Introducing Master of Science in Strategic Sustainable Tourism: An Approach for Curriculum Development

NIW sub-themeDeveloping 21st Century mindset (Collaboration, Creativity, Critical Thinking, Design Thinking,

Future of learning .)

Abstract:

Authors: Ogweyo Peter Ogalo1, Job Ochieng2, Kepher Judy Gona3

Tourism is a new industry and had been undergoing transformational curriculum development at

graduate level. Since 1980s the curriculum had been changing to solve contemporary issues.

The most current programme is Sustainable Tourism at Master level which has not been

introduced in Developing countries such as Kenya. However, the countries offering the

programme are also still searching on how to improve the effectiveness of the course to suit

tourism industry.

The purpose of this paper is to propose to higher learning institutions to introduce Strategic

Sustainable Tourism at post graduate particularly at masters’ level. To make master students

aware of what is happening in both the curriculum development and contribute to its

effectiveness of tourism industrial development. Finally to increase employability of graduate

students of tourism at master levels. The programme is expected to suite effective learning and

analytical skills to be used through both class room lectures and field work. The method used is

literature content analysis and reviews of some master programs undertaken in Kenyan

Universities in the areas of tourism.

The literature which showed the need for transformative curriculum development that suits

students’ personal development and increase their employability in the industry and contribute

to curriculum development. The expected prospectus is both international tourism agencies,

local tourism industries and Governmental and Non-Governmental Agencies.

Relevance to innovation

This programme is unique because its purpose to develop a dynamic and analytical master

students which will solve both academic and tourism industry ongoing challenges. Being

interdisciplinary and multidisciplinary modelling holistic students who can network at the field

and academics levels of learning. It is one of the fresh project which will adopt sustainable

development doctrines to enhance public and private partnership in the field of tourism. The

project will be commercialized between Sustainable Travel and Tourism Agenda and higher

learning institution ready to adopt the project. It will develop “all rounded “ students who can as

well solve local problems and contribute to diverse development in tourism.

Key Words: Curriculum Development, Strategic Management, Strategic Sustainable Tourism,

and Sustainable Tourism.

Ogweyo Peter Ogalo; ogweyopeter2012@gmail.com (corresponding author)2Job Odhiambo3Judy Kepher Gona

Introduction

Background to Tourism Education.

According to (Tribe 2002; Goeldner and Ritchie 2003 and WTTC 2007) found that worldwide

had quite a number of educational programs offered in the one of the world’s biggest industry

and that made it competing to attract the best students. On the number of job positions in both

travel, tourism and hospitality industry was estimated at 120 million to 231Million worldwide

( Fayos-Solá and Jafari 1996). Meaning that Tourism played important role in terms of economic

growth, social development and academic studies as described by Ring, A., Dickinger, A., &

Wöber, K. (2009).

Progressively Sheldon, P., Fesenmaier, D., Woeber, K., Cooper, C., & Antonioli, M. (2008)

found that Tourism educational programs needed to be fundamentally re-assessed and

redesign not incrementally by adding new courses – or simply by putting courses on-line but by

changing the nature of what is taught and how it is taught. Therefore Skills and knowledge Sets

must be redefined, structures and assumptions need to be questioned, and old ways of doing

things must be transcended. Tourism employment in the coming decades will have a very

different profile than it does today.

In a paper by Busby, G. (2005) introduced that Many tourism programmes in higher education

are based in business schools, or at least grounded in the business studies vocational area,

and, as a result, tend to incorporate arrange of links with industry. Which seems to be beneficial

to students. However, due to drastic change in modern word tourism is becoming more inclusive

and future oriented calling for holistic approach and good governance.

On the same note, there is a danger that tourism will not be sustainable owing to the increasing

shortage of well-rounded professionals to support this industry. Several factors have hindered

an adequate education/industry interface. Therefore this will need strategic approach to ensure

continuously and effective integrative learning to match the two world which now looks to be

apart by now. What about Strategic Sustainable Tourism? Do you know the concept of Strategic

Management? What about it and sustainable tourism?

