The Tourism Education Futures Initiative (TEFI) was founded in 2006 to promote reform and future-oriented thinking in tourism education. TEFI brings together educators and industry representatives to discuss needed changes to tourism curricula and teaching methods. TEFI's mission is to inspire tourism educators to transform education and the world for the better through a values-based approach. Over the years, TEFI has expanded its agenda to advocate for tourism education, advance tourism scholarship, and explore social entrepreneurship opportunities through initiatives and annual conferences.
Learning active participatory citizenship in Thessaloniki: implications and i...Jaakko Hyytiä
Dr. George K. Zarifis: Learning active participatory citizenship in Thessaloniki: implications and impact of mainstream and support educational activities for socially vulnerable young adults - a keynote speech
"In association with the Municipality of Pécs, the UNESCO Institute for Lifelong Learning and PASCAL International Observatory, the University of Pécs and its Learning City-Region Forum organise an International Conference for 20th September, 2018. on the theme of:
Learning Cities and Culture Working Together" http://ptf18.ckh.hu/conference-call
A person can become the Indian citizen by birth, by descent, by registration or by naturalization.
work towards the betterment of their community through economic participation, public service, volunteer work
International Inter-institutional Partnerships in Higher Tourism Education: ...World-Academic Journal
Though internationalization of higher education is now well documented in the developed nations, there is a dearth of literature in this area in Africa. In Kenya, the few studies available focus on inter-institutional partnerships between higher institutions of learning offering tourism education and so little is known about these partnerships. And yet Kenya being a leading tourist destination in Africa, it has increased engagements with other parts of the world including academic partnerships motivated by its position in tourism. Consequently, Kenyan universities have introduced academic programs in tourism and hospitality which are now attracting more inter-institutional partnerships. Using the case of Moi University, this study seeks to establish the extent to which staff and student exchanges resulting from these partnerships serve the interest of the collaborating departments in Kenyan universities.
WE ACT RIGHT: Five core values and five core competenciesDr. Jorge Nelson
Based on the NCEE report "Tough Choices or Tough Times", Dr. Nelson presents the Five Core Competencies (WE ACT) that dovetail nicely with the Five Core Values (RIGHT).
Learning active participatory citizenship in Thessaloniki: implications and i...Jaakko Hyytiä
Dr. George K. Zarifis: Learning active participatory citizenship in Thessaloniki: implications and impact of mainstream and support educational activities for socially vulnerable young adults - a keynote speech
"In association with the Municipality of Pécs, the UNESCO Institute for Lifelong Learning and PASCAL International Observatory, the University of Pécs and its Learning City-Region Forum organise an International Conference for 20th September, 2018. on the theme of:
Learning Cities and Culture Working Together" http://ptf18.ckh.hu/conference-call
A person can become the Indian citizen by birth, by descent, by registration or by naturalization.
work towards the betterment of their community through economic participation, public service, volunteer work
International Inter-institutional Partnerships in Higher Tourism Education: ...World-Academic Journal
Though internationalization of higher education is now well documented in the developed nations, there is a dearth of literature in this area in Africa. In Kenya, the few studies available focus on inter-institutional partnerships between higher institutions of learning offering tourism education and so little is known about these partnerships. And yet Kenya being a leading tourist destination in Africa, it has increased engagements with other parts of the world including academic partnerships motivated by its position in tourism. Consequently, Kenyan universities have introduced academic programs in tourism and hospitality which are now attracting more inter-institutional partnerships. Using the case of Moi University, this study seeks to establish the extent to which staff and student exchanges resulting from these partnerships serve the interest of the collaborating departments in Kenyan universities.
WE ACT RIGHT: Five core values and five core competenciesDr. Jorge Nelson
Based on the NCEE report "Tough Choices or Tough Times", Dr. Nelson presents the Five Core Competencies (WE ACT) that dovetail nicely with the Five Core Values (RIGHT).
Changes in the global economy have posed challenges to many education providers. This has created a demand for innovative international education and training options, a demand which institutions have been unable to fulfil because of financial and resource constraints and a lack of pedagogical and program-design expertise. Eridux can assist institutions in crafting solutions to these challenges through institutional innovation, creative program design.
Indian higher education under globalizationRajesh Kochhar
Higher education is now classified as an internationally tradable service. However for historical, cultural and ideological reasons it is quite unlike others. Permitting foreign education providers to operate in India is not like permitting an insurance company or a department store. Similarly collaboration in education is not as simple as in telecom.
