Search for Sustainability: The Transformation of Japanese Perceptions of Bali in the Twenty-First Century

This paper reviews the current state of tourism and hospitality education and training in the Caribbean. Tourism education and training are examined at the public school, post-secondary and tertiary levels. The importance of human resource development to the economic viability of Caribbean tourism and the Caribbean as a whole is highlighted, as is the need to adopt a strategic approach to tourism education and training on the part of both educators and policy makers. It is also suggested that the Caribbean must prepare for tourism in the 21st century through proper selection of people for the industry and through quality educational and training opportunities. © 1997 John Wiley & Sons, Ltd.

This article comments on Chris Copper's assertion that education is living in the past and has not adapted to the needs of the twenty-first It is argued that Cooper is right in advocating the need for innovativeness in tourism education. The basis for tourism education has changed only a little in the 40 or so years since it first entered the higher education sector in countries such as the UK, USA and Australia especially since in the last decade alone, world events and their impact on the tourism sector has necessitated the incorporation of new concepts into the tourism sector. It is argued that at the core of innovation theory is the change agent and fortunately there is growing evidence of change agents in tourism education. Initiatives like the Tourism Education Futures Initiative are exciting. Furthermore, the literature is growing with accounts of innovative approaches to tourism education. Yet, despite these notable objectives, it is argued that there is much work still left to do to move tourism education into the twenty-first century.

Summary Educational tourism is a fast-growing market in China. Since Mount Danxiashan was listed as a Global Geopark and World Heritage Site in 2010, educational tourism has rapidly grown in the local community, becoming a flagship tourism product. This makes Mount Danxiashan an informative case for understanding educational tourism development and community participation. The present case study has two foci. First, we articulate the stakeholder collaboration mode at Mount Danxiashan. Various stakeholders, including but not limited to the administrative authority, research and education institutes, and local communities, co-determined to develop educational tourism as the best practice for local resources. The collaboration mode and the educational focus are critical in sustaining local development. Second, we depict the learning trajectory of the local community. Led by local intellectual elites, residents acquired both tourism- and nature-related knowledge and participated in educational tourism. This enabled them to design and deliver nature and heritage education curricula for tourists. Moreover, this process encouraged and empowered villagers to co-create new knowledge. Information © The Authors 2023

Developing skilled manpower for the tourist industry is an extremely complex issue, and even today its total magnitude remains largely unknown. Because the problem is still so inadequately understood, some groups have been led to question college professional education in Tourism, and even propose the elimination of this career from university centers.

SUMMARY Tourism education in Korea, mandated by the Higher Education Act, has evolved rapidly in response to the tourism industry's growth and labor demands for the last four decades. As tourism education has matured and become increasingly recognized as a legitimate academic field of study, the Korean tourism education has attempted to generate future quality workforce and to establish the status of tourism as a prominent research oriented discipline. The purpose of this paper is to present an overview of the Korean tourism industry and tourism education over the past four decades and to suggest future directions for Korean education in the 21st century. By improving current curricula according to today's fast changing tourism business environment and cooperating with the tourism industry with the aid of the government on policies and regulations, Korean tourism education will continue to contribute to the Korean tourism industry as a legitimate partner.

