Abstract

The topic of modifying settings and service delivery to enhance consumers’ experiences is a potentially
distinctive component of tourism hospitality and events education. Nevertheless, educators in these
interest areas are faced with a challenging task. The challenge is one of delivering a signature set of
learning opportunities which empower graduates with the skills to create superior experiences. Like
other key issues in pedagogy, having a conceptual basis for the endeavour is fundamental. This study
reviews the conceptual origins of our understanding of tourist experience, considers key directions in the
field, and asserts the value of the orchestra model of experience. Key principles of approaching service
design tasks are outlined: being emic, considering realistic and sustainable options, using consumer
segments and tracking the use of space over time. A range of tools to assist in the contemplation, creation
and communication of design are highlighted. Potential Australian cases for teaching and learning
consideration are documented and the wider implications for the integration of teaching, research and
managerial partnerships are seen as valuable aspects of the activities.