In India, all the social divides, disconnects, tensions and feelings of discomfort and mistrust that globalization has created or accentuated have become visible factors in discussions, debates, executive decisions as well as attempted or aborted legislative initiatives on education.
To sum up in advance, India’s own education is largely decoupled from quality and employability.
Government has abdicated its responsibility while privatization has brought about crass commercialization. Clamour for education from foreign providers has grown, but since this will help only a tiny fraction of population, the requisite political support is not forthcoming.
Educational developments, patterns, trends, options and objectives as they relate to young people are the focus of this chapter. An evidence-based overview presents the challenges and inequalities faced in different contexts, with attention given to the invisibility of youth as a statistical category, comparisons between developed and developing countries, the gender gap, and deficiencies and requirements with respect to “old” and “new” literacy. Educational achievements and goals are addressed within the “Education for All” framework. The chapter repeatedly emphasizes the importance of relying on multiple pedagogies and approaches-including formal, non-formal and distance education- in achieving worldwide educational objectives.
What should Europeans do to buildpositive partnerships with Arab countries? Overview of results. June 5th 2012. Authors Ville Tapio and John Lageson.
This interactive, online brainstorming site gathered ideas and feedback from people in the Middle East and North Africa (MENA) about how to forge a new partnership with Europe, especially in light of the ‘Arab Spring’ developments of the past year.
The paper explores postmodernism as a worldview and its relevance to Nigerian Education. An attempt is made to show what educators can take from postmodernism in re positioning education for greater functionality, relevance and efficiency
The impact of transnational education (TNE) on students and sending institutions is widely discussed, but what about the effect that TNE has on host countries? Using the latest research carried out by the British Council and DAAD, here is a brief analysis, highlighting some very interesting results. This is an extract from the 2014 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Changes in the global economy have posed challenges to many education providers. This has created a demand for innovative international education and training options, a demand which institutions have been unable to fulfil because of financial and resource constraints and a lack of pedagogical and program-design expertise. Eridux can assist institutions in crafting solutions to these challenges through institutional innovation, creative program design.
Indian higher education under globalizationRajesh Kochhar
Higher education is now classified as an internationally tradable service. However for historical, cultural and ideological reasons it is quite unlike others. Permitting foreign education providers to operate in India is not like permitting an insurance company or a department store. Similarly collaboration in education is not as simple as in telecom.
In India, all the social divides, disconnects, tensions and feelings of discomfort and mistrust that globalization has created or accentuated have become visible factors in discussions, debates, executive decisions as well as attempted or aborted legislative initiatives on education.
To sum up in advance, India’s own education is largely decoupled from quality and employability.
Government has abdicated its responsibility while privatization has brought about crass commercialization. Clamour for education from foreign providers has grown, but since this will help only a tiny fraction of population, the requisite political support is not forthcoming.
Educational developments, patterns, trends, options and objectives as they relate to young people are the focus of this chapter. An evidence-based overview presents the challenges and inequalities faced in different contexts, with attention given to the invisibility of youth as a statistical category, comparisons between developed and developing countries, the gender gap, and deficiencies and requirements with respect to “old” and “new” literacy. Educational achievements and goals are addressed within the “Education for All” framework. The chapter repeatedly emphasizes the importance of relying on multiple pedagogies and approaches-including formal, non-formal and distance education- in achieving worldwide educational objectives.
What should Europeans do to buildpositive partnerships with Arab countries? Overview of results. June 5th 2012. Authors Ville Tapio and John Lageson.
This interactive, online brainstorming site gathered ideas and feedback from people in the Middle East and North Africa (MENA) about how to forge a new partnership with Europe, especially in light of the ‘Arab Spring’ developments of the past year.