Preface Introduction - Tej Vir Singh 1. Mass Tourism and Sustainability: Can the Two Meet? 1.1 Towards Sustainable Mass Tourism: Paradigm Shift or Paradigm Nudge? - David Weaver 1.2 Is Mass Tourism Serious About Sustainability? - Ralf Buckley 1.3 Sustainable Mass Tourism: More Smudge than Nudge the Canard Continues - Brian Wheeller 1.4 Critical and Normative Responses to Sustainable Tourism - Bill Bramwell 2. Consumerism and Tourism: Are They Cousins? 2.1 Does Consumerism Necessarily Promote Bad Tourism? - Richard Sharpley 2.2 Consumerism, Tourism and Voluntary Simplicity: We all have to Consume, but do we really have to Travel so Much to be Happy? - C. Michael Hall 2.3 Not All Consumerism has Shady Side - Joan C. Henderson 3. Is Small Tourism Beautiful? 3.1 Tourism: Is Small Beautiful? - David Harrison 3.2 Small can be Beautiful, but big can be Beautiful too - and Complementary: Towards Mass Tourism/Alternative Tourism Synergy - David Weaver 3.3 Small is Beautiful: Size can be Important - Richard Butler 4. Does Community Participation Empower Local People? 4.1 The Mantra of 'Community Participation' in Context - Jim Butcher 4.2 Community-based Tourism as Strategic Dead-end - David Weaver 4.3 Community Participation - In Need of a Fresh Perspective - Shalini Singh 5. Does Tourism Reduce Poverty? 5.1 Pro-Poor Tourism: Is There Value Beyond the Rhetoric? - Regina Scheyvens 5.2 Pro-Poor Tourism: Is There Actually Much Rhetoric?And, if so, Whose? - Dorothea Meyer 5.3 Pro-poor Tourism: Is there Value Beyond 'Whose' Rhetoric? - David Harrison 5.4 Pro-Poor Tourism: Climate Change and Sustainable Development - Paul Peeters 6. Volunteer Tourism: Is it Benign? 6.1 Volunteer Tourism: As Good as it Seems - Daniel Guttentag 6.2 Volunteer Tourism: May not be as Good as it Seems - Jim Butcher 6.3 Volunteer Tourism: Looking Forward - Eliza Raymond 7. Tourism and Welfare: Seeking Symbiosis 7.1 The Tourism Industry's Welfare Responsibilities: An Adequate Response? - Derek Hall and Frances Brown 7.2 'Ethical' Travel and Well-being: Reposing the Issue - Jim Butcher 7.3 Tourism Ethics Needs More Than a Surface Approach - David Fennell 7.4 Tourism and Welfare: A Good Idea and a Pious Hope - Carson. L. Jenkins 8. Tourism Education: Quo Vadis? 8.1 Contemporary Tourism Education: Notes from the Frontline - Chris Cooper 8.2 The Cost of Everything and the Value of Nothing - Brian Wheeller 8.3 Innovate or Deteriorate - Moving Tourism Education into the 21st Century - Lisa Ruhanen 9. Post Colonialism: Academic Responsibility? 9.1 'Post-colonialism', Responsibility and Tourism Academics: Where's the Connection - Derek Hall and Frances Brown 9.2 Academic Capitalism, Academic Responsibility and Tourism Academics: or, the Silence of the Lambs? - C. Michael Hall 9.3 Towards an Ethics of Responsibility in Tourism Education - Erik Cohen 10. The Dilemma of Authenticity and In-authenticity 10.1 'Authenticity' in Tourism Studies: Apres la Lutte - Erik Cohen 10.2 Staged Authenticity: A Grande idee? - Kjell Olsen 10.3 Persisting with Authenticity: Gleaning Contemporary Insights for Future Tourism Studies - Philip L. Pearce 11. Heritage Tourism: Heritage Tourists 11.1 Do Tourists Destroy the Heritage They Have Come to Experience? - Gregory J. Ashworth 11.2 Heritage Tourists: Responsible, (f)or What? - Brian Wheeller 11.3 Tourists and Heritage: All Things Must Come to Pass - C. Michael Hall 12. Nature Based Tourism: There is Lot in the Name 12.1 What's in a Name? Conceptualizing Natural Resource-Based Tourism - David Fennell 12.2 Nature-Based Tourism in Breadth and Depth - Ralf Buckley and Alexandra Coghlan 12.3 Ecotourism and Nature-Based Tourism: What's Beyond the Names and Labels? - Betty Weiler 13. Tourism and Climate Change: A Need for Critical Analysis 13.1 Tourism and Climate Change: Knowledge Gaps and Issues - C. Michael Hall 13.2 Climate Change: Beyond the Hype - Susanne Becken 13.3 Climate Change: Tourism Destination Dynamics - Ralf Buckley 13.4 Climate Change and Tourism: Time for Critical Reflection - Daniel Scott 14. Slow Tourism: Back to Bullock Cart Days! 14.1 Are Slow Travel and Slow Tourism Misfits, Compadres or Different Genres? - Dennis Conway and Benjamin F Timms 14.2 Advocating and Implementing Slow Tourism - Alison Caffyn 14.3 Questioning Slow As Sustainable - Rachel Dodds Conclusion - Tej Vir Singh

This article discusses the need for enhancements in the way that tourism education is conducted and shows how changes in the way that technology is used in the global tourism and hospitality industry has necessitated that change. It offers as a solution an educational model called “The Virtual Enterprise” (VE). The history of the model and its implementation at a U. S. community college, as a professional education curriculum that has shown great potential to prepare students for the global nature of the 21st century workplace, is discussed. The Virtual Enterprise, has shown itself to be a business simulator that inculcates both technical and “soft” skills to students. Tourism and hospitality educators face two challenges in preparing their students for the work place. One is to prepare them with the technical skill sets that will create demand for their services amongst employers in the marketplace. The second is to find classroom exercises and simulations that allow students to take those skill sets and put them to the test under “game conditions.” The Virtual Enterprise educational model meets both of these challenges.

