This document summarizes the Tourism Education Futures Initiative (TEFI), which aims to shift tourism education to be more values-based and prepare students for a changing world. TEFI brings together educators and industry members to define universal values like stewardship, mutuality, knowledge, ethics, and professionalism. Through annual summits and working groups, TEFI works to develop tools to assess programs and implement values-based learning experiences and pilot projects at universities worldwide. The ultimate goal is to establish a framework to guide the future of tourism education from 2010-2030 based on these shared values.
Internationalisation in post-secondary educationNick Brieger
Materials to support 3-hour training session in Internationalisation for educationalists working in Vocational Education. This file includes a short audio introduction. To hear this, you will need to download the file to your PC.
Internationalisation in post-secondary educationNick Brieger
Materials to support 3-hour training session in Internationalisation for educationalists working in Vocational Education. This file includes a short audio introduction. To hear this, you will need to download the file to your PC.
Executive summary presentation from the book "Managing Across Cultures" from Susan Schneider and Jean-Louis Barsoux. How to manage international corporation, communicate across cultures etc.
Fulbright Classroom Teacher Exchange Program, Oct. 6 and 20, 2012
This session will introduce you to the "what, why, and how" of teaching for global competence. We will examine the importance of global education in today's world, unpack the definition and key aspects of global competence, and explore strategies and resources for integrating global competence into your teaching.
A Summary from the Book Leading "When Cultures Collide: Leading Successfully Across Cultures" by Richard Lewis. How to become interculturally competence; how to deal with cultural differences; intercultural communication
(20 minutes) Presentation that conveys my thoughts on how my role as a senior coordinator in the University of Georgia Center for Leadership and Service might contribute to developing civic leaders for the future. Addresses the critical outcomes I believe are necessary in leadership and civic education program curricula.
Culturally Competent Leaders: Exploring Cultural IntelligenceNatascha Saunders
A group of Northeastern University doctoral students come together to present on the topic: Culturally Competent Leaders: Exploring Cultural Intelligence (CI) in Higher Education. Course: EDU 7281 Research Process (R2)
PROBLEM STATEMENT:
Administrative leaders at a mid-sized liberal arts college that is in the beginning stages of an internationalization effort may have disparate perceptions of what it means to be culturally competent. Their ability to consistently show tolerance, empathy, respect, appreciation toward and the ability to work with people who are different from oneself is essential. The success of this internationalization process which includes diversifying the study body, establishing study programs, and globalizing curriculum hangs in the balance. This study will provide important insight into senior leaders’ impressions of cultural competence as a concept and it will inform professional development policy moving forward.
PRESENTERS:
Stephen Lyons, Robert Outerbridge, Natascha Saunders
Patricia Steiner, Tonia Teresh
Cross Cultural Communications, 2014 CreditScape, Western Region Credit Conference Seminar Slide Deck, sponsored by Credit Management Association. More information: www.creditmanagementassociation.org
Introduction to Project Based Global LearningHonor Moorman
Internationalize your classroom this year with projects that engage students in meaningful, real-world work to address globally significant issues. Infuse your curriculum with global project-based learning experiences that empower students and help them develop the global competence they need for success in an increasingly interconnected world. Learn how to implement student-driven learning pedagogies and utilize e-technologies to build authentic, humanizing connections between students and the world.
Executive summary presentation from the book "Managing Across Cultures" from Susan Schneider and Jean-Louis Barsoux. How to manage international corporation, communicate across cultures etc.
Fulbright Classroom Teacher Exchange Program, Oct. 6 and 20, 2012
This session will introduce you to the "what, why, and how" of teaching for global competence. We will examine the importance of global education in today's world, unpack the definition and key aspects of global competence, and explore strategies and resources for integrating global competence into your teaching.
A Summary from the Book Leading "When Cultures Collide: Leading Successfully Across Cultures" by Richard Lewis. How to become interculturally competence; how to deal with cultural differences; intercultural communication
(20 minutes) Presentation that conveys my thoughts on how my role as a senior coordinator in the University of Georgia Center for Leadership and Service might contribute to developing civic leaders for the future. Addresses the critical outcomes I believe are necessary in leadership and civic education program curricula.
Culturally Competent Leaders: Exploring Cultural IntelligenceNatascha Saunders
A group of Northeastern University doctoral students come together to present on the topic: Culturally Competent Leaders: Exploring Cultural Intelligence (CI) in Higher Education. Course: EDU 7281 Research Process (R2)
PROBLEM STATEMENT:
Administrative leaders at a mid-sized liberal arts college that is in the beginning stages of an internationalization effort may have disparate perceptions of what it means to be culturally competent. Their ability to consistently show tolerance, empathy, respect, appreciation toward and the ability to work with people who are different from oneself is essential. The success of this internationalization process which includes diversifying the study body, establishing study programs, and globalizing curriculum hangs in the balance. This study will provide important insight into senior leaders’ impressions of cultural competence as a concept and it will inform professional development policy moving forward.
