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The future growth of international tourism is challenged by concerns of political instability, safety, socio‐economics and environmental impact. Furthermore, globalization has increased competition in tourism markets, and destinations are exposed to tough price competition on homogenized products by rivals worldwide. Given these challenges and the desire by locales for sustainable tourism development, human resource development is critical to the success of tourism in many markets. As countries and regions invest more in higher education for tourism, many of them seem to be launching these programs in English to broaden their market appeal. However, the market for higher tourism education in English (HTEE) is highly competitive and progressively global, so launching a program in English opens a school to greater competition as a price for reaching a wider audience. The purpose of this paper is to look at how tourism, wealth and higher education are linked, and how the location of HTEE is related to the importance and role of tourism in a country.

This research focuses on master programs in tourism taught in English. Starting from the current location of programs it develops two scenarios of the future spatial distribution of higher education in tourism in an increasingly global and competitive market.

In a first scenario, one where students are more mobile than teachers, programs will be concentrated in a few wealthy countries, which are also important tourism countries. In the alternative scenario, programs and teachers will follow students and, consequentially, distribution of higher education as well as tourism development and wealth will be distributed in a more equitable way.

This research is limited to a set of graduate programs in tourism taught in English. Future research should expand the data set to bachelor degrees as well as programs in national languages.

This paper provides useful information on how tourism, wealth and higher education are linked, and how the location of HTEE is related to the importance and role of tourism in a country.

The purpose of this paper is to identify and assess an empirical description of how to respond to the needs of future human resource development, and any strategic alliances that have been made by STP Bandung and Bali to respond to global competition.

This study uses a qualitative naturalistic approach, with descriptive methods and case studies. The data were gathered through interviews, observations, and study of the documents. The sampling technique used was purposive. Data analysis was performed using data display, data reduction, and data verification through triangulation process.

STP Bandung and Bali have carried out various strategic measures through the improvement of both their internal and external environments. Strategic alliances with other institutions are oriented toward the improvement of the quality of education. This is in accordance with the vision and mission of the institution where priorities were put on joint programs, organization of students’ internship programs, support for the development of educational institutions, and optimizing the implementation of the three responsibilities of higher education in Indonesia, both in terms of quantity and quality, along with building a culture of research for lecturers.

This research still needs improvement since there are some limitations in generating its conclusion. Therefore further research is recommended to increase sample number, i.e. by including, among others, students, graduates, employer communities, and region leaders, and also to involve other private, tourism higher education centers.

This study implies that in carrying out its core business, namely, tourism education, STP Bandung and Bali need to strengthen and cultivate the academic and research cultures among faculty members. In conjunction with contributions from research literature and practice, this study confirms the importance of strategic alliances between institutions of tourism education, at the national, regional, and international levels, that are producers of human resources for tourism for the government. Being graduates, they serve as competent members of a government agency responsible for managing a destination or other tourism sectors, at local, provincial, national, regional, and international levels.

This study also implies that the Ministry of Tourism should implement the model of strategic education management through strategic alliances, so as to increase the capacity of the human resources for tourism, thus directly or indirectly contributing to the quality of city/regional or tourism destination.

Research studies on strategic alliance in the field of higher education, especially in the field of tourism are still very limited. This study provides a breakthrough that strategic alliances can not only be done in the business world, but also in the education sector. Results of research on strategic alliances in higher education in Indonesian tourism sector can be used as a reference for higher education providers in tourism at regional and international levels.

Service quality in tourism and hospitality is intimately connected to human resources, which can be cultivated by enhancing workforce skills through training. This chapter probes challenges faced by the expanding tourism higher education in Mashhad, Iran. This growth, partly related to the current or potential development of the industry, is also associated with the general growth dynamics of Iran’s education system. As such, it may have an insufficient connection to the requirements of the job market. The study utilizes results from two focus group sessions organized with educators and tourism service providers in Mashhad. The findings reveal limited practical training, weak instruction, inappropriate course contents, and lack of motivation to have aggravated the gap between higher education and industry needs.