This study investigates issues relating to community displacement of the indigenous residents of Famagusta resulting in an increased rate of relocation to the suburbs due to the sudden growth of educational tourism; thus, the main objective of the current study is to obtain perspectives of learners on primary motives. An in-depth interview of 28 Cypriots in Famagusta, through purposive sampling was used to gather data for the current research. Findings reveal that the increase in educational tourism in Famagusta caused the indigenous Cypriots to move into suburban neighbourhoods. Factors including urbanization issues, social issues, economic issues, cultural issues, and environmental issues were revealed to be the most challenging issues resulting in community displacement.

This paper reviews the current state of tourism and hospitality education and training in the Caribbean. Tourism education and training are examined at the public school, post-secondary and tertiary levels. The importance of human resource development to the economic viability of Caribbean tourism and the Caribbean as a whole is highlighted, as is the need to adopt a strategic approach to tourism education and training on the part of both educators and policy makers. It is also suggested that the Caribbean must prepare for tourism in the 21st century through proper selection of people for the industry and through quality educational and training opportunities. © 1997 John Wiley & Sons, Ltd.

International Journal of Tourism ResearchVolume 3, Issue 4 p. 328-330 Conference Report Professional development in hospitality and tourism education: a strategy for the 21st century Evangelos Christou, Corresponding Author Evangelos Christou christou@it.teithe.gr Technological Educational Institute of Thessaloniki, Department of Tourism Management, P.O. Box 14561, GR-54101, Sindos, Thessaloniki, Greece.Technological Educational Institute of Thessaloniki, Department of Tourism Management, P.O. Box 14561, GR-54101, Sindos, Thessaloniki, Greece.Search for more papers by this authorMarianna Sigala, Marianna Sigala University of Surrey, School of Management Studies for the Service Sector, Guildford, Surrey GU2 7HX, England.Search for more papers by this author Evangelos Christou, Corresponding Author Evangelos Christou christou@it.teithe.gr Technological Educational Institute of Thessaloniki, Department of Tourism Management, P.O. Box 14561, GR-54101, Sindos, Thessaloniki, Greece.Technological Educational Institute of Thessaloniki, Department of Tourism Management, P.O. Box 14561, GR-54101, Sindos, Thessaloniki, Greece.Search for more papers by this authorMarianna Sigala, Marianna Sigala University of Surrey, School of Management Studies for the Service Sector, Guildford, Surrey GU2 7HX, England.Search for more papers by this author First published: 12 July 2001 https://doi.org/10.1002/jtr.317Citations: 6AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume3, Issue4July/August 2001Pages 328-330 RelatedInformation

The relevance of this article lies in the need to study educational tourism as one of the ways to motivate students in educational process. The article discusses new technologies in the educational process, which must be made more saturated and practically applicable. Visualization and the ability to implement the acquired knowledge can interest students and increase their interest in learning the information included in the curriculum. The purpose of the study is to analyze the importance of educational tourism for students. Research methods: As research methods, the following ones were used: questionnaire survey of participants of educational tours and free-style interviews with teachers and organizers of educational tourism, allowing identifying such characteristics of educational tourism’s value for students as awareness of participants about the project, previous personal experience, interest and satisfaction with the project. Research results: the article considers the importance of educational tourism from the point of view of its participants like students, accompanying teachers, from the point of view of the organizers of the tourist and educational project. The novelty and originality of the research lies in the fact that educational tourism is considered as an alternative to educational activities, which allows not only to make a trip, but also to acquire new knowledge, skills and abilities during it, which will be learned much better than just memorizing the material from the book. It is shown that the value of educational tourism can be assessed if there is knowledge about its components such as interest and personal experience of its participants, satisfaction or dissatisfaction with certain elements of the educational tour, awareness of the project possibilities, features of the organization and implementation of the tour. It is revealed that educational tourism performs not only directly educational, but also socially significant functions for society. The study shows that the project participants perceive the educational component easily and without difficulties and there is a high interest of students in educational tours. It is revealed that the accompanying notes a positive dynamic in the interest in the educational process after participation in the project. Both its participants and its organizers perceive the possibility of expanding the project positively. It is determined that the greatest difficulty in the organization of educational tourism is caused by the lack of support of state structures, which in turn causes difficulty in entering new sites where the project can be implemented. It is shown that the educational component of the project is positively evaluated by both direct consumers and teachers in terms of the correctness in the construction of the narrative and semantic parts. It is shown that to the positive aspects of educational tourism can be attributed the emotional involvement of participants in the educational process during the excursion service, as well as increasing the level of their interest in further study. Practical significance: the data obtained in this work can be used in social psychology, pedagogy, age psychology, pedagogical psychology, as well as for further theoretical development of this issue.

