Public participation in decision-making processes is regarded as important for successful tourism planning. This paper presents the findings of a study examining the public participation approach to tourism planning in the Langkawi Islands, Malaysia. The study was conducted between 2004 and 2008 to assess public participation during the preparation of the Langkawi Structure Plan 1990–2005 and the Langkawi Local Plan 2001–2015. Interviews were conducted with local stakeholders in the tourism industry and analysed using a “framework technique”. The results indicate that there were limitations in public participation in the tourism planning process due to (1) inadequate information, (2) an ineffective approach, (3) residents’ attitudes and (4) exclusion from participation processes. Public participation also occurred only at an early stage due to structural and operational limitations in the planning process. This included weaknesses in the Town Planning Act (Act 172), as under the Malaysian Planning System, all participation processes for Structure Plans and Local Plans in the country need to follow the participation approach suggested by the Act. The paper suggests that improvements can be made in tourism public participation processes in the Langkawi Islands and in their relationships with the Malaysian Planning System.

This is the golden age of philanthropy. Over the 55-year period 1998–2052, bequests to charity in the USA alone are estimated to be between $109 and $454 billion per year. This paper exhorts geographers to give critical attention to less-than-charitable consequences of the so-called ‘new philanthropy’ among the super-rich. It sets out a number of areas that appear to warrant critical geographical inquiry, including: bonds between philanthropic engagement and place; diaspora philanthropy; jurisdictional taxation arrangements favouring the wealthy and super-rich; characteristics of culturally variegated philanthropy; and philanthropy’s geographical links with spaces of exploitation and territories of guilt.

This article examines the role and purpose of community engagement as a learning and teaching strategy within higher education geography. It explores different interpretations of the concept of community engagement and illustrates different examples of this kind of learning through six case studies drawn from Australia, New Zealand, the UK, and the USA. Key factors which can lead to success in community engagement and also some of the risks and challenges are discussed. Geographers are encouraged to become involved in this kind of experiential learning and to share practice across a wide range of institutions and countries.