Sustainability has long been a theme in the tourism research and planning literature and is a growing concern in the wider area of business and corporate management. Consequent to these trends in practice and research there has been a growth in discussions of the need for sustainability education in programs for business and tourism students. The development of such programs needs to be based on a sound understanding of the existing values and attitudes of current students. This paper reports on a study that explored the environmental attitudes of a sample of Generation Y students in a business and tourism program using the New Environmental Paradigm (NEP) scale. Numerous and often contradictory claims have been made about this generational cohort including some suggestions that they are more environmentally aware and concerned than previous generations. The analyses only partially supported this claim with the data showing a relatively high level of pro-environmental attitudes but not a significant increase over previous generations. Additionally the analyses revealed some important patterns in the responses within the sample particularly around gender and parental influences. The paper concludes with recommendations for sustainability education in tourism programs.

Purpose
The purpose of this presentation is to introduce the Global Sustainable Tourism Council and Criteria, in an effort to encourage the Criteria as part of a framework for sustainable tourism education. The history of the GSTC and Criteria will be provided as well as an overview of various programs and educational resources available.

The Global Sustainable Tourism Council
In a global effort to address the meaning of sustainable tourism and finding common ground in measuring its effectiveness, the Global Sustainable Tourism Council (GSTC) was established in August of 2010. The Global Sustainable Tourism Council (GSTC) is a global Membership Council and will serve as the international body for promoting the increased knowledge, understanding and adoption of sustainable tourism practices. The GSTC fosters sustainable tourism through the adoption of universal sustainable tourism principles; compiling, adapting and creating the tools and training to engage in sustainable tourism practices; and increasing the demand for sustainable tourism products and services. The GSTC is intended to serve as an umbrella organization, endorsed by the United Nations (UN), hosting businesses, governments, non-governmental organizations, academia, and communities engaged in and striving to achieve sustainable tourism (GSTC, 2010).

The topic of sustainable tourism education has only recently started to emerge in the tourism literature. A few tourism scholars have raised concerns about the need to prepare future tourism professionals for real life planning and management of sustainable tourism projects (cf. Jamal et al, 2010; Stergiou et al., 2008). The Tourism Education Futures Initiative (TEFI) also recognizes sustainability as an important value to be communicated through tourism education (Sheldon et al., 2008) and the BEST Education Network has published sustainable tourism case studies to inform teaching in this area (besteducationnetwork.org). Jamal et al. (2010) attribute this increased attention to sustainable tourism pedagogy to two factors; global dialogue about the future of tourism and hospitality education and the calls for graduating students to have the knowledge, skills, values and capacities necessary to operate and grow as practitioners who have to realize sustainability goals. However, while some studies have focused on determining the "what" (Deale et al., 2010; Jurowski, 2010, Lewis, 2005; Jurowski, 2003) and the "how" (delivery) in teaching sustainable tourism (Isacsson and Gretzel, 2011; Jamal et al., 2010; Jurowski and Liburd, 2001), no studies have assessed what tourism students actually know and feel about sustainability in tourism.

Ethical problems are an integral part of all professions and academic disciplines (Clarkeburn, 2002). However, it is recognised that the increasing application of technology by students in research is not always matched by consideration of legal and ethical aspects (HEFCW, 2007). Nevertheless, issues of ethical practice linked to broad interpretations of sustainability are high on the agenda of research council objectives in the UK (ESRC, 2009). Additionally an understanding of ethics and responsible practice are an important component of the graduate skills set that seeks to 'promote global sustainability and citizenship' attributes in its students (Aberystwyth University, 2010).

This paper reports on a project to develop a resource to assist teaching in research ethics and responsible practice at Aberystwyth University. Although animal and clinical research ethics training at Aberystwyth was effective as a result of the high degree of regulation, it is felt that social science students were lacking in ethical guidance, particularly when it came to fieldwork practice. Although initially developed for undergraduate tourism students, it is envisaged that the resources can be used by other departments for students carrying out research with human participants (such as geography, psychology, history, education, law, politics and business), as well as research postgraduates.

