Tourism education is apparently one of the main sub-sectors of the multifaceted tourism world and one whose manifestation could impact on the whole of the tourism's society, directly or indirectly. Tribe defines tourism's society as including not only tourists but all those affected by tourism and the tourism world as comprising three main domains, namely: the domains of ‘the tourists, the business and non-business environment’ ( Tribe, 1999 , p. 78). The World Tourism Organisation (WTO) has singled out tourism higher education as holding a potential to achieving customer satisfaction and also improving the competitiveness of tourism businesses and regions if specific education and training are guaranteed ( WTO, 1997 ). Tourism higher education has been researched extensively on aspects such as curriculum content and planning (see for example Leiper, 1981 ; Holloway, 1995 ; Koh, 1995 ; Cooper, 1997 ; Botterill & Tribe 2000 ; Tribe, 2002 ) and stakeholder approaches to curriculum design (see for example Cooper & Westlake, 1998 ; Airey & Johnson, 1999 ; Lewis, 2002 ). Other aspects have focused on teaching or knowledge transfer in tourism higher education, the interface between tourism industry and provision of tourism higher education as well as the dilemmas of future trends in tourism higher education (see for example Airey, 1995 , 1998 , 2003 ; Botterill, 1996 ; Cooper & Shepherd, 1997 ). These are but some few examples of the works done so far in tourism higher education enquiry.
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