ABSTRACT
As amply demonstrated in the chapters of this book, education for tourism has come a long way from its early beginnings in the 1960s. Tourism is now studied in virtually all parts of the world. Chapters 8–19 have examples from countries in all continents and there are many others, not covered here, which have thriving education for tourism. At the same time as the provision has extended across the world it has also been both deepened and strengthened. Depth has come from research and development of knowledge (as set out in Chapters 2–4), which has in turn allowed the curriculum to extend beyond its vocational origins. Strength has come from a range of developments in learning and teaching techniques. Indeed, as set out in Chapters 20–28, as a relatively new and growing subject of study, and with the challenge of bringing theory and practice together, tourism has often been in the lead in teaching developments. The organisation of work experience placements (Chapter 7), the use of dissertations (Chapter 24) and the inclusion of cultural issues (Chapter 25) provide examples. All this has been permitted by the massive development of resources, in academic staffing and staff qualifications (Chapter 29), in the range and quality of the literature (books, journals and e-materials) (Chapter 30), as well as in the number and size of organisations, conferences and other events focused on tourism in academia. More than a decade ago a study of tourism education at degree level in the UK suggested that the subject had “come of age” (Council for National Academic Awards, 1993). If that was true then it is even more so now.
