This book documents and disseminates experiences from a wide range of universities, across the five continents, which showcase how the principles of sustainable development may be incorporated as part of university programmes, and present transformatory projects and programmes, showing how sustainability can be implemented across disciplines. Sustainability in a higher education context is a fast growing field. Thousands of universities across the world have signed declarations or have committed themselves to integrate the principles of sustainable development in their activities: teaching, research and extension, and many more will follow.

For many countries tourism is an industry of great economic significance; it is seen as a main instrument for regional development, as it stimulates new economic activities. Tourism may have a positive economic impact on the balance of payments, on employment, on gross income and production, but it may also have negative effects, particularly on the environment. Questions arise as to whether it is possible to keep on developing tourism in a certain area without negative or irreversible influences on the environment. Tourism and Sustainable Economic Development provides a theoretical framework for these problems, as well as practical illustrations on the following topics: the conditions under which specialization in tourism is not harmful for economic growth; the trade-offs, if any, between tourism development and economic growth; the need for government intervention and the various policy options and instruments available to policy makers. The book comprises two parts. The first part presents general views on tourism and sustainable economic development, and some opinions on the relationship between tourism and the environment. Some of the basic concepts implicit in sustainability are examined in relation to regional development, urban tourism, art cities, and rural tourism. The second part of the book concentrates on strategies and policy instruments. The purpose is to concisely define and bring together some policies which appear to be necessary, and whose implementation is required if we are to reconcile tourism development with the protection and conservation of the environment. Some analytical tools for policy making with regard to tourism and the environment are developed. As will become clear, there are many gaps in our knowledge that need to be filled if we are to be successful in controlling tourism in a way that puts this important industry onto a sustainable development path.

Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!

The book is based on the exchange of professional experiences which featured in an IUCN CEC workshop in August 2002. Practitioners from around the world shared their models of good practice and explored the challenges involved in engaging people in sustainability. The difficulties facing practitioners vary between country and context but some challenges are universal: A lack of clarity in communicating what is meant by sustainable development; An ambition to educate everyone to bring about a global citizenship; Social, organisational or institutional factors constrain change to sustainable development, yet there is an emphasis on formal education, and community educators do not receive the same support; A lack of balance in addressing the integration of environmental, social and economic dimensions leading to an interpretation that ESD is mainly about environment and conservation issues; New learning (rather than teaching) approaches are called for to promote more debate in society. Yet, few are trained or experienced in these new approaches. Practitioners need support to explore new ways of promoting learning. [Foreword, ed].

·What can be done to ensure universities are well positioned to meet the challenges of the fast moving world of the 21st century? This is the central question addressed by Burton R. Clark in this significant new volume which greatly extends the case studies and concepts presented in his 1998 book, Creating Entrepreneurial Universities. The new volume draws on case studies of fourteen proactive institutions in the UK, Europe, Australia, Latin America, Africa, and the United States that extend analysis into the early years of the twenty-first century. The cumulative international coverage underpins a more fully developed conceptual framework offering insight into ways of initiating and sustaining change in universities. This new conceptual framework shifts attention from transformation to sustainability rooted in a constructed steady state of change and a collegial approach to entrepreneurialism. It contains key elements necessary for universities to adapt successfully to the modern world. Lessons for reform can be drawn directly from both the individual case studies and the general framework. Overall the book offers a new form of university organization that is more self-reliant and manages to combine change with continuity, traditional academic values with new managerial values. Essential reading for university administrators, faculty members, students and researchers analysing higher education, and educational policymakers worldwide, this book advocates a highly proactive approach to university change and specifies a new basis for university self- reliance. Burton R. Clark is Allan M. Cartter Professor Emeritus of Higher Education and Sociology at the University of California, Los Angeles. During his career, he has taught at five leading US universities: Stanford, Harvard, Berkeley, Yale and UCLA. He has published widely on the nature of university organization and the realistic possibilties of reform, linking research for understanding with research for use.