Strategic Sustainable Tourism

Introducing Master of Science in Strategic Sustainable
Tourism: An Approach for Curriculum Development
NIW sub-theme
Developing 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.
1
Ogw eyo Peter Ogalo; ogw eyopeter2012@gmail.com(corresponding author)
2
Job Odhiambo
3
Judy 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 comingdecades 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 matchthe 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 assessmentofthe 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 whichadopt 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 discussedprogression 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 someaspects 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 empowermentto 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 Tourism
Quite 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 describedit as the development of sustainable tourism as a process whichdo 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 DISCUSSIONS
There 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
assumedto be mucheffective to all stakeholders and will embraceprivate 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
Mandates
1.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
 Respect for difference culture
 Integrity
 Professionalism
 Innovation and dynamism
Sociology
Sustainable
development doctrines
Environmental studies
Community
development
Introduction to
strategic sustainable
tourism planning
Human Resource
Development,
Contemporary
Sustainable Tourism
Development
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 programmeand 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 CommunityDevelopment, 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 assistedthe development of this proposal paper. Wetherefore expected
that this programme will transform tourism in Kenya and the rest of the world.
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