Development Approach to Education in Tourism.Strategic management “involves the formulation and implementation of the major goals and

initiatives taken by a company's top management on behalf of owners, based on consideration

of resources and an assessment of the internal and external environments in which the

organization competes.” While Strategic planning is an organizational management activity that

is used to set priorities, focus energy and resources, strengthen operations, ensure that

employees and other stakeholders are working toward common goals, establish agreement

around intended outcomes/results, and assess and adjust the organizations” Furthermore

Sawhney, S., Gupta, A., & Kumar, K. (2017) elaborated that Strategic management has been

employed by a variety of industries to articulate a future vision and outline specific short-term

and long-term goals with a view to drive competitive advantage. However, this can as will

contribute to personal development and professionals at post graduate level to increase their

employability and enhance their research expertise.

“Sustainable tourism development requires the informed participation of all relevant

stakeholders, as well as strong political leadership to ensure wide participation and consensus

building. Achieving sustainable tourism is a continuous process and it requires constant

monitoring of impacts, introducing the necessary preventive and/or corrective measures

whenever necessary as clearly cited by Wood, M. E. (2008);It is the process of practical

implementation of Sustainable tourism should also maintain a high level of tourist satisfaction

and ensure a meaningful experience to the tourists, raising awareness about sustainability

issues and promoting sustainable tourism practices amongst them. “World Tourism

Organization (2004).Besides it the whole concept is an element or form of sustainable

development in tourism sector.

Therefore Strategic sustainable tourism will be an holistic approach in tourism involving the

principles of Strategic management, strategic planning and sustainable tourism. It is a

multidiscipline term making Students to be equipped with necessary knowledge and practical

skills which suite both employer and training institutions, it is future and management oriented

taking advantage of continuous assessment and evaluation of every process of tourism

development both in private and public sector and its key impacts to the society.

Dale and Robinson (2001) propose that three domains should emerge in tourism education.

Thus model suggested that education should offer a programme which is: ‘generic degrees’

meaning to provide broad knowledge and understanding of tourism and as well as

interdisciplinary skills; Besides ‘functional degrees’ that specialize or focuses on a specific areas

of tourism where he suggested such: marketing, information and communication systems, or

planning; and therefore in this contemporary world of sustainable development goals, there

would be need for holistic and futuristic program at master level.it is summarized by Some of

the of the attributes outlined by Wang, T. W., Jiang, S. J., & Feng, C. L. (2016). The results

rendered “General Skills”, “Professional Attitude”,” Disciplinary Skills”, and “Career Planning

Skills”.Confirmation for “work dedication” and “communication skill” which fall under

“Professional Attitude” and “General Skills” respectively.as the key needs for employability. Which will focus on the development of a particular product or market, suite expertise in the

sustainable tourism area.

Consequently (Dale and Robinson, 2001) proposed three programmes claiming to provide

students with the body of knowledge and skills that enable them to function effectively in the

industry therefore Master in Strategic Sustainable Tourism which adopt will solve the

expectations of students, at academics and tourism industry. The need to emphasize on generic

academic knowledge such as marketing, socio-cultural development, economics, environment,

recreation, business, and others, can be applied to context specific work. However, jobs in

tourism are not necessarily similar – tourism includes a variety of jobs that require the

application of different types of academic knowledge bases, suggesting that tourism education

includes a variety of

Transferable subjects (Churchward and Riley, 2002).

To conceptualize program will further contribute positively to students or graduate in various

ways: To develop key graduate attributes and skills, acquire further practical skills and

experience, obtain an insight into management and management methods, gain greater

maturity and self-confidence, be involved in the diagnosis and analysis of problems, develop

attitudes and standards appropriate to career objectives and enhance holistic, transformative

and strategic leadership in tourism.

Problem and Justification

According to abstract by Wang, J., Ayres, H., & Huyton, J. (2010). Demonstrated that even

though there were rapid growth in the process of providing tourism higher education for the last

40 years, it remains some uncertainties relating to the content and nature of tourism degrees,

and challenges in aligning tourism education with the needs of the tourism industry.

According (UNEP, 2014) there are couple of issues to be accomplished by 10 years such as to

solve minimum commitment on implementing long term strategic plan ,and need for

consistency in mainstreaming within tourism strategies to achieve the balance between

sustainable consumption and production . There was findings in study by Wang, J., Ayres, H., &

Huyton, J. (2010) suggested that a gap existed in tourism curriculum and there was need for the

tourism industry and institutions of high learning offering hospitality and tourism to close the gap

through innovative research and training.