The paper explores postmodernism as a worldview and its relevance to Nigerian Education. An attempt is made to show what educators can take from postmodernism in re positioning education for greater functionality, relevance and efficiency
The impact of transnational education (TNE) on students and sending institutions is widely discussed, but what about the effect that TNE has on host countries? Using the latest research carried out by the British Council and DAAD, here is a brief analysis, highlighting some very interesting results. This is an extract from the 2014 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Education for Sustainable Tourism: A Citizenship Approachinventionjournals
Sustainable tourism is a good option to attract tourism, protect nature, develop the region and preserve the cultural heritage. This perspective demands Human Resources able to assume effective leadership and act to help creating the desired sustainable development. Within the present global citizenship discourse, the ideas that converge most readily are related to responsibility, awareness, and engagement. This study is an exploratory work and aims to point out some clues concerning educational methodology for Tourism. A questionnaire survey was applied, during the scholar year of 2015-2016, to students from two Portuguese Higher Education Institutes and from two different degrees (bachelor and master). The conclusions seem to point out that students are not aware of their professional impact on sustainability, which allowed us to realize that intercultural communication, global knowledge and political matters should be also worked in High Education. Life is changing very fast in our independent world and students must recognize the growing complexity of it. Students also must be equipped with critical and active engagement with the challenges and opportunities of life.
The Commitment of Higher Education to EFAamandasudic
Presentation by Djeneba Traore, Director General, West Africa Institute (WAI), Cape Verde, at International Association of Universities Conference 'From HEEFA to SDG4: Building on Achievements',
Sant Pau Art Nouveau Site
8 - 9 October 2015 - Barcelona, Spain
This powerpoint provides a background to TEFI, its values and a short history. It was presented by Pauline Sheldon at the TEFI Conference in Milan, 2013.
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
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; ogweyopeter2012@gmail.com (corresponding author)
‘If you do not know where you are going, any road will take you there. [Educational planning] is about choosing a direction and destination first, deciding on the route and intermediary stops required to get there, checking progress against a map and making course adjustments as required in order to realise the desired objectives.’ (UNESCO 2011: 1)
ICAE's capacity building for advocacy on a global levelmariagcuervo
The ICAE Academy of Lifelong Learning Advocacy (IALLA) is an international residential course held for the first time in 2004, in Norway. Since then, a total of 8 editions have taken place in Africa, Europe, Latin America and the Arab Region; in 2012 the first advanced, second stage IALLA was held. Until now, there are more than 200 IALLA graduates from all regions of the world.
This training course is rooted in a fusion of popular education and folkbildning, with a very innovative aspect: it is a unique learning and cultural translation space. Each course becomes an unforgettable experience for people, at personal and academic level, creating, each time, a new and different group of passionate people. That is what makes IALLA so unique; results go beyond learning to do advocacy for the right to education, participants take with them shared experience that will increase their self-confidence.
1. Foundations of Curriculum MPE MECED TE.pdfTeacher MAC
This is a basic learning slides specializes in the foundations of curriculum. This slide will help you learn more about curriculum development and history of curriculum, its importance in terms of curriculum development, revision and evaluation.
In spite of the huge impact that internationalization as a concept has on the education sector, teacher education and training inclusive, very few academics and policy makers embark on interrogating its nuances, evolution and implications. Research demonstrates that if faculty members have few international connections, they are unlikely to convey to their students that these are necessary and expected, a situation that makes the next generation to develop even fewer ties to international peers. Similarly, although it is generally assumed that internationalization is a positive thing, there is little research conducted on the attendant challenges and drawbacks. In this paper therefore, the meaning and aspects of internationalization, with respect to teacher education and training are explored and so are the relevant strategies both at home and abroad. Furthermore, the paper focuses on the benefits and challenges associated with internationalization of teacher education and training. Some possible intervention measures to improve on the effectiveness of internationalization of teacher education and training are presented as well.
Internationalization of Higher Education. NetworksAnabela Mesquita
Workshop held on the 6th November 2015 in the International Conference on Knowledge Society - challenges for the XXI century, at the Constantin Brancoveanu University, Pitesti, Romenia.
TEFI’s mission is to ‘be the leading, forward-looking network that inspires, informs and supports tourism educators and students to passionately and courageously transform the world for the better’ and a values framework supports this mission
TEFI’s mission is “to be the leading, forward-looking network that inspires, informs and supports tourism educators and students to passionately and courageously transform the world for the better.” In support of this mission, TEFI’s core values provide a framework for building a future agenda for tourism education. This values-based approach to tourism education strives to broaden and deepen tourism education—to evolve beyond the narrow, instrumental, short-term focus of days past, to incorporate humanist values and impart the skills and knowledge necessary for making mindful decisions. TEFI engages students, industry, and communities in life-shaping learning experiences and reflection that contributes to the moral development of tourism practitioners.
