Search results

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.

The purpose of this study is to demonstrate the lighter (entertainment and esthetic experiences) and darker sides (educational and escapist experiences) of dark tourism experiences. This study also examines the effect of lighter and darker sides of dark tourism experiences on functional and emotional value.

To investigate how and where visitors experience lighter and darker sides of dark tourism, the authors conducted in-depth interviews from visitors to the Korean demilitarized zone (DMZ). To demonstrate consequences of lighter and darker sides of dark tourism experiences on functional and emotional value, the authors collected field survey data. Taken together, the authors used mixed methods with exploratory sequential design.

Interviewees vividly described their entertainment (crossing the suspension bridge) and esthetic experiences (seeing a family of crane birds from a short distance) in the Korean DMZ. They also described educational (understanding the background of the civil war) and escapist experiences (limiting daily entries made them feel like they were entering a special place or even a foreign country). Survey results showed that educational and esthetic experiences increased emotional value, while educational and escapist experiences enhanced functional value of a tour of the Korean DMZ.

Previous research operationalized lighter and darker sides of dark tourism based on characteristics of dark tourism sites. Specifically, darker and lighter aspects of dark tourism were determined, depending on whether such sites are directly related to human death or not. However, the current study draws on tourist experiences to operationalize lighter and darker sides of dark tourism. While previous research focused on the supply side, this study shifts focus to the demand side, thereby advancing knowledge in hybrid dark tourism experiences.

本研究旨在通过娱乐和审美体验（相对于教育和逃避现实的体验）展示黑暗旅游的光明（相对于黑暗）的一面。除此, 本研究以到访频率和到访目的作调节变量, 分别探讨上述四个类别的黑色旅游体验、功能性或情感性价值和访客满意度的关系。

为了深入探究上述四个类别的黑色旅游体验的性质, 我们与韩国非军事区的访客进行了深入的访谈。我们收集了田野问卷数据来测试上述四个类别的黑色旅游体验、价值观和满意度。运用测量不变性测试和多组分析试验了到访频率和到访目的之调节变量。

受访者在韩国非军事区生动地描述他们的娱乐（走过吊桥）和审美经历（近距离观赏一群鹤鸟）。他们还描述了教育（解释了韩战的背景）和逃避现实的经历（每日入场人数限制让访客觉得他们正在进入一个特别的地方甚至是国外）。问卷结果显示了教育和审美经历引致了情感价值, 教育和逃避现实经历则引致功能价值。

先前的研究根据黑色旅游地点的特点, 对黑色旅游的光明面和黑暗面进行了展示。具体来说, 根据这些地点是否与人类死亡直接相关, 确定了黑暗旅游的光明及黑暗的方面。然而, 本研究利用旅游体验来定义黑色旅游的光明面和黑暗面。虽然之前的研究侧重于旅游供应方面, 但本研究将重点转移到需求方面, 从而推进了混合黑色旅游体验的知识发展。

El propósito de este estudio es demostrar el encendedor (entretenimiento y estética) experiencias) y los lados más oscuros (experiencias educativas y escapistas) de las experiencias de turismo oscuro. Este El estudio también examina el efecto de los lados más claros y más oscuros de las experiencias de turismo oscuro en funcional y valor emocional.

Para investigar cómo y dónde los visitantes experimentan más claro y más oscuro lados del turismo oscuro, los autores realizaron entrevistas en profundidad a visitantes del desmilitarizado coreano zona desmilitarizada (DMZ). Demostrar las consecuencias de los lados más claros y más oscuros de las experiencias de turismo oscuro en valor funcional y emocional, los autores recopilaron datos de encuestas de campo. En conjunto, los autores utilizaron métodos mixtos con diseño secuencial exploratorio.

Los entrevistados describieron vívidamente su entretenimiento (cruzar el puente colgante) y Experiencias estéticas (ver una familia de pájaros grulla desde una corta distancia) en la DMZ coreana. Ellos también describió experiencias educativas (comprendiendo los antecedentes de la guerra civil) y escapistas (limitar las entradas diarias les hizo sentir como si estuvieran entrando en un lugar especial o incluso en un país extranjero). Los resultados de la encuesta mostraron que las experiencias educativas y estéticas aumentaron el valor emocional, mientras que Las experiencias educativas y escapistas mejoraron el valor funcional de un recorrido por la DMZ coreana.