Furthermore Kenya suffers from a shortage of qualified personnel in the tourism industry. In the

paper by Oketch demonstrated a number of challenges experienced in tourism sector, for

“examples current provision of graduates and diplomats from educational institutes is

insufficient to meet the industry demand for well-trained and professional workforce.” The

country has been training in the industry both at undergraduate and graduate levels, though

Tourism experiences the difficulty and shortage of trained personnel to fill the jobs for different

skills, capabilities, and level of professionalism.

The percentage of unemployment of university graduates is higher and the major reason for this

inconsistency is the ‘non-existent linkage between education and employment. This problem is

more acute in the tourism sector. A constant debate in tourism and hospitality Industry concerns

the relationship between education provision and the labour market. Professional bodies and

some commentators continuously voice concerns about the quality of tourism and hospitality

management education in particular

In a recent citation by Wang, T. W., Jiang, S. J., & Feng, C. L. (2016). found Mixed messages

about college graduate’s “employability” which is too evident because of confusion

associated with various definitions of “employability”( L. Harvey. (2001). There is a need to

match students’ competency with employers’ demands. The task of vocational colleges under a

general notion of “employability argued that alignment of higher education with workforce needs

should be based on careful action by institutions to embed skills and attributes within

instructional programs” M. Yorke, and L. Harvey. (2005).Since Employers specifically look for a

more flexible, adaptable workforce in response to the volatility of market needs .R. Bennett.

(2002). Due to flexibility, employers are hiring and firing their employees more.

Therefore it is justifiable for curriculum designers to work closely with industry representatives

and practitioners to ensure effective connection between theory and practice. Therefore to

improve the likelihood that graduates of tourism higher education will graduate already equipped

with knowledge, skills aligned to the needs and expectations of the tourism industry. This

interdependency of academia and industry typically results in production of employable

students. Busby (2001) and Inui, Y., Wheeler, D., & Lankford, S. (2006) established that there

was relative employment rate of travel and tourism graduates which could be attributed due to

acquisition of useful skills which were gained through practical experience in the industry as

from a result of effective curriculum.

To achieve contemporary needs for tourism industry, interdependency of academics and

tourism industry should results in highly employable and dynamic students. As Busby (2001)

puts it that relatively high employment rate would be contributed by effective training on a

curriculum which is both academic and industry oriented. Such Practitioners may also have

positive influence on courses and curriculum development.

Therefore the purpose of introducing master science in Strategic Sustainable Tourism is to

eradicate limitation between (skills, knowledge and attitude) and (academic and industry

environment). It purpose to achieve this two objectives; to make master students be aware of

what is happening in the curriculum development and industry. And to increase employability of

graduate students of tourism at master levels.

A good example is the Examination of the tourism degree module at University of Plymouth

which demonstrated that tourism practitioners in the UK (United Kingdom) could lead in

influencing on curriculum or course content. Therefore tourism degree modules were tailored to

accommodate both vocational as well as intellectual skills (Busby, 2001).

This master program will therefore solve both professional and academic challenges facing

students through encouraging critical analysis and practical aspect. There is an increasingly

competitive in the world of Higher Education. This has made institutions to be constantly and

consistently challenged to adjust their educational offer to both the students as well as market’s

demands for more interactive and flexible learning experiences as put by Vasconcelos, S. V.,

Balula, A., & Almeida, P. (2016.)

When Strategic Sustainable Tourism Programme adopted at master level it will enhance

employability of graduates who can be international decision makers, tourism policy developers

besides transformation leadership and strategic leadership and management tourism sector.

Other benefits will be achieved to the university like improved skilled manpower and

international rating and to Kenya will be position to provide consultation services to Developing

and Developed Nations Tourism in practice should make students to be of value to the society,

their interests and achieve the expectations of the industry. Since this will lead to achievement

of principles of sustainability at universities offering Strategic Sustainable tourism and lead to

achievement of inclusive education as in goal four of sustainable development goals.

Meaning they will be at the center for institutional implementation to curb global challenges by

embracing sustainable development agenda and sustainable development goals. Through

coordinated approach to the growing consumption of natural resources, and the transformation

of science as well as educational systems Rath, K., & Schmitt, C. T. (2017). . Therefore this gap

on the effective implementation of sustainable tourism practices. Therefore in the hierarchy the

introduction of strategic sustainable tourism will solve the challenges which were not solved by

both tourism and sustainable tourism.

Literature review

This chapter discussed progression of tourism as from the traditional tourism to the

contemporary strategic sustainable tourism, giving background evidence for the need for this

project at master level.

