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The purpose of this paper is to illustrate experimentation over time in Ontario, Canada with place-based innovation policies to support the development and coordination of entrepreneurial ecosystems on a regional basis across the province.

Tracing the policy learning process and successive adaptations in program design over time, the authors provide a detailed case study of the evolution of the Ontario Network of Entrepreneurs (ONE) from 2003 to the present.

The authors find that the program has evolved in response to regular program reviews that include broad input from ecosystem actors operating at multiple levels within the network, and that intermediaries are key facilitators of inter- and intra-ecosystem linkages. However, program complexity and coordination challenges suggest that place-based innovation policies, such as the ONE, should focus specifically on innovation-intensive entrepreneurship.

These findings make three contributions to the theory and practice of place-based innovation policy. First, these policies are by nature experimental because they must be able to flexibly adapt according to policy learning and practitioner input from a wide variety of local contexts. Second, multilevel interactions between provincial policymakers and regional ecosystem actors indicate that place-based innovation policy is neither entirely driven by “top down” policy, nor “bottom up” networks but is rather a complex and variable “hybrid” blend of the two. Finally, publicly funded intermediaries perform essential inter- and intra-ecosystem connective functions but system fragmentation and “mission creep” remain enduring policy challenges.

The paper makes an original contribution to the literature by analyzing the development of entrepreneurial policy support framework and situating the case study in the context of the policy learning process involved in place-based innovation policymaking in North America.

This chapter focuses on the Pueblos Mágicos (Magic Towns) Program to determine the social and economic benefits of a public tourism intervention with governance characteristics in small towns with cultural and natural resources. The chapter examines the evolution of social development through indicators that measures the lack of this development, and also analyzes information collected from the residents about their perceptions. At first glance, there are elements to affirm with the insights from final beneficiaries, that the governance action really improves their living conditions.

This chapter analyzes the importance and performance of values in tourism higher education and business as seen by the alumni of the European Master in Tourism Management. The students were exposed to the values-based education framework proposed by the Tourism Educational Future Initiative. This chapter empirically tests the relevance of its model for an ideal and real industry, and for the corresponding world of tourism education. Using importance performance analysis, results identify gaps between the importance and performance in the values. The findings have implications for the future development and implementation of experimental values-based education.

This chapter outlines an augmented reality project developed as part of a master’s course on eTourism within a curriculum. It discusses opportunities to foster community engagement with local tourism actors and experiential learning for international students. It also contributes to the literature on experiential education in this field. Moreover, the chapter discusses cross-cultural learning implications as international students were asked to study a local destination. Results show how the introduction of a practical project into the tourism curriculum proved to provide better learning of the application of eTourism, and a powerful pedagogical approach to raise global citizenship awareness.

This article aims to assess the role of private nuisance as a common law tool for environmental protection, independent of the wider regulatory controls. It evaluates specific areas of the tort that are theoretically unresolved in order to ascertain the potential future role it may play before highlighting the capacity for injunctions to coerce restorative environmental justice.

The paper is predominately a classic doctrinal article as it is principally library-based analysing both primary sources (that both pre- and post-date the modern law reporting system) and secondary sources whilst engaging in leading academic commentary.

Nuisance developed to a point in the nineteenth century where a “theory of nuisance” emerged, which did not tolerate injury to health or the property of another. Recent judicial activity has visibly adulterated that theory: this article casts doubts on juridical restrictions regarding health and property suggesting they may not withstand the scrutiny of the Supreme Court if, and when, they are tested.

This paper recognises that nuisance law has a positive future in environmental protection provided that the courts are willing to embrace the historical paradigm which has served the common law in this field broadly well for hundreds of years.

This chapter offers an experience-based report about the development of the first Scandinavian PhD program in tourism studies at Mid-Sweden University. This process is documented through a framework which, rather than having the coherence of a single clearly bounded discipline, focuses on tourism as a study area encompassing multiple disciplines. Tourism knowledge is derived through a synthesis of fact-oriented positivist methodologies and critical theory. The theoretical framework employed to develop the graduate program in tourism studies is presented by critically discussing its multidisciplinary base and briefly outlining future veins of further development.

This chapter presents an innovative learning opportunity for tourism students, International Tourism and Hospitality Academy at Sea, that has been in operation for the last 10 years. The program could render itself as a case study of Kolb’s experiential learning theory according to which knowledge is created by transforming experience. Its uniqueness and complexity lie in its diversity. This program has involved between 80 and 130 tourism students yearly from four to six institutions from different countries participating in new scholarly inputs by non-resident professors and instructors.

Inquiry learning points is based on questions and requires students to work independently to solve problems. Instructors are facilitators of learning, not people who give right answers and instructions to learners. Haaga-Helia University of Applied Sciences Porvoo campus in Finland is a new concept for learning. The lecturers have changed from traditional ones to coaches aiming at new competences with new tools to enhance learning. Their own implementation of inquiry learning has been assessed by themselves with an ongoing self-assessment process as a part of the normal tasks of instructional teams. Self-assessment is a part of action research that aims to develop an organization and the work in it.

This concluding contribution draws together key issues discussed in the various chapters of the book and connects them with future trends for tourism education. It places task in the changing world of higher education in general, and discusses changes in knowledge acquisition, ways of learning, knowledge content, and the role of educators in the future. This coverage leads to new learning technologies and their impact on the learning spaces of the future. Finally, the chapter discusses how projected tourism education programs can be designed to address society’s needs at this critical juncture in the history of the mankind. Creating responsible leaders for this global industry is perhaps the most important goal of future tourism education.

Previous work has conceptually explored the value of the humanities for tourism education and has considered the pressures that likely serve as barriers to its greater inclusion in curricula. This chapter moves the debate from the conceptual level to the ground, reporting the results of a survey of tourism educators with regard to the role of the humanities in the programs in which they teach. The study explores the prevalence of the humanities as primary and supporting course content at the undergraduate and graduate levels, sheds light on barriers faculty members identify for incorporating more humanities content into their curricula, and offers examples of creative ways some educators are currently engaging with such content.