Investigaciones anteriores operacionalizaron los lados más claros y más oscuros del turismo oscuro con base en Características de los sitios de turismo oscuro. Específicamente, los aspectos más oscuros y más claros del turismo oscuro fueron determinado, dependiendo de si tales sitios están directamente relacionados con la muerte humana o no. sin embargo, el El estudio actual se basa en las experiencias turísticas para operacionalizar los lados más claros y más oscuros del turismo oscuro. Si bien la investigación anterior se centró en el lado de la oferta, este estudio cambia el enfoque hacia el lado de la demanda, por lo que avanzar en el conocimiento de experiencias híbridas de turismo oscuro.

The purpose of this paper is to identify and assess an empirical description of how to respond to the needs of future human resource development, and any strategic alliances that have been made by STP Bandung and Bali to respond to global competition.

This study uses a qualitative naturalistic approach, with descriptive methods and case studies. The data were gathered through interviews, observations, and study of the documents. The sampling technique used was purposive. Data analysis was performed using data display, data reduction, and data verification through triangulation process.

STP Bandung and Bali have carried out various strategic measures through the improvement of both their internal and external environments. Strategic alliances with other institutions are oriented toward the improvement of the quality of education. This is in accordance with the vision and mission of the institution where priorities were put on joint programs, organization of students’ internship programs, support for the development of educational institutions, and optimizing the implementation of the three responsibilities of higher education in Indonesia, both in terms of quantity and quality, along with building a culture of research for lecturers.

This research still needs improvement since there are some limitations in generating its conclusion. Therefore further research is recommended to increase sample number, i.e. by including, among others, students, graduates, employer communities, and region leaders, and also to involve other private, tourism higher education centers.

This study implies that in carrying out its core business, namely, tourism education, STP Bandung and Bali need to strengthen and cultivate the academic and research cultures among faculty members. In conjunction with contributions from research literature and practice, this study confirms the importance of strategic alliances between institutions of tourism education, at the national, regional, and international levels, that are producers of human resources for tourism for the government. Being graduates, they serve as competent members of a government agency responsible for managing a destination or other tourism sectors, at local, provincial, national, regional, and international levels.

This study also implies that the Ministry of Tourism should implement the model of strategic education management through strategic alliances, so as to increase the capacity of the human resources for tourism, thus directly or indirectly contributing to the quality of city/regional or tourism destination.

Research studies on strategic alliance in the field of higher education, especially in the field of tourism are still very limited. This study provides a breakthrough that strategic alliances can not only be done in the business world, but also in the education sector. Results of research on strategic alliances in higher education in Indonesian tourism sector can be used as a reference for higher education providers in tourism at regional and international levels.

The purpose of this paper is to position experience as an immersive process through the documentation of student reflections of place involving the intricacies of embodied learning and experiential mobilities. This study is framed through situational positionalities and placed movements of the tourist, the non-tourist and more specifically, students of Generation Z engaged in educational experiences.

This paper explores a student fieldtrip (on the island of Corfu, Greece) as a medium of expression for situated learning, involving a case study of tourism students learning critical tourism through sensual and haptic dimensions of reflection. The students “experienced” Corfu by participating in an international tourism conference, stayed on a yacht, went on various tours, met with tourism industry representatives and reflected their experiences in a collaborative photo story book.

Generation Z seemed to have the ability to discern the environment and decipher the role tourism plays. Their critical impressions of place in terms of infrastructure, sustainability, beauty, etc., force a rethink of traditional tourist typologies. It is necessary to reconsider the categorizations of tourism, challenging the need for tourism marketers to encapsulate experiences as both a single, yet multi-varied segment. What remains crucial is a deeper comprehension of this generation through their consumption patterns in relation to the various stakeholders of tourism.

This paper documents an engagement of self through experience as part of the “experience.” Hence, the transformative experiences of place reflections as opposed to linear post-trip representations of experience may be insightful for tourism practitioners dealing with a tourism of the future.

The purpose of this paper is to provoke reflections on the potential contribution of food tourism experiences to achieving the sustainable development goals for eradicating hunger and malnutrition.

In line with the creative analytic practice in scientific inquiry, this study develops and discusses a futuristic scenario inspired by a factual company. The case is based on ideas derived from studies on educational and food tourism and entrepreneurship, more precisely ecopreneurship.

Food tourism can offer an opportunity for discussing food challenges in the context of ideas and projects to alleviate hunger and malnutrition. This study shows that imagining such possibilities and projects is challenging because of the complexity of the issue.