Tourism

According to reference from New Zealand, their first degree programmes in tourism were

developed at Massey University in 1980s, the idea for building upon initial tourism subjects that

were introduced in 1978 as elaborated by (King, 1990). However, vocational education courses

and programmes began in the 1960s, while tourism higher education programmes such as

masters took off only in the late 1980s to early 1990s, in the later years the equivalent

developments took in North America as well as Western Europe as indicated (McIntosh, 1992).

Continually tourism and Education had possibility of being divided into two sub sectors. Such

programmes were initially on hotel, restaurant and catering management as the first to be

established (Goodman & Sprague, 1991). Which were commonly known as hotel or hospitality

programmes. However, they incorporated some aspects of tourism, which was offered to

students as electives. The programmes were primarily focused on accommodation and related

services. Consequently, a number of hospitality institutions segmented their offerings to suit

provisions such as event management, gaming management and club management.

There was need for dynamic curriculum in tourism, Inui, Y., Wheeler, D., & Lankford, S. (2006).

As some academics’ passions and interests have contributed to evaluation of tourism education

programmes establishing gaps and solving modern issues for curriculum standardization and

development. To suit students’ employability and effective analytical studies and field oriented

graduates, according Churchwardand Riley (2002) there was need for Relevance of academic

tourism education to the occupation as a whole.

This is justifiable to embrace diverse knowledge and skills, since jobs in the field of tourism is

not particular which includes a variety of job specifications and specializations which require

different academic knowledge and skills. By suggesting that tourism education includes a

variety of transferable subjects (Churchward and Riley, 2002). Some research findings in

tourism stated that curriculum development in tourism are not yet well established, addressing a

tension between educators and the tourism industry (Tribe, 2002; Cooper, 2002). This proves

that the challenge of curriculum development in tourism began earlier and due to modern

challenges makes curriculum to keep on changing to suit tourism industry and academics.

Besides just matching the industry and academics curriculum should also make students

achieve self fullfiment and satisfaction .According to Hjalager (2003) established that students

enrolled for Master’s Degree programme in Sweden had expectations that schools to qualify

them for specific future career. However, they missed intrinsic motivation to pursue their own

goals. Strategic sustainable Tourism will make students to be of value to the society, their

personal interests and to achieve their career expectations and tourism industry needs.

But this is brought by limited empowerment to students on current issues and about the

curriculum as well as what is expected of them. Because of that Students lacks the skills and

knowledge contained within the purchased ‘package’ or module, they do not even have an

approach to achieving the objectives of the course. This typically leads to the criticism that most

tourism curricula are designed by educators, with minimal representation of the industry and

students (Ernawati, 2003).

To solve the up to date concerns in tourism both theoretical and practical. Tribe (2002)

elaborated about theoretically integration of the vocational and academic need for tourism

education. On the same curriculum should purpose to educating ‘philosophic practitioners’. The

knowledge behind the idea was that tourism module should provide both liberal and vocational

training. The tourism curriculum will develop students’ ability to reflect and act. Consequently,

curriculum should be designed to respond to the needs of the tourism industry to satisfy

customers and to produce economic benefits and to facilitate personal development to students.

Besides educating students to be reflective individuals who are capable of examining and

questioning the social responsibilities of the industry.

Tourism had undergone through transformational development from hospitality, events

management, accommodation tourism, and sustainable tourism and therefore the proposed

next level to be strategic sustainable tourism.

Sustainable TourismQuite a number of universities in developed countries are offering Masters in Sustainable

Tourism such as Netherlands and Australia but it has not been introduced in developing

countries such as African countries. There are myriad of definitions to Sustainable Tourism,

including eco-tourism, environmentally, green travel and fair trade culturally responsible tourism,

and ethical travel. The most widely accepted definition is that of the United Nation World

Tourism Organization.

They define sustainable tourism as “tourism which leads to management of all resources in

such a way that economic, social and aesthetic needs can be fulfilled while maintaining cultural

integrity, essential ecological processes, biological diversity and life support systems.” Besides it

they described it as the development of sustainable tourism as a process which do no

compromise the needs and expectations of the future generation but still meets the needs of

present tourists and host communities (World Tourism Organization 2004).

