Strategic Sustainable Tourism
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Transcript of Strategic Sustainable Tourism
Introducing Master of Science in Strategic Sustainable Tourism: An Approach for Curriculum Development
NIW sub-themeDeveloping 21st Century mindset (Collaboration, Creativity, Critical Thinking, Design Thinking,
Future of learning .)
Abstract:
Authors: Ogweyo Peter Ogalo1, Job Ochieng2, Kepher Judy Gona3
Tourism is a new industry and had been undergoing transformational curriculum development at
graduate level. Since 1980s the curriculum had been changing to solve contemporary issues.
The most current programme is Sustainable Tourism at Master level which has not been
introduced in Developing countries such as Kenya. However, the countries offering the
programme are also still searching on how to improve the effectiveness of the course to suit
tourism industry.
The purpose of this paper is to propose to higher learning institutions to introduce Strategic
Sustainable Tourism at post graduate particularly at masters’ level. To make master students
aware of what is happening in both the curriculum development and contribute to its
effectiveness of tourism industrial development. Finally to increase employability of graduate
students of tourism at master levels. The programme is expected to suite effective learning and
analytical skills to be used through both class room lectures and field work. The method used is
literature content analysis and reviews of some master programs undertaken in Kenyan
Universities in the areas of tourism.
The literature which showed the need for transformative curriculum development that suits
students’ personal development and increase their employability in the industry and contribute
to curriculum development. The expected prospectus is both international tourism agencies,
local tourism industries and Governmental and Non-Governmental Agencies.
Relevance to innovation
This programme is unique because its purpose to develop a dynamic and analytical master
students which will solve both academic and tourism industry ongoing challenges. Being
interdisciplinary and multidisciplinary modelling holistic students who can network at the field
and academics levels of learning. It is one of the fresh project which will adopt sustainable
development doctrines to enhance public and private partnership in the field of tourism. The
project will be commercialized between Sustainable Travel and Tourism Agenda and higher
learning institution ready to adopt the project. It will develop “all rounded “ students who can as
well solve local problems and contribute to diverse development in tourism.
Key Words: Curriculum Development, Strategic Management, Strategic Sustainable Tourism,
and Sustainable Tourism.
Ogweyo Peter Ogalo; [email protected] (corresponding author)2Job Odhiambo3Judy Kepher Gona
Introduction
Background to Tourism Education.
According to (Tribe 2002; Goeldner and Ritchie 2003 and WTTC 2007) found that worldwide
had quite a number of educational programs offered in the one of the world’s biggest industry
and that made it competing to attract the best students. On the number of job positions in both
travel, tourism and hospitality industry was estimated at 120 million to 231Million worldwide
( Fayos-Solá and Jafari 1996). Meaning that Tourism played important role in terms of economic
growth, social development and academic studies as described by Ring, A., Dickinger, A., &
Wöber, K. (2009).
Progressively Sheldon, P., Fesenmaier, D., Woeber, K., Cooper, C., & Antonioli, M. (2008)
found that Tourism educational programs needed to be fundamentally re-assessed and
redesign not incrementally by adding new courses – or simply by putting courses on-line but by
changing the nature of what is taught and how it is taught. Therefore Skills and knowledge Sets
must be redefined, structures and assumptions need to be questioned, and old ways of doing
things must be transcended. Tourism employment in the coming decades will have a very
different profile than it does today.
In a paper by Busby, G. (2005) introduced that Many tourism programmes in higher education
are based in business schools, or at least grounded in the business studies vocational area,
and, as a result, tend to incorporate arrange of links with industry. Which seems to be beneficial
to students. However, due to drastic change in modern word tourism is becoming more inclusive
and future oriented calling for holistic approach and good governance.
On the same note, there is a danger that tourism will not be sustainable owing to the increasing
shortage of well-rounded professionals to support this industry. Several factors have hindered
an adequate education/industry interface. Therefore this will need strategic approach to ensure
continuously and effective integrative learning to match the two world which now looks to be
apart by now. What about Strategic Sustainable Tourism? Do you know the concept of Strategic
Management? What about it and sustainable tourism?
