How do tourism higher education institutions promote sustainable urban tourism development? Insights from Indonesia

The tourism sector has been facing various changes and disruptions caused by natural and human disasters and crises. The COVID-19 pandemic is evidence of how vulnerable, fragile, and dynamic the tourism sector is (Gössling, Scott, & Hall, 2020). Therefore, it is vital for tourism professionals to be capable of adjusting to changes, be flexible, be creative, and innovative (Sheldon, Fesenmaier, Wöber, Cooper, & Antonioli, 2007). With such a dynamic background, sustainable development is an effective way to contain and overcome crises as it embraces all economic, social, and environmental aspects. Further, sustainable development considers the rights of future generations (Al-Dabbagh, 2020). Tourism higher education, one of the important tourism actors, plays a significant role in advocating sustainable tourism (Mínguez, Martínez-Hernandez, & Yubero, 2021). Such accountability is not limited to teaching and research. Another activity concerns social and economic contributions where academia uses its capabilities in applying knowledge and skills outside the academic domain (Rinaldi, Cavicchi, & Robinson, 2022). Thus, the contributions of higher educational institutions (HEIs) go beyond academic outcomes. It is essential for HEIs to focus on knowledge production and collaborate with multiple stakeholders to create synergy in developing new ideas and generating potential solutions for social issues as well as initiating societal transformation. This can be done through, for example, action research, technology transfer, regional development, and urban reform (Rinaldi et al., 2022; Trencher et al., 2017; Trencher, Yarime, McCormick, Doll, & Kraines, 2014).

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Handbook on Sustainable Urban Tourism

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9781803926735

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