PRESENTERS:
Stephen Lyons, Robert Outerbridge, Natascha Saunders
Patricia Steiner, Tonia Teresh
Cross Cultural Communications, 2014 CreditScape, Western Region Credit Conference Seminar Slide Deck, sponsored by Credit Management Association. More information: www.creditmanagementassociation.org
Introduction to Project Based Global LearningHonor Moorman
Internationalize your classroom this year with projects that engage students in meaningful, real-world work to address globally significant issues. Infuse your curriculum with global project-based learning experiences that empower students and help them develop the global competence they need for success in an increasingly interconnected world. Learn how to implement student-driven learning pedagogies and utilize e-technologies to build authentic, humanizing connections between students and the world.
Presentation to Minnesota Recreation and Parks Association 2011. Focusing on leading with a sense of purpose and defining actions in terms of core values of public service.
Presentation on Decolonising Research Ethics, for the Decolonising the STEM Curriculum working group, University of Bristol. See video at: https://tinyurl.com/mr425vfb
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.
Teaching in the arts through partnerships and collaboration: constructive ten...Graham Jeffery
Slides from a seminar given at the School of Education, University of Exeter, October 2008. Exploring the issues in developing and sustaining artist-teacher partnerships.
For many years, organizations that have been recognized as best places to work have received that recognition because they have cultures that create the conditions for people to thrive personally and professionally. Cultures in organizations that are good places to work develop environments in which people work together in support of the mission and vision.
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).
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Values as Pillars
1. Values as Pillars in
Tourism Education
Pauline J. Sheldon
University of Hawai’i, USA
2. Values – what are they?
• “Deeply held beliefs that drive activities”
– Personal, social, public, cultural
• Some universal; some culture-specific
• Silent, implicit, unexamined
• Bridge between past - present – future
• Difficult to shift – maybe education can
• Current Crisis of Values
3. Universal Values
Innate
dignity and
development
of human
life
Respect for
Integrity and
others and
service
environment
Attitude of Quest for
non-violence peace and
happiness
Source: Adapted from “International Association for Human Values”
4. Shift in Corporate Values
Property-Centered Life-Centered
Corporation: Corporation:
• Maximum growth • Organic growth
• Maximum profits • Ethical profits
• Creating wealth for • Serving variety of
financial elite and CEO stakeholders
• CORPORATION AS • CORPORATION AS
PIECE OF PROPERTY LIVING SYSTEM.
5. Changing Societal Values
• There are important values entirely apart
from money. “Human rights.”
• Prosperity is about money but also health,
balance, family. “Quality of life.”
• Long-term is more important than short-
term. “Sustainability.”
• Public goods take priority over private
interests. “Protecting the commons.”
6. Shift in Tourist Values
• OLD • NEW
• Seek complexity of • Value simplicity and
consumerism in authenticity
destinations • Believe in engaged
• Seek hedonistic action & service
experiences ignoring • Concerned about
local cultures ecology
• Lack of interest in • Are altruistic, self
environmental issues actualizing and
spiritually engaged
7. Tourism Education?
• Has there been a parallel shift in tourism
education?
• Shouldn’t educational institutions be
leading this shift?
• Don’t we have to prepare out students for
a VERY different world?
8. Tourism Education
Futures Initiative (TEFI)
Pauline Sheldon, University of Hawaii, USA
Daniel Fesenmaier, Temple University, USA
John Tribe, University of Surrey, UK
Leo Jago, Victoria University, Australia
Janne Liburd, S. Denmark University
AND ABOUT 70 OTHER LEADING EDUCATORS AND INDUSTRY MEMBERS
FROM ABOUT 28 COUNTRIES
9. THE TEFI VISION
• “TEFI seeks to provide vision,
knowledge and a framework for tourism
education programs to promote global
citizenship and optimism for a better
world.” www.tourismeducationsummit.com
10. Rationale For Change
• Education must shift from unthinking
reproduction
• Focus on means rather than ends
• Tsunamis of change
– Climate change
– Peak oil
– Human rights
– Food and water shortages
11. TEFI Process
ww.tourismeducationsummit.com
• Three Annual Summits
– Lectures by leading scholars and industry
– Breakout group discussions
– Agreements and vision setting
• Work Group Assignments
– Set foundation for following summit
– Enable connections/networking with groups
and programs
• Move from Values to Implementation
12. TEFI 1 - Vienna Summit
• April 2007, Modul University, Vienna,
Austria
• 48 participants from 13 countries
• Goal: White Paper to Outline a Framework
for the Future of Tourism Education for
2010-2030 Summit:
Megatrends
Futurist
Pre-meeting 5 Scenarios Values – based
Readings survey framework
Values
Skill sets
www.tourismeducationsummit.com
13. Hawai’i Summit II – April, 2008
Towards a Values-Based Framework for Tourism Education
• John Tribe, UK - Promoting an Academy of
Hope for Tourism Education” – scoping the
vision
• Scott Meis, Canada - Increasing demand
for qualified employees, projecting a lack as
other industries compete for labor.