Education is seen as an important way to contribute to development. The World Bank finances educational projects with large amounts of money every year because it is convinced that improving education can help alleviate poverty by raising incomes, improving health and nutrition and reducing family size (World Bank, 2011). On a different yet similar level, tourism has been conceptualized as a tool for development (Telfer & Sharpley, 2008; Mowforth & Munt, 2009). The tourism industry is said to be an export industry creating jobs and generating income. On the downside, the destinations may not benefit much from tourism with a huge proportion of profit leakage and detrimental harm to the physical environment (Mathieson & Wall, 1982; Wall & Mathieson, 2006). In addition, almost all of the developing countries lack a skilled labor force, which leaves the skilled and better paid jobs to foreigners. Therefore, the sustainability idea has gained more and more momentum. One aspect of this idea is to enable the local population to indeed benefit from tourism by implementing educational programs for sustainable tourism development.

Since 2002 the Flemish Tourism Board, the executive agency of the Flemish Ministry of Tourism, has implemented different actions to introduce the principles of sustainable tourism into tourism education in Flanders.

The general objective is to stimulate teachers, trainers and professors within the tourism education sector to fully integrate the framework and current knowledge on sustainable tourism development within their teachings. Once this integration process is implemented, a Learning Network will be developed so that these teachers, trainers and professors are able to meet on regular bases to exchange their experiences with this integration process and the teaching of sustainable tourism in general.

Because of the different structure and specific needs the High School level education and Higher Education Institutes were targeted separately.

The author has developed and delivered Sustainable Tourism (S.T.) related courses at Institutions of Higher Education in Paris, London, Helsinki, and Parnu, Estonia over the last 10 years. The focus of the presentation would be the S.T. content and associated student research conducted in the delivery of the course over a 5 year period (2005 – 2010) at Ecole Hoteliere de Lausanne (EHL), Switzerland.

During the above time period, the S.T. course was required of all undergraduate students and delivered during their 5th of a 6 semester Bachelor of Science degree program. Although the S.T. course was listed as ''Eco-tourism', the content was S.T. and considered, as in all Schools in which the author was involved, student career aspirations and curriculum circumstances unique in each Institution.

As to be expected, the course content included some variations in major topics during the subject period. Yet, the focus of the ''Past" part of this presentation will be on the structure of the assigned student team research projects and their associated learning objectives. The author was able to take advantage of the International orientation of his students who came from many different countries and as a group, often had access to as many as 4-6 different languages. (EHL often attracts students from over 80 different countries each year). As EHL students are required to work in teams in conducting research as part of most all their courses, generating papers and presentations, taking as many as 6-7 courses per semester, they developed efficient, if not always effective, methods in organizing tasks.

In recent years, hotel companies have recognized the importance of engaging in responsible business practices as they relate to stakeholders including employees, guests, and the communities in which their properties are located. Accordingly, many of these corporate social responsibility (CSR) initiatives (e.g., towel recycle and reuse programs, employee diversity training) have been widely implemented and are now commonly found throughout the industry. However, hospitality firms that continue to focus solely on mainstream CSR activities may no longer derive a high level of benefit of engaging in CSR efforts, which have traditionally included guest satisfaction, brand preference, positive brand reputation, and increased employee commitment (Bader 2005; Butler 2008; Mensah 2007). At worst, firms may be accused of "greenwashing" if their green practices remain outdated (El Dief and Font 2010).

Innovation practices and research related to hotels have mainly focused on technological and service innovations (Orfila-Sintes et al., 2004; Tseng et al., 2008), with scant attention paid to CSR innovations. Although it is assumed that hospitality firms benefit from continuous innovation in the CSR arena, no prior research has examined the value of CSR innovation from a management perspective. Therefore, the objective of this research is threefold: 1) develop a comprehensive list and categorization of new generation CSR innovations (which we call, "CSR 2.0"); 2) analyze differences between "traditional" and "innovative" CSR activities on key stakeholder outcomes; and 3) compare managerial perspectives in the lodging industry between U.S. east and west coast respondents. All of these research objectives will add to academic and practitioner understanding of sustainability in the hospitality and tourism industries.