Development Approach to Education in Tourism.Strategic management “involves the formulation and implementation of the major goals and
initiatives taken by a company's top management on behalf of owners, based on consideration
of resources and an assessment of the internal and external environments in which the
organization competes.” While Strategic planning is an organizational management activity that
is used to set priorities, focus energy and resources, strengthen operations, ensure that
employees and other stakeholders are working toward common goals, establish agreement
around intended outcomes/results, and assess and adjust the organizations” Furthermore
Sawhney, S., Gupta, A., & Kumar, K. (2017) elaborated that Strategic management has been
employed by a variety of industries to articulate a future vision and outline specific short-term
and long-term goals with a view to drive competitive advantage. However, this can as will
contribute to personal development and professionals at post graduate level to increase their
employability and enhance their research expertise.
“Sustainable tourism development requires the informed participation of all relevant
stakeholders, as well as strong political leadership to ensure wide participation and consensus
building. Achieving sustainable tourism is a continuous process and it requires constant
monitoring of impacts, introducing the necessary preventive and/or corrective measures
whenever necessary as clearly cited by Wood, M. E. (2008);It is the process of practical
implementation of Sustainable tourism should also maintain a high level of tourist satisfaction
and ensure a meaningful experience to the tourists, raising awareness about sustainability
issues and promoting sustainable tourism practices amongst them. “World Tourism
Organization (2004).Besides it the whole concept is an element or form of sustainable
development in tourism sector.
Therefore Strategic sustainable tourism will be an holistic approach in tourism involving the
principles of Strategic management, strategic planning and sustainable tourism. It is a
multidiscipline term making Students to be equipped with necessary knowledge and practical
skills which suite both employer and training institutions, it is future and management oriented
taking advantage of continuous assessment and evaluation of every process of tourism
development both in private and public sector and its key impacts to the society.
Dale and Robinson (2001) propose that three domains should emerge in tourism education.
Thus model suggested that education should offer a programme which is: ‘generic degrees’
meaning to provide broad knowledge and understanding of tourism and as well as
interdisciplinary skills; Besides ‘functional degrees’ that specialize or focuses on a specific areas
of tourism where he suggested such: marketing, information and communication systems, or
planning; and therefore in this contemporary world of sustainable development goals, there
would be need for holistic and futuristic program at master level.it is summarized by Some of
the of the attributes outlined by Wang, T. W., Jiang, S. J., & Feng, C. L. (2016). The results
rendered “General Skills”, “Professional Attitude”,” Disciplinary Skills”, and “Career Planning
Skills”.Confirmation for “work dedication” and “communication skill” which fall under
“Professional Attitude” and “General Skills” respectively.as the key needs for employability. Which will focus on the development of a particular product or market, suite expertise in the
sustainable tourism area.
Consequently (Dale and Robinson, 2001) proposed three programmes claiming to provide
students with the body of knowledge and skills that enable them to function effectively in the
industry therefore Master in Strategic Sustainable Tourism which adopt will solve the
expectations of students, at academics and tourism industry. The need to emphasize on generic
academic knowledge such as marketing, socio-cultural development, economics, environment,
recreation, business, and others, can be applied to context specific work. However, jobs in
tourism are not necessarily similar – tourism includes a variety of jobs that require the
application of different types of academic knowledge bases, suggesting that tourism education
includes a variety of
Transferable subjects (Churchward and Riley, 2002).
To conceptualize program will further contribute positively to students or graduate in various
ways: To develop key graduate attributes and skills, acquire further practical skills and
experience, obtain an insight into management and management methods, gain greater
maturity and self-confidence, be involved in the diagnosis and analysis of problems, develop
attitudes and standards appropriate to career objectives and enhance holistic, transformative
and strategic leadership in tourism.
