The impact of tourism on quality of life standards in regions is significant in terms of people, planet, and profit. This paper examines the subnational NUTS 2 level regions, (in line with Eurostat) by applying several interlinked and connected indicators. Adopting the three Ps (people, planet, profit) of the Sustainability Services Marketing Mix, this article discusses the fusion of 54 regions of Central and Eastern Europe (Czech Republic, Slovakia, Hungary, Poland, Estonia, Lithuania, Latvia, Slovenia, Romania, and Bulgaria) into clusters according to the selected accommodation tourism indicators used by the European Statistical Agency (Eurostat) to evaluate tourism. Since many variables of the Prague region significantly exceed the values of the remaining regions, this region has been considered as an individual cluster, excluded from the cluster analysis. The cluster analysis resulted in the definition of six clusters consisting of regions with similar indicators’ statistics characteristics. The presented approach changes the traditional approach to clusters in tourism and provokes thinking about new criteria of clustering and solutions in the field of tourism, especially when considering future cooperation, competitiveness, and sustainable development.
This article is focused on state or government investment into human capital and on investments into universities, which are supposed to lead to an increase in wages of individuals after fi nishing such education. That part of income of graduates which is exceeding incomes of people with completed high school education, i.e. income bonus is, on one hand, a motivational factor for individual to study at university and on the other hand it is an opportunity for the state to achieve higher tax incomes in absolute terms due to graduates with higher salaries. The main goal of this article is to analyse investments into the human capital from the point of view of the amount of investment and its profi tability, as well as from the point of view of the payback period for state investments in education. Quantitative analysis was provided by plugging in data into seven ratios/formulas. The data were from the Ministry of Education of the Slovak Republic. Results are addressing the issue of globalised education, where the fi erce competition will lead to changes that will inevitably require a change in investment schemes as well as a change in behaviour and attitude towards education as such. Paper strives for achieving an advantange that is to stimulate debate on human capital in its broad sense as described in the opening of the paper. The context of this humble research is framed by technology changes in global value chains that effect economy in its structure that is turning to be more dynamic then ever.
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