Recently, ChatGPT, an advanced AI language model, has transformed the tourism industry by redefining how travelers access information and experience destinations. This survey explores the multifaceted potential of ChatGPT in various sectors of the tourism domain. The study begins by addressing the ethical considerations related to AI and natural language processing, emphasizing the necessity of privacy and data security in ChatGPT interactions. It analyzes the recent research findings, demonstrating ChatGPT’s efficacy in translating languages for tourists and improving services. The technology’s impact on tourism education and research is explored, highlighting its disruptive effects, benefits, and challenges, particularly in academic contexts. The paper delves into ChatGPT’s influence on the hospitality and tourism sector, focusing on its role in customer interactions, backend operations, and research methodologies. Additionally, it examines ChatGPT’s implications for content creation, visitor motivations, cultural perceptions, and regional tourism management. These insights shed light on ChatGPT’s potential to enhance customer experiences, influence visitor behaviors, and bridge cultural gaps in diverse tourism contexts. Concluding with preliminary guidelines for ChatGPT adoption, this paper equips industry professionals with essential knowledge to leverage the technology effectively. By embracing ChatGPT, the tourism industry can provide travelers with more informed, personalized, and immersive experiences, thus enhancing overall satisfaction and engagement during their journeys.

Emotional Intelligence has become a significant topic of interest in management and organizational psychology and behavior, providing a framework of skills and abilities that allow individuals to succeed in life and the working environment. Additionally, digital technologies have grown exponentially during the past decades, disrupting traditional approaches and changing perceptions about teaching and learning, also providing new methodologies for developing a new type of high-level skills. Furthermore, the increase of tourism economic importance for many countries and recognizing the human capital value through education and training contribute to competitiveness and productivity. This paper focuses on the critical points for developing emotional intelligence in some crucial areas of tourism education and training through digital technologies. A rapid literature review was conducted in combination with the SWOC analysis tool focusing on Emotional Intelligence development and the use of digital technologies in Tourism Education and Training. It proposes a new perception of curricula, teaching methods, infrastructure, and the educator’s role for redesigning tourism education and training according to the Knowledge Society and the challenges of the 21st century.

Since the early 21st century, the educational tourism sector has been growing rapidly especially in developing countries and it is one of the major sources of export in a number of developed countries. Therefore, the objective of this paper is to determine the impact of educational tourism on economic growth with controlling the impact of exports of goods and foreign direct investment. A panel dataset of 11 countries was selected as the main group in international education exporter for the years 2002-2017 and this study utilised static panel data analysis. The results found that educational tourism and exports have positive impact on economic growth. The study also found that there is a country specific effect through different constant. This study proved that other than exports of goods, certain countries can benefit from the educational tourism sector as the new engine of economic sustainability.

Since the early 21st century, the educational tourism sector has been growing rapidly especially in developing countries and it is one of the major sources of export in a number of developed countries. Therefore, the objective of this paper is to determine the impact of educational tourism on economic growth with controlling the impact of exports of goods and foreign direct investment. A panel dataset of 11 countries was selected as the main group in international education exporter for the years 2002-2017 and this study utilised static panel data analysis. The results found that educational tourism and exports have positive impact on economic growth. The study also found that there is a country specific effect through different constant. This study proved that other than exports of goods, certain countries can benefit from the educational tourism sector as the new engine of economic sustainability.