• Gianna Moscardo, Australia - learning
styles and behaviors of Gen Y. Need to
attract the brightest and best to tourism
studies
Attended by 38 participants from ten countries.
14. Lugano Summit III – April, 2009
Towards a Values-Based Framework for Tourism Curricula
• Thomas Bieger, CH. - Challenges of
universities in a time of change
• Irena Ateljevic, NL. - Academy of Hope
• Simon Wong, Hong Kong - Outcomes-
based education in the Context of TEFI
• Loredana Padurean, CH and Betsy Barber,
USA - Linking values into curriculum
design
Attended by 34 participants from 14 countries.
15. TEFI Values
Stewardship:
•sustainability, responsibility
•and service to the community
Mutuality: Knowledge:
diversity, inclusion, •critical thinking, innovation,
equity, humility, collaboration •creativity, networking
Professionalism:
Ethics:
•leadership, practicality,
•honesty, transparency,
•services, relevance, timeliness,
• authenticity,
•reflexivity, teamwork,
•authentic self
•pro-activity
16. ETHICS
• “Right” vs. “Wrong”
• Judging and guiding actions
• Universal Ethical Values
– Benevolence, freedom, transparency,
honesty, justice, authenticity etc.
• Cross-cultural issues:
– Issues of ownership
17. Learning Experiences in Tourism
Ethics
Introduce Understand Equip Draw Evoke
ethics as a different students to connections actions
field of study ethical achieve to issues of • Develop own
• Reflexivity and traditions and reconciliation power and Student Code of
decolonization principles politics Conduct
• Principles of
of self negotiation
• Utilitarianism • Identify sources
• Ethical • Ethical
dilemmas due to • Kantian ethics of power
of respect for leadership skills
stakeholder
ethics others
• Aristotelian
virtue ethics
• others
19. Learning about Tourism Knowledge
Strengthening Humility and
students’ critical Courage in the
Harvesting from thinking through fields of
new Knowledge interactive • Data creation and
The Art and intermediaries, teaching; management
Skill of Sharing codes of • Interactive • Information
Understand the management
Knowledge conduct; teaching
Value and processes • Knowledge
Power of including Ways of • The art of creation and
Knowledge questioning the management
new Codes of communicating
Conduct knowledge answer
across borders
and disciplines
20. STEWARDSHIP
• “Choosing service over self-interest”
– Responsibility
– Sustainability
– Service to Others
• All Stakeholders have responsibility for environment
• Need understanding of stakeholder motives and
exercising of power/influence
• Need to engage with the non-tourism world
• Cross-cultural differences: stage of development; quantity and
quality of resources
21. Learning about Stewardship in
Tourism
Understand Service
how the Understand Students projects
tourism that the should should
system tourism critically involve
operates system evaluate the The local Include
requires impact of community
• Inputs and debates on
outputs constant their own • Other countries stewardship
travels and and academic
• Cause and intervention fields to
effect their future issues
and a re- increase
evaluation of travels as knowledge of
other cultures
performance managers and sectors
indicators and leaders
22. MUTUALITY
• “…grounded in human relationships mutuality requires
attitudinal developments involving acceptance, self-
awareness, open-mindedness and empowerment..”
• Mutuality as an evolving process starting with self-
awareness (Inglehart 1997)
• Influences behaviors and attitudes
• Respect of self and other
• Diversity, inclusion, humility, equity, collaboration
• Cross-cultural issues:
– level of homogeneity of population
23. Learning Experiences in Mutuality in
Tourism
Create Develop student
opportunities for Encourage skills to:
students to positive attitude to
examine their diversity and • Initiate open dialog
own mindsets of respect to all. • Manage conflict
how they perceive Expose students • Reach mutually
reality to social and beneficial agreements
• Create safe, inclusive cultural values
environments for different from own.
students
24. PROFESSIONALISM
• “The ability to align personal and organizational conduct
with ethical and professional standards that include a
responsibility to customer and community and a
commitment to lifelong learning”.
