The imperative of knowledge exchange for tourism educators

Abstract

This leads to two conclusions. Firstly, that by embedding themselves firmly into destinations and the sector's networks and communities of practice, educators and researchers will begin to find that trust is enhanced and that exchange will begin to take place (Hudson 2013). Secondly, knowledge exchange is a discretionary activity, and along with learning, follows the path of least resistance (Reagans and McEvily 2003). The lesson is clear: the knowledge that we generate as educators and researchers must be of true relevance to the sector if it is to be utilized.

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