chapter is to define Caribbean education and to propose a tourism higher education strategy for the implementation in part of this education.