• Leadership and pro-activity
• Practicality and timeliness
• Partnership development & teamwork
• Relevance and reflexivity
• Cross-cultural differences:
– Level of prestige of tourism profession
25. Learning Experiences in Tourism
Professionalism
Partnership Timeliness
• Understand how and
Leadership Pro-activity Relevance
to create Practicality
networks and
Create and reflexivity new alliances • Embody the
innovation in
Taking • Build new
ideals of
initiative Ability to supply chain
efficiency and
an effectiveness
organization create relationships
Perseverance
service and
Inspire to achieve
product
individual and change
innovation
organizational
excellence
27. The Way Forward for TEFI
• Networking
• Distribution
• Pilot Projects
• The Next Two Summits
28. Networking
• Accreditation Agencies:
– UNWTO TedQual
– ACPHA
– Others
• Collaborating with other agencies working to
make education more responsible
– Academy of Hope
– UN Principles for Responsible Management
Education
– Education and Science Council, UNWTO
– BEST Education Network
29. Distribution
• Creation of TEFI Ambassadors
• Website:
www.tourismeducationsummit.com
• Faculty Code of Ethics/Conduct
• Journal Articles
• Handbook for Faculty
• One week Seminars for Faculty around
the world
• Conference Presentations
30. Pilot Projects
• Pilot Projects in Academia
– Modul University: Scholarship of Hope; Oath
– Temple University: Course templates
– University of Hawaii: Redesign of Curriculum
• Pilot Projects in Industry
– Engagement with Innovators
– Stewardship internships
31. Professional Oaths of Honor
• Modul University, Vienna Austria
• Thunderbird Business School, USA
– “As a global citizen, I promise:
I will strive to act with honesty and integrity,
I will respect the rights and dignity of all people,
I will strive to create sustainable prosperity worldwide,
I will oppose all forms of corruption and exploitation, and
I will take responsibility for my actions.
As I hold true to these principles, it is my hope that I may enjoy
an honorable reputation and peace of conscience.
This pledge I make freely and upon my honor.”
32. Pilot Courses: Temple University
Leisure and Tourism in a Diverse Society
STEWARDSHIP Upon conclusion of this course
• Service to the Community students will be able to:
• Demonstrate service to the
MUTUAL RESPECT community by organizing a
service project.
• Diversity • Prepare a statement on Mutual
• Inclusion Respect including the terms
• Equity diversity and inclusion.
• Humility • Formulate a policy on equity
(inclusive of persons with
disabilities) for your business.
• Write a reaction paper on how
you felt when role playing a
disability.
Assignments include: Event
Planning, Reaction Papers, Policy
Development and Role Playing.
33. Pilot: Temple University: Research
Methodology (core)
PROFESSIONALISM Upon conclusion of this course students will be
able to:
• Teamwork • Write a proposal to conduct research (critical
thinking, innovation, and creativity)
MUTUAL RESPECT • Identify and critically evaluate literature (both
practical and academic) that provides the
• Collaboration foundation for research
• Critique a survey focusing on the various
aspects of survey design and concept
KNOWLEDGE evaluation
• Critical Thinking • With a team, conduct a study which includes
• Innovation sampling, survey design, data collection,
analysis and interpretation
• Creativity • With a team, present in both written and oral
formats the results of a research project.
Assignments include: Exams and Quizzes,
Research Proposal, Research Paper, and
Presentation
34. The Next Two Years
• TEFI Values Assessment Inventory
• Academy of Hope Scholarship
• Grant-writing
• 2010 and 2011 Meetings
– 2010 TEFI Meeting: Assessment and Tools
for Change
– 2011: TEFI World Congress: Activating
Change in Tourism Education
• Please join us…
38. TEFI Process
• Development of a foundation based upon leading
innovators in tourism research and education
worldwide
• Proactive, focusing on the development of leaders
of change
• Combination of Summit and Working Groups
• Summits involve lecture to stimulate – challenge the
status quo and discussion groups to address these
challenges
• Working Groups focus on building tools to support
learning & build partnerships with industry leaders
39. After Hawaii
• Five Values Working Groups to define/refine
each of values
• Modul University – Implemented a program on
sustainability; Scholarship of Hope
• Program design – HK, Australia, USA
• Case Study Working Group to identify examples
of values-based education
implemented at universities
worldwide
• Lugano Summit III - –
April 2009
40. After Lugano
• White Paper outlining the foundations for TEFI
and its values
• Working Group - Faculty Code of Ethics
• Working Group - Pilot programs at universities
world wide
• Working Group - TEFI
Inventory for program
assessment
• Summit IV - Summit V
41. After Vienna
• Article in Journal of Teaching in Travel and
Tourism
• Website: www.tourismeducationsummit.com
• BEST Education Network houses TEFI
• Hawai’i Summit II - April 2008
Towards a Values-Based Framework for
Tourism Education.