Ring, A., Dickinger, A., & Wöber, K. (2009). In their paper which looks at the benefit of

academics to professionals in the spheres of industry, institutions and holistic approach of

tourism population as specified .It is important to academics as well as industry professionals

from both the private and public sectors. They found that there was discrepancies between

existing programs and what academics and industry professionals perceive as being important.

The research offers recommendations on which topics and issues should be included in a

tourism curriculum and provokes discussion on adaptation of existing curricula for the future.

Just like some researchers who argued that curriculum studies in tourism are not yet well

established, in addressing a gap between educators and the tourism industry (Tribe, 2002;

Cooper, 2002). Hjalager (2003) they found that students at Masters Degree programme in

Sweden expected schools to qualify them for a particular future career, but after the programme

they lacked intrinsic motivation to pursue their own goals.

One solution to involvement on the part of students is a programme based at the University of

Northern Iowa – the Sustainable Tourism and the Environment Programme. This programme in

involving students in the research process, formulating researchable questions, gathering data

and analyzing results. These students gain firsthand knowledge of the process and value of

research. Therefore strategic sustainable tourism will advocates for the needs for regular

industry assessments and impacts of sustainable tourism. It will make students always updated

with dynamism of tourism at all levels.

Strategic Sustainable Tourism (Master Levels)

In the concept of Environmental management there are two tools that is Environmental

Impacts Assessment and Strategic Environmental Assessment. Environmental Impact

Assessment (EIA): This comparison will help one to understand between sustainable tourism

and strategic sustainable tourism Environmental Impact Assessment is an integrative and

systematic process, used for identifying the environmental effects of development projects.

Which requires a scoping study to be undertaken in order to focus the assessment. This can

be carried out in the field or as a desk study depending on the nature/scale of the project.

While Strategic Environmental Assessment (SEA):Strategic Environmental Assessment is a

high level procedure that extends the concept and principle underlying in EIA, but normally

applied to policies, plans, programmes and groups of projects. SEA provides the potential

opportunity to avoid the preparation and implementation of inappropriate plants, programmes,

projects and assists in the identification of key needs. So there is evaluation of project

alternatives and identification of cumulative effects. As found Kuo, N. W., Hsiao, T. Y., & Yu,

Y. H. (2005). Just like Strategic Environmental Assessment (SEA) is a procedural tool and

within the framework of SEA, several different types of analytical methods can be used in the

assessment and effective implementation.

Therefore strategic sustainable tourism will be keen on plans, policies, and analytical

assessment both from the interests of master students, industry and institutions offering the

programme. This will contribute as an environment where high numbers of students who are

completing undergraduate qualifications in hospitality and tourism, students appear somewhat

reluctant to embark on postgraduate programmes will therefore get chance to join master.

Furthermore Ring, A., Dickinger, A., & Wöber, K. (2009) and Morgan (2004) learning should

facilitate Graduates through prepared for a changing environment, during the period of

education, therefore future needs of the industry is limited and could not be predicted.

Consequently, students pursuing tourism should be educated to think critically, have analytical

skills, to possess creative and new ways of thinking to solve ongoing problems and adapt easily

to changes.

Students can then conduct self-assessments while curriculum developers to conducts

continuously training needs assessments. The master program will encourage students to

conduct base line survey. Through this assessments will encourage sustainable tourism

development; strategic sustainable tourism planning, monitoring and evaluation and giving

effective reporting.

Above that, they have to actively participate in creating and shaping the future of tourism. This

includes a strong focus on generic skills, which are described as “those transferable skills which

are essential for employability at some level” (Raybould and Wilkins2005, p. 204).Finally,

tourism researchers and educators must comply or discover what Apple (1990: 124) called the

“taken for granted perspectives”, they must conducts continuously investigating on what

constitutes to common sense in the development of tourism curricula and the tourism industry

In addition to developing the society, individuals and professionalism, there is need for effective

communication .Busby, G. (2001). Identified that there were some issues which were raised

for the next decade such as: ‘credential in action’ is likely to lead to more graduates, the need

for education of cross-cultural communication and host community involvement is raised

together with the effect of ‘de-layering’ concurrently with increasing numbers of graduates is

considered.

