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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.

The awareness of Eastern Europe within China is mostly tied to the shared notion of Communist control. During the last half century, educational and cultural links were established which often resonated in the minds and desired experiences of many Chinese tourists. This chapter explores the meaning of these Asian-European links for Croatia by using economic data and archival evidence. The analysis is framed within the context of China’s policy toward Central and Eastern Europe. The work seeks to offer a better understanding of the politico-economic decisions that shape contemporary tourism flows and interests, not only in relation to Croatia, but also to similarly placed countries.

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.