for their help in implementing the field research in Pécs and for providing 'insider' views of the year when Pécs was European Capital of Culture. She also thanks the coordinators of the European Capital of Culture Volunteer Programmes and all the volunteers who assisted in collecting and translating the data in Pécs, Tallinn, and Turku. Katja Mäkinen warmly thanks the organizers of the European Citizen Campus project for their good cooperation and support for the research and for providing the access to relevant sources of information. She particularly thanks Janine Fleck for granting permission to use her research interviews with the participants in the European Citizen Campus project in Freiburg, Germany. We all want to thank the many research assistants and project researchers who helped us to collect, translate, and transcribe our field research data in the EUROHERIT project. We thank following people for their hard work:
The concept of archaeological heritage management (AHM) has been key to wider archaeological research and preservation agendas for some decades. Many universities and other education providers now offer what is best termed heritage management education (HME) in various forms. The emphasis is commonly on archaeological aspects of heritage in a broad sense and different terms are often interchangeable in practice. In an innovative working-conference held in Tampere, Finland, we initiated a debate on what the components of AHM as a course or curriculum should include. We brought together international specialists and discussed connected questions around policy, practice, research and teaching/training, at local, national, transnational and World Heritage levels. In this article we take the Tampere discussions further, focusing especially on the meaning, necessity, implications and prerequisites of interdisciplinary HME. We offer our thoughts on developing HME that reflects the contemporary aspects and needs of heritage and its management.
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