Educational tourism is under-researched in the literature. The purpose of this paper is to argue that this stems from a lack of consensus regarding the nature and scope of educational tourism as a theoretical concept and market segment.
Through a review of research over the last decade and a half, the paper aims at providing a concise overview of the key perspectives and concepts in educational tourism whilst highlighting the potential for future directions of the sector.
Ritchie’s (2003) segmentation model of educational tourism is usually considered the international standard for writing on the subject. However, it excludes certain sectors of tourism that may be considered educational. In response to this, a new conceptual model is presented. Further research is needed to understand the schools’ educational tourism market. When international educational tourism is considered, the majority of empirical research and academic debate has originated in the closely related field of international education. Educational tourism has the potential for hybridisation with other segments of tourism and non-tourism sectors and to contribute towards global peace.
This paper offers an alternative process-driven and outcomes-based conceptual model of educational tourism. It identifies directions for future research in schools’ and international educational tourism and proposes a typology to aid hybridisation of the phenomenon with other sectors. Finally, it discusses the potential of educational tourism to foster peace through the integration of global learning into touristic practice.
McGladdery, C.A. and Lubbe, B.A. (2017), "Rethinking educational tourism: proposing a new model and future directions", Tourism Review, Vol. 72 No. 3, pp. 319-329. https://doi.org/10.1108/TR-03-2017-0055Download as .RIS
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