Problem and Justification
According to abstract by Wang, J., Ayres, H., & Huyton, J. (2010). Demonstrated that even
though there were rapid growth in the process of providing tourism higher education for the last
40 years, it remains some uncertainties relating to the content and nature of tourism degrees,
and challenges in aligning tourism education with the needs of the tourism industry.
According (UNEP, 2014) there are couple of issues to be accomplished by 10 years such as to
solve minimum commitment on implementing long term strategic plan ,and need for
consistency in mainstreaming within tourism strategies to achieve the balance between
sustainable consumption and production . There was findings in study by Wang, J., Ayres, H., &
Huyton, J. (2010) suggested that a gap existed in tourism curriculum and there was need for the
tourism industry and institutions of high learning offering hospitality and tourism to close the gap
through innovative research and training.
Furthermore Kenya suffers from a shortage of qualified personnel in the tourism industry. In the
paper by Oketch demonstrated a number of challenges experienced in tourism sector, for
“examples current provision of graduates and diplomats from educational institutes is
insufficient to meet the industry demand for well-trained and professional workforce.” The
country has been training in the industry both at undergraduate and graduate levels, though
Tourism experiences the difficulty and shortage of trained personnel to fill the jobs for different
skills, capabilities, and level of professionalism.
The percentage of unemployment of university graduates is higher and the major reason for this
inconsistency is the ‘non-existent linkage between education and employment. This problem is
more acute in the tourism sector. A constant debate in tourism and hospitality Industry concerns
the relationship between education provision and the labour market. Professional bodies and
some commentators continuously voice concerns about the quality of tourism and hospitality
management education in particular
In a recent citation by Wang, T. W., Jiang, S. J., & Feng, C. L. (2016). found Mixed messages
about college graduate’s “employability” which is too evident because of confusion
associated with various definitions of “employability”( L. Harvey. (2001). There is a need to
match students’ competency with employers’ demands. The task of vocational colleges under a
general notion of “employability argued that alignment of higher education with workforce needs
should be based on careful action by institutions to embed skills and attributes within
instructional programs” M. Yorke, and L. Harvey. (2005).Since Employers specifically look for a
more flexible, adaptable workforce in response to the volatility of market needs .R. Bennett.
(2002). Due to flexibility, employers are hiring and firing their employees more.
Therefore it is justifiable for curriculum designers to work closely with industry representatives
and practitioners to ensure effective connection between theory and practice. Therefore to
improve the likelihood that graduates of tourism higher education will graduate already equipped
with knowledge, skills aligned to the needs and expectations of the tourism industry. This
interdependency of academia and industry typically results in production of employable
students. Busby (2001) and Inui, Y., Wheeler, D., & Lankford, S. (2006) established that there
was relative employment rate of travel and tourism graduates which could be attributed due to
acquisition of useful skills which were gained through practical experience in the industry as
from a result of effective curriculum.
To achieve contemporary needs for tourism industry, interdependency of academics and
tourism industry should results in highly employable and dynamic students. As Busby (2001)
puts it that relatively high employment rate would be contributed by effective training on a
curriculum which is both academic and industry oriented. Such Practitioners may also have
positive influence on courses and curriculum development.
Therefore the purpose of introducing master science in Strategic Sustainable Tourism is to
eradicate limitation between (skills, knowledge and attitude) and (academic and industry
environment). It purpose to achieve this two objectives; to make master students be aware of
what is happening in the curriculum development and industry. And to increase employability of
graduate students of tourism at master levels.
A good example is the Examination of the tourism degree module at University of Plymouth
which demonstrated that tourism practitioners in the UK (United Kingdom) could lead in
influencing on curriculum or course content. Therefore tourism degree modules were tailored to
accommodate both vocational as well as intellectual skills (Busby, 2001).
This master program will therefore solve both professional and academic challenges facing
students through encouraging critical analysis and practical aspect. There is an increasingly
competitive in the world of Higher Education. This has made institutions to be constantly and
consistently challenged to adjust their educational offer to both the students as well as market’s
demands for more interactive and flexible learning experiences as put by Vasconcelos, S. V.,
Balula, A., & Almeida, P. (2016.)