It is salient to be acquainted with the key elements that determine educational tourists’ decision in selecting an overseas destination while considering the rise of international competition amidst nations concerning international students. There has been a growth in the number of nations committed to attracting educational tourists. This issue is evident in countries involved in higher education (HE), such as Northern Cyprus, identified as an edu-tourism destination. Northern Cyprus can attract a whopping number of tourists, and the higher population is most likely to be made up of international students regardless of its interdiction on direct flights and political pressure. This chapter centres on analysing educational tourists’ motivators in selecting a tourism education destination abroad and on revealing effective recruitment and promotion plans towards attracting them. The chapter includes the descriptions and discussions of educational tourism, the HE industry over the years, globalisation and internationalisation of educational tourism, factors influencing educational tourists’ decision-making process and key elements influencing educational tourists’ decisions in HE institutions. At the end of the chapter, a case study is presented that reports the findings of interviews with educational tourists, overseas recruitment agents and Eastern Mediterranean University staff responsible for promoting the institution. The results identified eight factors affecting educational tourists’ decisions on study destination. Those factors comprise cost, ease of access, location, social factors, quality of education, instruction language, cultural environment and communication quality. The sub-factors of the main eight factors are scholarships, destination’s scenery, safety, friends’ and relatives’ influence and cultural differences. This chapter brings a significant knowledge about the motives that affect educational tourists in selecting at a particular HE destination. Based on the study’s findings, educational institutions may consider various recommendations to redesign their strategies towards attracting educational tourists more effectively. Generally, this study promotes an apprehension about the diverse elements that affect educational tourists’ selection of a destination study. An in-depth understanding of these factors will help education institutions’ decision-makers better develop plans of action to provide desired services to educational tourists, attract and keep them in return.

This chapter analyzes the importance and performance of values in tourism higher education and business as seen by the alumni of the European Master in Tourism Management. The students were exposed to the values-based education framework proposed by the Tourism Educational Future Initiative. This chapter empirically tests the relevance of its model for an ideal and real industry, and for the corresponding world of tourism education. Using importance performance analysis, results identify gaps between the importance and performance in the values. The findings have implications for the future development and implementation of experimental values-based education.

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.

As its market and society open up, China has transformed itself from a closed agrarian socialist economy to an urban state and an economic force. This has released accumulated tourism demand, led to the development of a diversified industry, and the spread of university and vocational courses in this field. However, the industry faces challenges to recruit and retain staff, with tourism education in higher education blamed for the shortfall in numbers and quality of candidates with suitable purpose, knowledge, and passion to serve. This chapter provides a background to the development of and problems facing tourism education in China, and suggests how to support student engagement and hence the future workforce.

This research aims to be one of the earliest studies to investigate tourism e‐learning in Egypt, thus, it will initially shed light on the current standing of e‐learning in Egypt before proceeding to: identify the present status of e‐learning in Egyptian tourism higher education; explore the potential advantages and drawbacks of using e‐learning in tourism higher education; and explore the suitability of e‐learning for tourism higher education.

Data for this research have been collected by adopting a combination of “content analysis” and “semi‐structured interviews”. However, a pilot study was initially conducted before applying the main methods of research.

Despite the relative newness of the Egyptian e‐learning experiment, the Egyptian government has succeeded in establishing the required infrastructure for e‐leaning. However, deficiencies still exist especially regarding qualifying the Egyptian academics to participate efficiently in the e‐learning process. Regarding application, tourism e‐learning is applied to a limited extent in Egypt at the present time, as only seven public colleges are currently providing some e‐learning services, which are mostly of a simple nature. Tourism private colleges are currently languid concerning the application of e‐learning despite the potentiality of success especially with regard to serving international students.

Despite the importance of both tourism and tourism education for a country such as Egypt. this research is the first to investigate the applicability of tourism e‐learning in Egypt.

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.

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.