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Purpose ‐ The aim of this article is to identify the stakeholders’ attitudes, values and feelings on destination development in the framework of creative tourism. Design/methodology/approach ‐ The research questions focus on tourist participation, innovative partnership, guest‐host meetings and money spent in the destination. The focus group method with snowball sampling was chosen as the research method. Findings ‐ Central outcomes can be divided into ten different categories: socio‐physical environment of the destination, service structure, consumer behaviour, information and communication technologies, traffic, logistics and accessibility, networking, tourism demand and supply, local resources, marketing and PR. Research limitations/implications ‐ Although focus group research has many advantages, there are limitations. In this case the moderators did not have full control all the time due to the more topical themes that interested the participants; focus group research is often open‐ended. Practical implications ‐ The whole issue of the present case revolves around the question why destinations want to be creative or why they need to be creative in the present competitive situation. Creativity should be an integral part of the tourism offering just as tourism is an integral part of the planning and development of a destination. Originality/value ‐ It can be concluded that the future issues and research topics seem to focus on five themes. Most of what was said can be ascribed to the need for a forum for decision makers and tourism actors to discuss holistic and long‐term planning of tourism in the destination.

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 chapter explains the background of the book and begins with an introduction of Jafar Jafari’s tremendous contribution to tourism knowledge creation and education. This is followed by a report on the content analysis of 573 tourism education related articles published in the past 10 years. Results indicated the need for philosophical discussion about the nature of tourism education and the popularity of teaching and learning approaches as a research topic. The two main sections of this book, namely philosophical issues in tourism education and experiential/active learning in tourism education, fit into these two identified issues. A synopsis of each chapter is provided next; and future directions for tourism education research are suggested.