When Strategic Sustainable Tourism Programme adopted at master level it will enhance
employability of graduates who can be international decision makers, tourism policy developers
besides transformation leadership and strategic leadership and management tourism sector.
Other benefits will be achieved to the university like improved skilled manpower and
international rating and to Kenya will be position to provide consultation services to Developing
and Developed Nations Tourism in practice should make students to be of value to the society,
their interests and achieve the expectations of the industry. Since this will lead to achievement
of principles of sustainability at universities offering Strategic Sustainable tourism and lead to
achievement of inclusive education as in goal four of sustainable development goals.
Meaning they will be at the center for institutional implementation to curb global challenges by
embracing sustainable development agenda and sustainable development goals. Through
coordinated approach to the growing consumption of natural resources, and the transformation
of science as well as educational systems Rath, K., & Schmitt, C. T. (2017). . Therefore this gap
on the effective implementation of sustainable tourism practices. Therefore in the hierarchy the
introduction of strategic sustainable tourism will solve the challenges which were not solved by
both tourism and sustainable tourism.
Literature review
This chapter discussed progression of tourism as from the traditional tourism to the
contemporary strategic sustainable tourism, giving background evidence for the need for this
project at master level.
Tourism
According to reference from New Zealand, their first degree programmes in tourism were
developed at Massey University in 1980s, the idea for building upon initial tourism subjects that
were introduced in 1978 as elaborated by (King, 1990). However, vocational education courses
and programmes began in the 1960s, while tourism higher education programmes such as
masters took off only in the late 1980s to early 1990s, in the later years the equivalent
developments took in North America as well as Western Europe as indicated (McIntosh, 1992).
Continually tourism and Education had possibility of being divided into two sub sectors. Such
programmes were initially on hotel, restaurant and catering management as the first to be
established (Goodman & Sprague, 1991). Which were commonly known as hotel or hospitality
programmes. However, they incorporated some aspects of tourism, which was offered to
students as electives. The programmes were primarily focused on accommodation and related
services. Consequently, a number of hospitality institutions segmented their offerings to suit
provisions such as event management, gaming management and club management.
There was need for dynamic curriculum in tourism, Inui, Y., Wheeler, D., & Lankford, S. (2006).
As some academics’ passions and interests have contributed to evaluation of tourism education
programmes establishing gaps and solving modern issues for curriculum standardization and
development. To suit students’ employability and effective analytical studies and field oriented
graduates, according Churchwardand Riley (2002) there was need for Relevance of academic
tourism education to the occupation as a whole.
This is justifiable to embrace diverse knowledge and skills, since jobs in the field of tourism is
not particular which includes a variety of job specifications and specializations which require
different academic knowledge and skills. By suggesting that tourism education includes a
variety of transferable subjects (Churchward and Riley, 2002). Some research findings in
tourism stated that curriculum development in tourism are not yet well established, addressing a
tension between educators and the tourism industry (Tribe, 2002; Cooper, 2002). This proves
that the challenge of curriculum development in tourism began earlier and due to modern
challenges makes curriculum to keep on changing to suit tourism industry and academics.
Besides just matching the industry and academics curriculum should also make students
achieve self fullfiment and satisfaction .According to Hjalager (2003) established that students
enrolled for Master’s Degree programme in Sweden had expectations that schools to qualify
them for specific future career. However, they missed intrinsic motivation to pursue their own
goals. Strategic sustainable Tourism will make students to be of value to the society, their
personal interests and to achieve their career expectations and tourism industry needs.
But this is brought by limited empowerment to students on current issues and about the
curriculum as well as what is expected of them. Because of that Students lacks the skills and
knowledge contained within the purchased ‘package’ or module, they do not even have an
approach to achieving the objectives of the course. This typically leads to the criticism that most
tourism curricula are designed by educators, with minimal representation of the industry and
students (Ernawati, 2003).