2013 Gold Coast Mobilities and Tourism GovernanceDianne Dredge
The ‘mobilities turn’ provides an evocative lens to explore the way that movement of people, objects, capital and information transform the physical, social, economic and political characteristics of destinations. As a result, territorial and sedentary understandings of community, individual and collective notions of identity, and the ways a destination can be conceived, are being challenged. This presentation explores the implications of this mobilities turn on tourism planning, policy and governance using cases from Australia. The research highlights the implications of the mobilities turn on destination planning and management, and particularly what it might mean for destination governance.
Writing papers during the journey phd workshop Oct 2013Dianne Dredge
Writing papers during your PhD, to document the twists and turns in your thinking, to make sense of what you know, and to test out your ideas, is increasingly, a ‘must’ if you want a competitive resume as an aspiring academic. In this interactive workshop we explore ways in which you can write papers, develop a publishing strategy and foster the writing and publishing networks that will serve you well in the future.
Dredge scu research seminar olt apr2013Dianne Dredge
This seminar presentation provides an overview of the recently completed national project examining tourism, hospitality and events education in Australia. The project was funded by the former ALTC (now OLT).
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
1. -1-
Origin
In recent years, it has become increasingly obvious that
tourism education needs serious rethinking. Surging growth
in tourism arrivals and receipts, going strong since the
middle of the twentieth century, spurred a proliferation of
tourism programs in higher education to meet the demands
of the burgeoning industry. As more complex
understandings about tourism began to emerge, however,
it became clear that equating the industrialization and
growth of tourism with social and economic progress was
far too simplistic—indeed, increases in visitation and
receipts do not always reap positive benefits.
Simultaneously, rapid socio-cultural and economic changes
are afoot, which are rendering the future increasingly
uncertain. The jobs of today are markedly different from
those of yesterday, and it seems certain that those of
tomorrow will be different still. Students entering the
tourism sector, with its high levels of volatility and rapid
globalization, are going to need different skills and
understandings in order to achieve meaningful and
successful professional lives. It was in recognition of this
landscape of change, and the demand it drives to rethink
tourism education, that the Tourism Education Futures
Initiative (TEFI) was born.
TEFI began as a conversation between Professors Pauline
Sheldon and Dan Fesenmaier in 2006. Identifying the need
for a more strategic and future-oriented approach to
tourism education, they gathered a group of 45 educators
and industry representatives at Modul University Vienna to
map out their agenda (Sheldon, Fesenmaier, & Tribe,
2014). Drawn together by a fundamental belief in the power
of tourism as a change agent, the group identified a need
to ethically and strategically consider tourism education’s
future and its broader role in society (Sheldon et al., 2008).
Tourism is a worldmaking activity. It can change
perspectives, give hope, and promote understanding, but it
can also bring harm: it literally reshapes the world in both
discursive and material terms. During the twentieth century,
tourism education was largely focused on developing
business acumen and service skills, with little consideration
being given to the ethical and moral foundations students
would need to navigate the professional world and become
socially and environmentally responsible leaders there.
The first TEFI meeting examined five possible future socio-
economic scenarios for the world and how tourism and
tourism education might adapt. From this meeting, it
became clear that “tourism educational programs need to
fundamentally retool 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” (Sheldon, Fesenmaier, Wober, Cooper, & Antonioli,
2008, p. 63). By all accounts, the first TEFI meeting was an
inspirational event, and its uplifting dialogic approach is an
important legacy that subsequent TEFI meetings have
continued to uphold.
Over time, the group continued to consolidate its work,
ultimately producing a White Paper in 2009, which set forth
TEFI’s mission and articulated a set of values to guide
tourism education to 2030 (Sheldon, Fesenmaier, & Tribe,
2009; 2014). These values were conceptualized as
permeable, overlapping dimensions that would grow in
meaning through their application in different contexts.
They could be infused into program and curricula design
and could provide an ethical core for professional
development.
Mission
TEFI’s mission is “to be the leading, forward-looking
network that inspires, informs and supports tourism
educators and students to passionately and courageously
transform the world for the better.” In support of this
mission, TEFI’s core values provide a framework for
building a future agenda for tourism education. This values-
based approach to tourism education strives to broaden
and deepen tourism education—to evolve beyond the
narrow, instrumental, short-term focus of days past, to
incorporate humanist values and impart the skills and
knowledge necessary for making mindful decisions. TEFI
engages students, industry, and communities in life-
shaping learning experiences and reflection that
contributes to the moral development of tourism
practitioners.
