Being faced with global trends that challenge the way tourism is conducted at present (Dwyer, Edwards, Mistilis, Roman and Scott, 2009; Dwyer, Edwards, Mistilis, Scott, Roman and C., 2008), educators worldwide have recognized the need to adapt tourism students’ education in order to enable them to recognize changes in the environment and manage the implications (Bramwell, 1996; Sheldon, Fesenmaier, Woeber, Cooper and Antonioli, 2008). Efforts range from the development of educational materials such as collecting international case studies of good practice (Bramwell, 1996; Carlsen, Liburd, Edwards and Forde, 2008) and the design of topic specific teaching modules (Liburd and Edwards, 2010) to the creation of a new framework for teaching (TEFI, 2009). The latter asks for a fundamental change in teaching, away from a mere development of business skills and other tourism-related competences and towards values, which underlie all behavior as professionals and individuals. TEFI (2009) identified five central values related to future tourism education, namely stewardship, knowledge, professionalism, ethics and mutuality. Some of these values relate to individuals’ qualities, their human capital, while others like knowledge are closely linked to the social capital of a person.