To solve the up to date concerns in tourism both theoretical and practical. Tribe (2002)
elaborated about theoretically integration of the vocational and academic need for tourism
education. On the same curriculum should purpose to educating ‘philosophic practitioners’. The
knowledge behind the idea was that tourism module should provide both liberal and vocational
training. The tourism curriculum will develop students’ ability to reflect and act. Consequently,
curriculum should be designed to respond to the needs of the tourism industry to satisfy
customers and to produce economic benefits and to facilitate personal development to students.
Besides educating students to be reflective individuals who are capable of examining and
questioning the social responsibilities of the industry.
Tourism had undergone through transformational development from hospitality, events
management, accommodation tourism, and sustainable tourism and therefore the proposed
next level to be strategic sustainable tourism.
Sustainable TourismQuite a number of universities in developed countries are offering Masters in Sustainable
Tourism such as Netherlands and Australia but it has not been introduced in developing
countries such as African countries. There are myriad of definitions to Sustainable Tourism,
including eco-tourism, environmentally, green travel and fair trade culturally responsible tourism,
and ethical travel. The most widely accepted definition is that of the United Nation World
Tourism Organization.
They define sustainable tourism as “tourism which leads to management of all resources in
such a way that economic, social and aesthetic needs can be fulfilled while maintaining cultural
integrity, essential ecological processes, biological diversity and life support systems.” Besides it
they described it as the development of sustainable tourism as a process which do no
compromise the needs and expectations of the future generation but still meets the needs of
present tourists and host communities (World Tourism Organization 2004).
Ring, A., Dickinger, A., & Wöber, K. (2009). In their paper which looks at the benefit of
academics to professionals in the spheres of industry, institutions and holistic approach of
tourism population as specified .It is important to academics as well as industry professionals
from both the private and public sectors. They found that there was discrepancies between
existing programs and what academics and industry professionals perceive as being important.
The research offers recommendations on which topics and issues should be included in a
tourism curriculum and provokes discussion on adaptation of existing curricula for the future.
Just like some researchers who argued that curriculum studies in tourism are not yet well
established, in addressing a gap between educators and the tourism industry (Tribe, 2002;
Cooper, 2002). Hjalager (2003) they found that students at Masters Degree programme in
Sweden expected schools to qualify them for a particular future career, but after the programme
they lacked intrinsic motivation to pursue their own goals.
One solution to involvement on the part of students is a programme based at the University of
Northern Iowa – the Sustainable Tourism and the Environment Programme. This programme in
involving students in the research process, formulating researchable questions, gathering data
and analyzing results. These students gain firsthand knowledge of the process and value of
research. Therefore strategic sustainable tourism will advocates for the needs for regular
industry assessments and impacts of sustainable tourism. It will make students always updated
with dynamism of tourism at all levels.
Strategic Sustainable Tourism (Master Levels)
In the concept of Environmental management there are two tools that is Environmental
Impacts Assessment and Strategic Environmental Assessment. Environmental Impact
Assessment (EIA): This comparison will help one to understand between sustainable tourism
and strategic sustainable tourism Environmental Impact Assessment is an integrative and
systematic process, used for identifying the environmental effects of development projects.
Which requires a scoping study to be undertaken in order to focus the assessment. This can
be carried out in the field or as a desk study depending on the nature/scale of the project.
While Strategic Environmental Assessment (SEA):Strategic Environmental Assessment is a
high level procedure that extends the concept and principle underlying in EIA, but normally
applied to policies, plans, programmes and groups of projects. SEA provides the potential
opportunity to avoid the preparation and implementation of inappropriate plants, programmes,
projects and assists in the identification of key needs. So there is evaluation of project
alternatives and identification of cumulative effects. As found Kuo, N. W., Hsiao, T. Y., & Yu,
Y. H. (2005). Just like Strategic Environmental Assessment (SEA) is a procedural tool and
within the framework of SEA, several different types of analytical methods can be used in the
assessment and effective implementation.