TEFI’s values are based on five overlapping dimensions:
• Stewardship: Exercising an ethic of care by
upholding principles associated with sustainability,
responsibility, and service to the community
• Knowledge: Developing critical thinking,
innovation, creativity, and networking, and
The Tourism Education
Futures Initiative
(TEFI)
2. -2-
appreciating different sources and types of
knowledge about tourism
• Professionalism: Aspiring to the highest standards
of professional practice underpinned by
leadership, practicality, services, relevance,
timeliness, reflexivity, teamwork, and partnerships
• Ethics: Engaging in good action and decision-
making, underpinned by honesty, fairness,
transparency, and authentic dialogue
• Mutual respect: Embracing a humanistic approach
to tourism, including a respect for diversity,
inclusion, equity, humility, and collaboration
Over the years, TEFI has expanded its scope to conceive
of education in a more holistic way. No longer focused only
on students in higher education, TEFI realizes that these
students are the industry, government, and third sector of
tomorrow: the future of tourism rests with them. Annual
TEFI conferences, and the individual and collective efforts
of TEFI members, have extended discussions to develop
an agenda that cuts across the teaching, research, and
service functions of tourism educators. Consequently, the
expanded agenda of TEFI is summarized in Figure 1.
Figure 1. TEFI Agenda
Organisation and Administration
The first TEFI meetings were by invitation,
necessitated by the need to define and articulate the
TEFI agenda in a targeted way. By 2011, interest in
TEFI’s work was sufficiently developed that annual
meetings were opened to broader participation. A
legacy of this evolution is that TEFI is not a
membership-based organisation, but rather a liquid
organisation that seeks to be inclusive, regardless of
age, gender, rank, experience, or origin. The common
thread that binds TEFI members is that the network
provides an inclusive space for dialog and reflection
about what it means to educate for a better world and
what it means to be an academic. Members also find
solidarity in the need to activate change inside and
outside their institutions, communities, and industry.
TEFI is thus an organisation temporally and spatially
defined by attendance at its annual meetings and by its
network activities,
collegiality, and
common interests.
A distinguishing
feature of this
approach is that the
average age of both
the TEFI Executive
and network
participants is
younger than many
other tourism networks. It also has a strong commitment to
gender balance and welcomes a growing number of early
career tourism educators who are seeking an inclusive and
supportive environment.
In terms of administration, TEFI has an informal, networked
structure and relies on horizontal cooperation and task-
sharing as opposed to vertical hierarchical structures,
routines, and the rules of a “mechanistic” organisation
(Dredge & Schott, 2014). The lack of a formal structure has
allowed a flow of creative, constructive, and passionate
engagement over issues that matter—issues that can arise
and morph quickly, as the tourism higher education
landscape is very different today, compared even to 8
years ago when TEFI was born. As many programmes in
Western countries reconfigure in response to market
fluctuations, strong growth and structural change is taking
place in countries like Brazil, India, and China, and the
TEFI network is mindful of embracing and sharing
international experiences and insights.
In 2013, TEFI entered a new phase, with the appointment
of a new leadership team to take forward and build upon
the network’s accomplishments to date
(www.tourismeducationfutures.org). Regional TEFI
meetings have been held in Brazil and India, with two-year
provisional support to establish a regional chapter in India
given in 2013.
Success Factors
In 2013, at TEFI7 at Oxford Brookes University, the
conference theme Tourism Education and Global
Citizenship culminated in a discussion of the historical
contributions and the future positioning of the organisation,
from which five priority themes were formulated:
TEFI seeks to be inclusive.
The common thread that
binds TEFI members is that
the network provides an
inclusive space for dialog
and reflection about what
it means to educate for a
better tourism world.
3. -3-
Tourism Teaching and Learning
TEFI will facilitate and disseminate innovative learning
tools, approaches, frameworks, and methods. Initiatives
include the development of a values-based student oath at
Modul University; the development of a global TEFI course
using the open access learning platform Innotour (Liburd,
Hjalger, & Christensen, 2014), and various papers
examining the development and implementation of TEFI
values (Gretzel, Isacsson, Matarrita, & Wainio, 2011;
Gretzel, Jamal, Stronza, & Nepal, 2009; Moscardo &
Murphy, 2011).