Similar case by Batra, A. (2016). Travel and tourism industry in Thailand hopes to sustain itself,

it will need personnel who are both willing and enthusiastic workforce. This requires educational

institution to create curricula to equip tourism and hospitality graduates with necessary skills and

to impart knowledge. Students aspiring to take up tourism as their careers must be aware of the

‘professional’ commitments of the industry. The future of the tourism and hospitality industry will

really demand creative ideas from the next generation. The creative idea is Strategic

Sustainable Tourism. In terms of academic progression, through sociological and philosophical

perspectives should solve Curriculum development challenges at the university level.

This subsequent discussion may provide insight into the role of higher education in tourism,

and suggests the need for creating both skilled and reflective graduates of programmes. Skilled

individuals are necessary to the industry, but it is the reflective ones who have the insight to

question and improve common practice in the context of tourism development.

The sociology of tourism should be integrated into tourism curriculum. Philosophical foundations

of tourism would provide students with the basis to address epistemological issues by thinking

critically about tourism. Such knowledge would be valuable to practitioners in articulating

existing social issues related to tourism, and foreseeing potential consequences of their

practices. As educators, we are partners in the process of sustainable tourism development.

This leads to a new approach to tourism thus Strategic Sustainable Tourism which is holistic,

futuristic and focusing at all levels of tourism.

Methods of the Study The paper is a background proposal for introducing strategic sustainable tourism at post

graduate level. The study purpose to initiate a programmes that will end partially graduated

students called half “baked” graduates through Content Analysis of Tourism literature, this

insight leads to show appropriate solution to global gap in sustainable tourism. Then it is narrow

down to Kenya where online reviews is done on types of masters offered in Kenya and which

University. The content of existing programs in Kenya, according to what was published on the

Internet or in information material made available by universities, has been examined besides

findings of the literature review. This allows an overview of what programs exist (i.e., what they

focus on)? Weather it is tourism or sustainable tourism? Such method was even used by Ring,

A., Dickinger, A., & Wöber, K. (2009).

RESULTS AND DISCUSSIONSThere were only two known Universities offering master science in the field of tourism in Kenya.

That is Kenyatta University and Moi University. Besides these two programmes were Master

International Tourism Management and Master in Tourism and Hospitality Management. While

the programme in Moi University, Master of Science and Travel and Transport Services. There

was no University offering masters in Sustainable Tourism.

Discussions

Master Programme offered in Kenya had no sustainable tourism as a programme but as a unit.

Therefore this lead to need for such programme to be introduced in Kenya. Since some

countries are offering master at sustainable Tourism, Kenya will show creativity and Innovation

to be the first country in the world to offer strategic sustainable tourism at post graduate level.

This will make Kenya to get more international students to learn this proposed programme

which is assumed to be much effective to all stakeholders and will embrace private and public

partnership.

Conclusion

Master Science in Strategic sustainable tourism programme will solve challenges facing

students of tourism at all levels, as from institution to the industry and society. Since students

who is close to the industry and had dynamic and analytical thinking will develop solutions to

contemporary issues in Tourism both in Kenya and the world.

Recommendations

1. Strategic Sustainable Tourism Matrix (Innovation Aspect)

Figure 1.0

Strategic Sustainable Tourism

Economic

development

Environmental

development

Social

development

Cultural development

Proposed units Principles of Strategic Sustainable Tourism

Mandates1.Sustainable Tourism Needs Assessment

2.Sustainable Tourism Strategies Development

3.Sustianable Tourism Implementation

4.Sustainable Tourism Impacts Assessments

5.Sustainable Tourism Measurement and Performance Evaluation

6. Sustainable Tourism Monitoring and Reporting.

Guiding Principles

Sustainable development thinking

Transformative and strategic leadership

Holistic approach

Integrative and inclusive learning

Core Values

Sociology

Sustainable

development

doctrines

Environmental studies

Community

development

Introduction to

strategic sustainable

tourism planning

Human Resource

Development,

Contemporary

Sustainable Tourism

Development Respect for difference culture

Integrity

Professionalism

Innovation and dynamism

Inclusive Sustainable

Tourism

E-tourism

development and

sustainable tourism

marketing

Putting Sustainability into practice, it is the aim of Sustainable Travel and Tourism Agenda. By training

top and middle management of hospitality and tourism sector in sustainable tourism development,

implementation and evaluation and reporting in Kenya and East Africa. Does it mean that this

managers missed something in college?

Strategic Sustainable Tourism will be facilitated by collaboration between an institution that have

interests in implementing the programme and Sustainable Travel and Tourism Agenda. Sustainable

Travel Tourism Agenda being consulting organization will facilitate the industry experience while the

organization will implement training in the institution .Therefore from the agreement the cost of training

will be shared according to the agreement between the two organizations.