Therefore strategic sustainable tourism will be keen on plans, policies, and analytical
assessment both from the interests of master students, industry and institutions offering the
programme. This will contribute as an environment where high numbers of students who are
completing undergraduate qualifications in hospitality and tourism, students appear somewhat
reluctant to embark on postgraduate programmes will therefore get chance to join master.
Furthermore Ring, A., Dickinger, A., & Wöber, K. (2009) and Morgan (2004) learning should
facilitate Graduates through prepared for a changing environment, during the period of
education, therefore future needs of the industry is limited and could not be predicted.
Consequently, students pursuing tourism should be educated to think critically, have analytical
skills, to possess creative and new ways of thinking to solve ongoing problems and adapt easily
to changes.
Students can then conduct self-assessments while curriculum developers to conducts
continuously training needs assessments. The master program will encourage students to
conduct base line survey. Through this assessments will encourage sustainable tourism
development; strategic sustainable tourism planning, monitoring and evaluation and giving
effective reporting.
Above that, they have to actively participate in creating and shaping the future of tourism. This
includes a strong focus on generic skills, which are described as “those transferable skills which
are essential for employability at some level” (Raybould and Wilkins2005, p. 204).Finally,
tourism researchers and educators must comply or discover what Apple (1990: 124) called the
“taken for granted perspectives”, they must conducts continuously investigating on what
constitutes to common sense in the development of tourism curricula and the tourism industry
In addition to developing the society, individuals and professionalism, there is need for effective
communication .Busby, G. (2001). Identified that there were some issues which were raised
for the next decade such as: ‘credential in action’ is likely to lead to more graduates, the need
for education of cross-cultural communication and host community involvement is raised
together with the effect of ‘de-layering’ concurrently with increasing numbers of graduates is
considered.
Similar case by Batra, A. (2016). Travel and tourism industry in Thailand hopes to sustain itself,
it will need personnel who are both willing and enthusiastic workforce. This requires educational
institution to create curricula to equip tourism and hospitality graduates with necessary skills and
to impart knowledge. Students aspiring to take up tourism as their careers must be aware of the
‘professional’ commitments of the industry. The future of the tourism and hospitality industry will
really demand creative ideas from the next generation. The creative idea is Strategic
Sustainable Tourism. In terms of academic progression, through sociological and philosophical
perspectives should solve Curriculum development challenges at the university level.
This subsequent discussion may provide insight into the role of higher education in tourism,
and suggests the need for creating both skilled and reflective graduates of programmes. Skilled
individuals are necessary to the industry, but it is the reflective ones who have the insight to
question and improve common practice in the context of tourism development.
The sociology of tourism should be integrated into tourism curriculum. Philosophical foundations
of tourism would provide students with the basis to address epistemological issues by thinking
critically about tourism. Such knowledge would be valuable to practitioners in articulating
existing social issues related to tourism, and foreseeing potential consequences of their
practices. As educators, we are partners in the process of sustainable tourism development.
This leads to a new approach to tourism thus Strategic Sustainable Tourism which is holistic,
futuristic and focusing at all levels of tourism.
Methods of the Study The paper is a background proposal for introducing strategic sustainable tourism at post
graduate level. The study purpose to initiate a programmes that will end partially graduated
students called half “baked” graduates through Content Analysis of Tourism literature, this
insight leads to show appropriate solution to global gap in sustainable tourism. Then it is narrow
down to Kenya where online reviews is done on types of masters offered in Kenya and which
University. The content of existing programs in Kenya, according to what was published on the
Internet or in information material made available by universities, has been examined besides
findings of the literature review. This allows an overview of what programs exist (i.e., what they
focus on)? Weather it is tourism or sustainable tourism? Such method was even used by Ring,
A., Dickinger, A., & Wöber, K. (2009).
RESULTS AND DISCUSSIONSThere were only two known Universities offering master science in the field of tourism in Kenya.
That is Kenyatta University and Moi University. Besides these two programmes were Master
International Tourism Management and Master in Tourism and Hospitality Management. While
the programme in Moi University, Master of Science and Travel and Transport Services. There
was no University offering masters in Sustainable Tourism.