Tourism Education Advocacy
TEFI will help to create awareness of tourism as a field of
study, to communicate and share information about the
activities of TEFI members, and to produce case studies
exploring tourism’s role in building tolerance, awareness,
and hope. Initiatives include current work promoting
tourism in higher education and the development of a
prototype communication platform for tourism called “This
Is Tourism.” This advocacy initiative explores how tourism
scholarly communities can share information and
knowledge about what we are, what we do, what our aims
are, and what value we provide to society. The goal is to
design an interactive and dynamic online platform that can
help to inform and promote the study of tourism, and to act
as a repository of information for community building. This
platform prototype is under development in collaboration
with the Tourism Intelligence Forum.
Tourism Education Scholarship
TEFI will advance the scholarship of teaching and learning
in tourism, both inside and outside the academy. Projects
include the creation of an open source tourism journal in
collaboration with the International Academy for the Study
of Tourism, special issues of journals dealing with aspects
of tourism education, a Routledge compilation, and the
future production of a series of TEFI position papers.
Members of TEFI have been actively involved in a range of
national grants, and TEFI provides not only a forum to
share this information but also a support role for those
seeking to prepare grant applications and other initiatives.
Tourism Education Futures
TEFI members will help to take stewardship over the
development of the field. Efforts encompass initiatives to
explore tourism education futures, types of leadership
(Dredge & Schott, 2013), and issues of gender,
race/ethnicity, and language equity in the tourism
academy. Activities such as the development of future
conferences and TEFI’s organisational planning are also
included here.
Tourism and Social Entrepreneurship
TEFI will pursue creative avenues for translating values
and ideas into action. TEFI’s key activity in this regard to
date, led by Roberto Daniele, was the unique TEFI Walking
Workshop, held in Nepal in May 2014. The 10-day event
took delegates off the beaten track to the rural villages of
Bupsa and Bumburi in the Lower Solu Khumbu region of
the Himalayas. Whilst trekking on the footpaths of Nepal,
participants delivered ‘Walking Papers’ on their chosen
subject and discussed best practice in tourism and social
enterprise with local village committees. They also visited
relevant, meaningful, and hands-on social
entrepreneurship projects developed and supported by
Moving Mountains Nepal. This project, an innovative
prototype for dynamic learning, has yielded several strong
leads for future action, which will be advanced at TEFI8.
Meetings
There have been eight TEFI meetings:
• 2007 - Vienna, Modul University, Austria. Tourism
Education Futures
• 2008 - Honolulu, University of Hawaii, USA.
Promoting an Academy of Hope
• 2009 - Lugano, Università della Svizzera Italiana,
Switzerland. Framework Development for a Values-
Based Tourism Curriculum.
• 2010 - San Sebastian, University of Deusto, Spain.
Tools for Change and New Challenges
• 2011 - Philadelphia, Temple University, USA.
Activating Change in Tourism Education
• 2012 - Milan, Bocconi University, Italy.
Transformational Leadership for Tourism Education
• 2013 – Oxford, Oxford Brookes University, UK.
Tourism Education for Global Citizenship: Educating
for Lives of Consequence
• 2014 – Guelph, University of Guelph, Canada.
Transformational Learning: Activism, Empowerment
and Political Agency in Tourism Education
Further information about past and future meetings can be
found on the TEFI website
(http://www.tourismeducationfutures.org).
Publications
A number of publications have arisen from TEFI meetings
and network activities, including four special issues in the
Journal of Teaching in Travel and Tourism. The papers in
these issues have been complemented by other
publications about the need for change, TEFI’s mission and
goals, and a variety of initiatives to realize TEFI’s ideals.
Most of these papers were recently compiled by Routledge,
in a volume entitled The Tourism Education Futures:
Activating Change in Tourism Education (Prebežac, Schott,
& Sheldon, 2014).
4. -4-
Future
TEFI’s momentum is
fed by rapid,
sustained change in
academia and
industry, and thus by
the need for
progressive
educators to engage
in forward-thinking dialogue about tourism education and
its societal implications. Given that reform is now a
constant feature of higher education, that the tourism
industry itself continues to change in ways which are
difficult to predict, and that moral engagement to turn
tourism in the service of overcoming global challenges is
more important than ever, TEFI’s work will continue. The
network provides a forum to contemplate what we do as
tourism educators and what qualities we want to nurture in
our students, and it allows us to reflect upon and explore
our political agency.
