Tourism education has matured over the past fifty years, and several authors have questioned and presented studies on what should be in the content of tourism programmes offered in higher education. This Doctorate in Professional Studies has also questioned what should be included in the content of the programme to be offered at higher education level; and further, developed a new teaching pedagogy for Girne American University, School of Tourism and Hospitality Management, in North Cyprus.\ud
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The selected research method has been action research, with two main cycles. The first cycle applied in-depth face-to-face interviews with twenty-two representatives from accrediting bodies, the tourism sector and students. Thematic analysis was used to find common themes and conclusions. After the first cycle, the new tourism programme was developed. A three- way structured professional learning programme which included: class room pedagogies, online pedagogies, and  on-the-job training (compared to  apprenticeship-style learning) was  developed. The second cycle took place with four expert representatives, one from each sector, accreditation bodies and two students; in the form of a focus group. I presented the professional learning programme at the focus group and opened the table for discussion on how the programme could be improved. All of the  feedback given was incorporated into the programme. \ud
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Conclusions showed that there is a requirement for a professional learning programme to meet both sector and student requirements, whilst  all stakeholders agreed that classroom pedagogies must also continue. Resources offered must sustain North Cyprus tourism-specific contents, yet include online pedagogies and practical training