Discussions
Master Programme offered in Kenya had no sustainable tourism as a programme but as a unit.
Therefore this lead to need for such programme to be introduced in Kenya. Since some
countries are offering master at sustainable Tourism, Kenya will show creativity and Innovation
to be the first country in the world to offer strategic sustainable tourism at post graduate level.
This will make Kenya to get more international students to learn this proposed programme
which is assumed to be much effective to all stakeholders and will embrace private and public
partnership.
Conclusion
Master Science in Strategic sustainable tourism programme will solve challenges facing
students of tourism at all levels, as from institution to the industry and society. Since students
who is close to the industry and had dynamic and analytical thinking will develop solutions to
contemporary issues in Tourism both in Kenya and the world.
Recommendations
1. Strategic Sustainable Tourism Matrix (Innovation Aspect)
Figure 1.0
Strategic Sustainable Tourism
Economic
development
Environmental
development
Social
development
Cultural development
Proposed units Principles of Strategic Sustainable Tourism
Mandates1.Sustainable Tourism Needs Assessment
2.Sustainable Tourism Strategies Development
3.Sustianable Tourism Implementation
4.Sustainable Tourism Impacts Assessments
5.Sustainable Tourism Measurement and Performance Evaluation
6. Sustainable Tourism Monitoring and Reporting.
Guiding Principles
Sustainable development thinking
Transformative and strategic leadership
Holistic approach
Integrative and inclusive learning
Core Values
Sociology
Sustainable
development
doctrines
Environmental studies
Community
development
Introduction to
strategic sustainable
tourism planning
Human Resource
Development,
Contemporary
Sustainable Tourism
Development Respect for difference culture
Integrity
Professionalism
Innovation and dynamism
Inclusive Sustainable
Tourism
E-tourism
development and
sustainable tourism
marketing
Putting Sustainability into practice, it is the aim of Sustainable Travel and Tourism Agenda. By training
top and middle management of hospitality and tourism sector in sustainable tourism development,
implementation and evaluation and reporting in Kenya and East Africa. Does it mean that this
managers missed something in college?
Strategic Sustainable Tourism will be facilitated by collaboration between an institution that have
interests in implementing the programme and Sustainable Travel and Tourism Agenda. Sustainable
Travel Tourism Agenda being consulting organization will facilitate the industry experience while the
organization will implement training in the institution .Therefore from the agreement the cost of training
will be shared according to the agreement between the two organizations.
It is possible to implement this programme since in most institutions have experts in Environmental
Studies, Sociology, and Community Development, Strategic management, tourism and Economics
making institutions to be in position to conduct cross discipline consultation to perfect the implementation
of the programme.
In the tourism industry, STTA has a network of professionals and companies, conservancies and tourism
agencies, tourism based community based organization. Therefore master students can both have class
room lectures and field lectures to learn and establish existing issues in sustainable tourism.
It will involve lecturing both in class and in the field together with related stakeholders including business
owners, organizations, agencies and local communities to help in finding reality on the ground. By
adopting the strategic planning and management methodologies in sustainable tourism.
The Future prospects of this programme are International tourism agencies, tourism businesses,
consultancy firms, national tourism agencies and other disciplines related to the areas mentioned above
2. To conduct empirical research on strategic sustainable tourism training needs
3. To adopt the programme to solve contemporary issues in sustainable tourism
4. To evaluate the viability of the programme and make corrections to suit its implementation
5. To establish how this programme will work with distance learning to be facilitated by STTA
and willing organization.
Acknowledgements This paper is supported by Sustainable Travel and Tourism Agenda. I thank my colleagues: My able director and sustainable tourism consultant Judy Kepher Gona and Field coordinator, upcoming research and consultant in sustainable Tourism Mr Job Ochieng, who provided insight and expertise that greatly assisted the development of this proposal paper. We therefore expected that this programme will transform tourism in Kenya and the rest of the world.
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