It is possible to implement this programme since in most institutions have experts in Environmental

Studies, Sociology, and Community Development, Strategic management, tourism and Economics

making institutions to be in position to conduct cross discipline consultation to perfect the implementation

of the programme.

In the tourism industry, STTA has a network of professionals and companies, conservancies and tourism

agencies, tourism based community based organization. Therefore master students can both have class

room lectures and field lectures to learn and establish existing issues in sustainable tourism.

It will involve lecturing both in class and in the field together with related stakeholders including business

owners, organizations, agencies and local communities to help in finding reality on the ground. By

adopting the strategic planning and management methodologies in sustainable tourism.

The Future prospects of this programme are International tourism agencies, tourism businesses,

consultancy firms, national tourism agencies and other disciplines related to the areas mentioned above

2. To conduct empirical research on strategic sustainable tourism training needs

3. To adopt the programme to solve contemporary issues in sustainable tourism

4. To evaluate the viability of the programme and make corrections to suit its implementation

5. To establish how this programme will work with distance learning to be facilitated by STTA

and willing organization.

Acknowledgements This paper is supported by Sustainable Travel and Tourism Agenda. I thank my colleagues: My able director and sustainable tourism consultant Judy Kepher Gona and Field coordinator, upcoming research and consultant in sustainable Tourism Mr Job Ochieng, who provided insight and expertise that greatly assisted the development of this proposal paper. We therefore expected that this programme will transform tourism in Kenya and the rest of the world.

References

Apple, M. W. (1990) Ideology and Curriculum (2nd Ed.). New York: Routledge.

Batra, A. (2016). Bridging the Gap between Tourism Education, Tourism Industry and Graduate

Employability: Intricacies and Emerging Issues in Thailand. ABAC Journal, 36(2).

Busby, G. (2001). Vocationalism in higher level tourism courses: The British

perspective. Journal of Further and Higher Education, 25(1), 29-43.

Busby, G. (2005). Work experience and industrial links. An international handbook of tourism

education, 93-107.

Churchward, J. and Riley, M. (2002) Tourism Occupations and Education: An Exploration

Study.

Cooper, C. (2002) Curriculum Planning for Tourism Education: From Theory to Practice.

Journal of Teaching in Travel and Tourism, Vol. 2(1), 19-38.

Dale, A., & Newman, L. (2005). Sustainable development, education and literacy. International

Journal of Sustainability in Higher Education, 6(4), 351-362.

Dale, C. and Robinson, N. (2001) The Theming of Tourism Education: a Three-domain

approach.

Education in Tourism. Journal of Hospitality, Leisure, Sport and Tourism Education, Vol. 2(2),

Further and Higher Education, Vol. 25(1), 29-43.

Goeldner, Charles R., and J. R. Brent Ritchie (2003). Tourism: Principles, Practices,

Philosophies. 9th ed. New York: John Wiley & Sons.

Goodman, R., & Sprague, L. (1991). The future of hospitality education: Meeting the industry

needs. The Cornell Hotel and Restaurant Administration Quarterly, 32(1), 66–70.

Hjalager, A. M. (2003) Global Tourism Careers? Opportunities and Dilemmas Facing Higher

International Journal of Contemporary Hospitality Management, Vol. 13(1), 30-34..

Inui, Y., Wheeler, D., & Lankford, S. (2006). Rethinking tourism education: What should schools

teach. Journal of Hospitality, Leisure, Sport and Tourism Education, 5(2), 25-35.

King, B. E. M. (1990). Higher education in tourism, the UK, Australia and New Zealand

experience. Massey Journal of Asian and Pacific Business, 2(3), 7–9.

Kuo, N. W., Hsiao, T. Y., & Yu, Y. H. (2005). A Delphi–matrix approach to SEA and its

application within the tourism sector in Taiwan. Environmental Impact Assessment

Review, 25(3), 259-280.

L. Harvey. (2001). “Defining and measuring employability,” Quality in Higher Education, 7(2),

pp. 97-109.

M. Yorke, and L. Harvey. (2005). “Graduate attributes and their development,” New Directions

for Institutional Research, 128,pp. 41-58.

McIntosh, R. (1992). Early tourism education in the United States. Journal of Tourism Studies,

3(1), 2–7.

