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The purpose of this paper is to present the service model and evaluation of Southwark Enhanced Intervention Service (EIS). EIS is an intensive community service for adults with intellectual disabilities whose behaviours challenge in the context of the Transforming Care agenda.

The service model is described and the following evaluation data over four years are presented: key performance indicators, descriptive data, clinical outcomes, financial outcomes and qualitative feedback on users’ experience.

The EIS has demonstrated good outcomes for a small number of adults with complex needs by supporting them at crisis point locally and preventing hospital admission or a move to a restrictive environment out of area. EIS has also supported the successful transition back to area of a small number of adults with complex needs. The evaluation has shown improvements in behaviour, wellbeing and quality of life as well as demonstrating financial savings. Families’ and providers’ qualitative feedback indicates that the service has been highly valued and in particular the access to timely multidisciplinary coordination of input.

The service was developed around the same time as the start of the Transforming Care agenda. It presents findings of a four-year evaluation at a time when there is limited evaluation of such service models focusing on the Transforming Care aims. The paper presents significant findings in support of guidance and recommendations published more recently as well as reflections on components of effective service delivery.

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.

Health economics is now a well‐established topic within the discipline of economics. A 5,500‐item bibliography covering material up to 1982 is available (Blades et al, 1986). Health economists write on such diverse matters as (to select at random) demand for acute care in hospitals, the costs of illness, the economics of alcoholism, cost‐benefit analysis in magnetic resonance imaging, and the pros and cons of any number of ways of financing the delivery of health services. Here in the UK the Health Economists' Study Group boasts around 150 members. Meanwhile, hardly a day goes by without the newspapers containing items concerning topics which could form the basis for health economists' involvement in analysis, evaluation and, in some cases, policy advice. The jargon of economics and evaluation is becoming familiar to a wider audience: thus articles on cost‐effectiveness and cost‐benefit analysis appear regularly in medical journals and the quality‐adjusted life‐year (QALY) has featured on TV. Thus a review of some of the recently published books in this area would appear appropriate at this juncture.

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.

For the islands of the Caribbean, tourism is more than an industry to be managed. Significantly, it is a socioeconomic phenomenon that if managed effectively can address some of the challenges facing the region. Tourism higher education plays a critical role in preparing graduates to shape an improved Caribbean tourism society and in performing research. Over the years, its tourism education has been framed by “Western models” that have not taken sufficient account of the Caribbean reality. The focus of this chapter is to define Caribbean education and to propose a tourism higher education strategy for the implementation in part of this 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 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.