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This chapter discusses the main research interests and outputs in the various branches of geography that have influenced the study of tourism from a geographical perspective. It argues that the idiographic tradition has been transversal throughout, leading to the growing interest for tourism within the geography academic community in the last 10 years. There is a focus on the birth of specific research groups, mainly related to a constellation of new university curricula on tourism and—with few exceptions of territorial tradition—to an intermittent availability of public research funds. The chapter concludes with a more general picture of the place of tourism within the geography discipline in Italy and of evolving trends in terms of research results, dissemination, and evaluation.

Airports and urban developments in their vicinity constitute a highly specialized type of agglomeration based on air connectivity that epitomizes the importance of mobility in the modern service economy. However, in a frictionless world of backyard capitalism and perfect competition, such agglomeration of civil aviation services would not have been necessary. Thus, concepts such as imperfect markets, path dependence, and cumulative causation may be alternatively used to explain the spatial aspects of airport developments. Focusing on “second-nature” concentration, the “new geographical economics” (NGE) literature offers a potential theoretical framework that organizes these concepts into a coherent economic framework. This chapter aims to highlight the unique relevance of the NGE approach in developing an economics-based understanding of the spatial distribution of airports. Drawing from the existing NGE knowledge-base, this conceptual chapter explains that the NGE approach can be adopted as a micro-foundation to show how the spatial aspects of airport development, including core-periphery dynamics of regional disparity and parity, can emerge from economic mechanisms. The chapter concludes with potential implications for airport economics and regional policy, along with the discussion of some of the main critiques of the theory.

Education for equity in global development and cultural diversity calls for professional capacity building to perceive diverse perspectives on complex procedures of globalisation. The discipline of human geography is such a “provider of perspectives”. The purpose of this paper is to propose a historic series of how theories of geography and human development have emerged.

This paper contributes to education and training by proposing a historic series of how theories of geography and human development have emerged.

The outcomes of this analysis of geographic paradigms offer options for the management of multicultural education in development. A critical synopsis and a combination of various paradigms on global development seem most promising for a holistic and comprehensive understanding of globalisation.

In particular, recent developments in human geography exhibit rapidly changing paradigms (ironically called “the Latin America of sciences”) and are hence difficult to systematise.

Spaces are understood to be communicational spaces, the substrate of which is enabling communication technologies. The theoretical contemplations of this paper permit to design learning environments, learning styles and related technologies.

Perception and understanding of contradicting theories on global (economic and human) development facilitate education fostering multiple cultures of understanding. The author's own professional experience shows that only esteem for all paradigms can provide the full picture. Success means “collective production of meaning”.

Understanding history frees us to reach future consensus.

This chapter aims to familiarize the reader with some of the important aspects of tourism geography in the German-speaking countries. It starts with a primarily historical-genetic perspective on tourism development and the theoretical traditions associated with them. The second section describes the structure of the discipline, with a focus on the institutionalization of the field in the universities including their research specialization. The chapter maintains that tourism geography plays a marginal role compared with other subdisciplines of geography, though this is reflected primarily in its institutionalization and less so in the research undertaken. The last section deals with the current challenges and future prospects in German-speaking geographies of tourism from a problem-centered perspective.

Alliances often turn into acquisitions (i.e., one alliance partner is acquired by the other). In these transitional governance trajectories, geography-related factors can play a crucial role. Factors like location and distance can notably influence the decision to acquire the alliance partner, as well as the performance implications of such a transition. However, existing studies on transitional governance tend to underemphasize the geographic dimension of the phenomenon. In this chapter, we take a first step toward connecting the field of transitional governance and the discipline of economic geography, which does emphasize location and distance as critical determinants of economic activities. We discuss how economic geography can inform the field of transitional governance and propose some promising avenues for future studies linking organization, place, and space in transitional governance trajectories.

“It should also be noted that the objective of convergence and equal distribution, including across under-performing areas, can hinder efforts to generate growth. Contrariwise, the objective of competitiveness can exacerbate regional and social inequalities, by targeting efforts on zones of excellence where projects achieve greater returns (dynamic major cities, higher levels of general education, the most advanced projects, infrastructures with the heaviest traffic, and so on). If cohesion policy and the Lisbon Strategy come into conflict, it must be borne in mind that the former, for the moment, is founded on a rather more solid legal foundation than the latter” European Commission (2005, p. 9)Adaptation of Cohesion Policy to the Enlarged Europe and the Lisbon and Gothenburg Objectives.

This study aims to understand if geographers, who teach in a new sustainability program, are conveying new knowledge, understanding, skills and competence about the integrated and holistic concept of “sustainability”, rather than individual human-environmental issues to the students. In other words, are geography professors creating effective sustainability courses in a department with a rich history in geography education?

This study utilizes the McKeown–Ice and Dendinger comprehensive assessment tool for sustainability teaching to examine how geographers teach sustainability from an integrated and holistic perspective. Surveys with students are used to evaluate and compare how effective three geography courses were at teaching sustainability.

The results suggest that each course was effective in teaching students the main concepts of sustainability. There were, however, differences in teaching practical solutions to achieve sustainability and in the coverage of the causes of sustainability problems. Geographers might consider altering their curriculum or pedagogy to build stronger interdisciplinary linkages to teach the integrated concepts of sustainability rather than its individual parts.

This initial study focuses on one research university in the USA. Its proof of concept will be expanded to evaluate international sustainability education programs nested in existing departments and degree programs.

Sustainability education programs are being created across the globe and are often attached to existing degree programs exhibiting components of sustainability. How effective are they in teaching this interdisciplinary concept? This study validates a framework for assessing sustainability teaching and learning. It recommends changes to enhance the ability for integrated sustainability education programs to comprehensively teach sustainability.

In a society with dispersed knowledge, entrepreneurs have to identify opportunities, recognize them as relevant, and match them with (demand) preferences, technological feasibilities, and their own skills. According to Austrian theory, this is done on a subjective basis: different people not only have different preferences but also different perceptions, interpretations, and understandings of values and feasibilities, which they adapt in mutual interaction and communication in specific contexts over their unique life courses (Nooteboom, 2000). Different minds think different things (Lachmann, 1978), and the entrepreneurial opportunities people perceive very much depend on their prior knowledge (Shane, 2000).