What form might this organic organisation take in the
future? While the current structure is flexible, it also has its
limitations. As momentum continues, we anticipate there
will one day be a need to devise a more formal structure in
order to support the professional development and self-
actualisation of tourism educators, in sharing and learning
from others’ stories of practice, and ultimately to enhance
TEFI’s collective political agency. This, however, requires
that we build network capacity, recognise difference and
the diversity of challenges across the globe, and promote
and actualize paths of hope and service, to remake the
world for the better.
Executive and Advisory Board
As a networked organization, TEFI is defined by its
members and their engagement across a spectrum of
activities.
Current Executive Group
Dianne Dredge – Chair, Aalborg University, Denmark
(dredge@cgs.aa.dk)
Christian Schott – Vice Chair, Victoria University of
Wellington, New Zealand (Christian.Schott@vuw.ac.nz)
Robert Daniele – Oxford Brookes University, UK
(rdaniele@brookes.ac.uk)
Kellee Caton – Thompson Rivers University, Canada
(kcaton@tru.ca)
Johan Edelheim – Multidimensional Tourism
Institute/University of Lapland, Finland
(jedelhei@ulapland.fi)
Ana María Munar – Copenhagen Business School,
Denmark (amm.int@CBS.DK)
Advisory Board
Pauline Sheldon, Professor Emerita, University of Hawaii,
USA
Dan Fesenmaier, Professor, University of Florida, USA
Gayle Jennings, Director of Research, Imagine Consulting
Group International, Australia
Nigel Morgan, Professor, University of Surrey, UK
Anna Pollock, Founder, Conscious Travel, UK
Karl Wöber, President, Modul University Vienna, Austria
References
Dredge, D., & Schott, C. (2013). Academic agency and
leadership in tourism higher education. Journal of Teaching
in Travel and Tourism, 13(1), 105–129.
Dredge, D., & Schott, C. (2014). The Tourism Education
Futures Initiative: The way forward. Chapter 21. In D.
Prebežac, C. Schott, & P. Sheldon (Eds.), The Tourism
Education Futures Initiative: Activating Change in Tourism
Education (pp. 371-379). Abingdon: Routledge.
Gretzel, U., Isacsson, A., Matarrita, D., & Wainio, E. (2011).
Teaching based on TEFI values: A case study. Journal of
Teaching in Travel and Tourism, 11(1), 94–106.
Gretzel, U., Jamal, T., Stronza, A., & Nepal, S. K. (2009).
Teaching international tourism: An interdisciplinary, field-
based course. Journal of Teaching in Travel and Tourism,
8(2–3), 261–282.
Liburd, J., Hjalager, A-M., & Christensen, I-M. (2014).
Valuing Tourism Education 2.0. In D. Prebežac, C. Schott,
& P. Sheldon (Eds.), The Tourism Education Futures
Initiative: Activating Change in Tourism Education (pp. 129-
152). Abingdon: Routledge.
Moscardo, G., & Murphy, L. (2011). Toward values
education in tourism: The Challenge of measuring the
values. Journal of Teaching in Travel and Tourism, 11(1),
76–93.
Prebežac, D., Schott, C., & Sheldon, P. (Eds.). (2014). The
Tourism Education Futures Initiative: Activating change in
tourism education. Abingdon: Routledge.
Sheldon, P., Fesenmaier, D. R., & Tribe, J. (2009). White
Paper - The Tourism Education Futures Initiative (TEFI):
Activating change in tourism education. Available:
www.tourismeducationfutures.org [Retrieved 25 May 2014]
Sheldon, P., Fesenmaier, D., & Tribe, J. (2014). The
Tourism Education Futures Initiative (TEFI): Activating
change in tourism education. In D. Prebežac, C. Schott, &
P. Sheldon (Eds.), The Tourism Education Futures
Initiative: Activating Change in Tourism Education (pp. 14–
35). Abingdon: Routledge.
Sheldon, P., Fesenmaier, D., Wober, K., Cooper, C., &
Antonioli, M. (2008). Tourism education futures - 2010–
2030: Building the capacity to lead. Journal of Teaching in
Travel and Tourism, 7(3), 61–68.
TEFI Executive Team:
Dianne Dredge, Christian Schott, Kellee Caton,
Roberto Daniele, Johan Edelheim, and Ana María Munar
TEFI provides a forum to
contemplate what we do
as tourism educators and
what qualities we want to
nurture in our students.