Morgan, M. (2004) From Production Line to Drama School: Higher Education for the Future of

Pp26-37.

R. Bennett. (2002). “Employer’s demands for personal transferable skills in graduates: a content

analysis of 1000 job advertisements and an associated empirical study,” Journal of Vocational

Education + Training, 54(4), pp. 457-475.

Rath, K., & Schmitt, C. T. (2017). Sustainability at Universities: Degrees of Institutionalization for

Sustainability at German Higher Education Institutions—A Categorization Pattern. In Handbook

of Theory and Practice of Sustainable Development in Higher Education (pp. 451-470). Springer

International Publishing.

Raybould, Mike, and Hugh Wilkins (2005). “Over Qualified and Under Experienced: Turning

Graduates into Hospitality Managers.”International Journal of Contemporary Hospitality

Management,17 (3): 203-16.ch, Vol. 30(1), 255-258.

Richards, G., & Hall, D. (2003). Tourism and sustainable community development (Vol. 7).

Psychology Press.

Ring, A., Dickinger, A., & Wöber, K. (2009). Designing the ideal undergraduate program in

tourism: Expectations from industry and educators. Journal of Travel Research, 48(1), 106-121.

Sawhney, S., Gupta, A., & Kumar, K. (2017). A Case for Strategic Management in Higher

Education in India. In Leadership, Innovation and Entrepreneurship as Driving Forces of the

Global Economy (pp. 403-410). Springer International Publishing.

Sheldon, P., Fesenmaier, D., Woeber, K., Cooper, C., & Antonioli, M. (2008). Tourism education

futures, 2010–2030: Building the capacity to lead. Journal of Teaching in Travel & Tourism, 7(3),

61-68.

Tribe, J. (2002) The Philosophic Practitioner. Annals of Tourism Research, Vol. 29(2), 338-357.

Tribe, John (2002). “The Philosophic Practitioner.” Annals of Tourism Research, 29 (2): 338-57.

Vasconcelos, S. V., Balula, A., & Almeida, P. (2016). Master in Innovative Tourism

Development: A Blended Learning Experience in the. Handbook of Research on Engaging

Digital Natives in Higher Education Settings, 343.

Wang, J., Ayres, H., & Huyton, J. (2010). Is tourism education meeting the needs of the tourism

industry? An Australian case study. Journal of Hospitality & Tourism Education, 22(1), 8-14.

Wang, T. W., Jiang, S. J., & Feng, C. L. (2016). Application of Analytic Hierarchy Process on

Employability Criteria of College Graduates by the Tourism Industry of Taiwan.

Wood, M. E. (2008). 14 An Ecotourism Project Analysis and Evaluation Framework for

International Development Donors. Ecotourism and Conservation in the Americas, 207.

World Travel and Tourism Council (WTTC) (2007). Tourism satellite accounting.

http://www.wttc.org/eng/Research/Tourism_Satellite_Accounting/index.php (accessed October

30, 2007).

Internet references

https://www.masterstudies.com/MSc/Tourism/Tourism-and-Hospitality-Management/Kenya/

https://sthem.mu.ac.ke/images/announcement/Ad_May_Sept.2016.pd

https://www.google.com/search?

q=Strategic+management&rlz=1C1CHWA_enKE634KE634&oq=Strategic+management&aqs=

chrome..69i57j0l5.1035j0j8&sourceid=chrome&ie=UTF-8

https://www.google.com/search?

q=Strategic+planning&rlz=1C1CHWA_enKE634KE634&oq=Strategic+planning&aqs=chrome.

.69i57j0l5.8403j0j9&sourceid=chrome&ie=UTF-8

https://www.google.com/webhp?

sourceid=chromeinstant&rlz=1C1CHWA_enKE634KE634&ion=1&espv=2&ie=UTF8#q=unep

+2014+sustaianble+consumption+and+productionpatterns/

sutainble+tourism+programme/;UNEP,2014

Dr Oketch Roslyn: Role of training, Education and Interpretation in Education by

https://www.google.com/webhp?

sourceid=chromeinstant&rlz=1C1CHWA_enKE634KE634&ion=1&espv=2&ie=UTF8#q=the+r

ole+of+training,education+and+interpraetaion+in+education;The

http://www.biodiversity.ru/coastlearn/tourism-eng/tools_ia.html