In an attempt to encourage businesses making an effort to reduce the negative impacts of tourism, and to maximise the positive outcomes of this activity an extensive number of sustainable tourism labels were developed worldwide. It has been argued that tourism businesses, as well as consumers themselves, commonly state their willingness to embrace more environmentally friendly policies, placing a strong focus on labelling aspects (Font, 2001). However, despite consumers' increased awareness about these issues over the last two decades, sustainability values still fail to significantly influence tourist behaviour (Sharpley, 2001; Manaktola & Jauhari, 2007).

The impact of consumers' engagement is not only determined directly by their consumption. In turn, Harris (2007) suggests that consumer choices also influence the decisions of businesses to adopt sustainable practices. Thus, this author argues that businesses will support sustainable labelling initiatives if they perceive a financial benefit. Therefore, if consumers demanded sustainable products more actively a more proactive approach to the adoption of sustainable practices could be expected from businesses. According to Font (2001) labelling methods have helped to standardise the promotion of responsible practices through a set of criteria which is then assessed by a third party. Consequently, sustainable tourism labels could play an essential role in enlightening the demand of consumers for more sustainable tourism products. But the question is whether these labels are communicating their message to consumers, and if this communication is taking place effectively.

As Sontag (1979) stated, we live in an image-based world within which we are continuously bombarded with visuals in countless formats and guises. However, despite such image saturation, academic engagement whether through teaching or research continues to be restrained within the boundaries of text as the written word. While Barthes (1977) refers to the "image as text", this paper suggests that such analogies to the image as a form of representation fail to capture the potential of the visual as a vehicle for learning and teaching within academic environments. Indeed, while visuals are increasingly adopted within the learning and teaching environment, examples of the use of visuals as a means of assessment remain relatively scarce. Drawing upon two innovative forms of assessment, this paper therefore seeks to explore the opportunities the visual affords for encouraging deeper reflexivity, creativity and understanding within the student experience. As students are required to understand the complexities of sustainable tourism, this paper suggests that innovative forms of visual-based assessment offer not only the opportunity for students not only to draw upon existing third-party images to support or enhance their work, but in creating their own images, students become empowered within the learning environment. Thus, visuals generate opportunity for deeper engagement and in turn, learning and understanding of sustainable tourism during their experience.

Remote protected areas are often vulnerable to impacts by visitors. This is generally due to the dual implications of remoteness: a) the area's ecosystems remaining largely undisturbed by human activity (Carey, Dudley and Stolton, 2000) and b) minimal or absent visitor adaptation and monitoring due to logistical and financial constraints. However, despite the vulnerable nature of these spaces understanding of visitors' knowledge of visitation guidelines and actual behaviour is generally minimal, and often anecdotal, due to above-mentioned constraints limiting research and monitoring activity. From a management perspective this dynamic tends to become more problematic when the level of remoteness increases, as in general terms the protected area's scientific and/or historic value (if measured by level of disturbance) increases in line with management infrastructure decreasing. The sub Antarctic island of South Georgia (UK), which is deemed both ecologically and historically important, presents a pertinent case of a remote protected area experiencing these dynamics.

In South Georgia's case the challenges posed by vulnerability on the one hand and lack of empirically-grounded understanding of visitors' knowledge of visitation guidelines on the other are compounded by a steady increase in visitation over the last decade. Due to South Georgia's location in the middle of the South Atlantic (54° 30' S / 37° 0' W) and its strict policy prohibiting overnight landings visits (ship-based) are both temporally and spatially concentrated. With regard to implications for visitor management in other parts of the world, it has to be acknowledged that these dynamics are not common, yet they are not unique either as there are other remote islands that share a number of these dynamics.

1. The purpose of this abstract
This abstract intends to present QUSS – an integrated Management System for Quality, Sustainability and Safety in theory and practice. QUSS was invented by the NGO Ecocamping and is thus basically applied on camp sites in Europe with focus on Germany. Ecocamping is now considering expanding QUSS on other enterprises such as hotels, restaurants or carriers. The QUSS approach will be explained, applied to a case study and compared to other eco-labels. Finally an outlook is given to the opportunities and barriers regarding the transfer to other tourism sectors.