This study suggests that despite some limitations, educational food tourism experiences might go well beyond the issues of regional development, localism and authenticity. Practitioners, including tourism entrepreneurs and private and public food and tourism organisations, might be essential to exploring alternative food tourism futures in ways that truly contribute to urgent global challenges.

The value of this paper lies in the use of a scenario to imagine and to reflect on the future of food tourism in relation to the global challenges of hunger and malnutrition. The paper suggests that the ideas from tourism studies and ecopreneurship can offer interesting perspectives on future developments in the sector.

Virtual reality (VR) technology is a potential tool for tourism marketers to maintain the attractiveness of their destinations and recover from the COVID-19 pandemic. However, the effectiveness of VR technology in motivating potential tourists' visit intention under lockdown conditions remains unknown. An integrated model based on the experience economy framework and mood management theory was, therefore, used to explain how tourists' VR experiences affect their mood management processes and subsequent behaviors. This research also examined how perceived travel risk influenced the relationship between mood management processes and future decisions.

This study used a cross-sectional design based on a sample collected from a Chinese survey company, Sojump. The author surveyed 285 respondents who had experienced VR tourism activities during the COVID-19 pandemic. The research model was tested using partial least squares–structural equation modeling.

The results demonstrated that the four dimensions of VR experiences differently affected mood management processes, while perceived travel risk differently moderated the influence of mood management processes on visit intention and VR stickiness. This provides insights for tourism marketers to adapt to the current tourism environment and develop recovery strategies.

In response to gaps in the literature, this research examined the effectiveness of VR technology in driving tourists' visit intention during the COVID-19 pandemic, providing insights for tourism marketers to successfully implement VR tourism and plan timely recovery strategies.

This paper aims to investigate participants’ motivations and perceptions of a field trip. Specifically, this paper examines if and how students’ perceptions change with time and it explores the main factors for ensuring success in an experiential learning tourism program.

The study gathered and compared data collected in two points in time – immediately at the end of the experience and two months afterward. T-tests for paired samples were used to examine potential differences in perceptions and principal component analysis was used to identify the key factors determining the success of the experience.

The findings indicate that there are various motivations behind participation and that time barely affects perceptions of the experience. Furthermore, three factors emerged as important for meeting expectations, namely, social and professional connections, learning and traditional yet engaging teaching.

While the outcomes are useful, they need to be thoughtfully applied because of the small data set. It is important to repeat similar investigations to allow more certainty in the propositions formulated. Furthermore, future studies should evaluate a broader variety of outcomes to determine whether perceptions remain constant. The implications are that educators and destination managers can easily apply these conclusions for the benefit and the findings can inform other field trips and broader experiential initiatives.

Despite research on learning outcomes and perceptions of experiential learning having expanded considerably, a fundamental question that remains unanswered is how perceptions of such experiences change and, consequently, when the most appropriate time is to assess participant perceptions.

研学旅游与体验式学习：学生对田野实践的认知

摘要

本文的研究目的是为了探讨学生对于研学旅游中田野实践的参与动机和观念。特别地, 本文检验了学生的观念是否以及如何随时间变化, 并探讨了影响体验式研学旅行项目成功实施的关键因素。

该研究在两个时间点收集数据, 一是在完成体验式学习之后立即进行数据收集, 二是在两个月后再次进行数据收集。研究主要采用配对样本T检验来检验认知的潜在差异, 采用主成分分析法来识别影响该体验能否成功的关键因素。

研究结果表明, 参加体验式研学旅行的人们有着不同的动机, 时间基本不影响参与者对研学体验的认知。此外, 三个因素显得十分重要：社交和专业联系、学习、传统的参与式教学。

尽管本研究的结果有重要的实践价值, 但由于样本量相对较小, 需要谨慎应用此研究结果。本研究认为, 有必要在未来的研究中进行类似的重复研究, 以确保所得出的结论具有稳健性。此外, 未来的研究应当考虑更多的结果, 从而判断参与者的认知是否稳定。本文的研究意义有三：教育工作者以及旅游目的地经理人可以轻松应用这些结论来盈利, 可以启发其他类型的田野实践, 启发更一般的体验式学习项目。

近来, 虽然关于体验式学习成效、体验式学习认知的研究迅速增加, 但一个尚未被解答的根本性问题是：体验式学习的认知是如何变化的, 因此, 在哪个时间点去评估参与者的认知是最合适的？

Turismo educativo y aprendizaje experimental: percepciones de los estudiantes sobre las excursiones

El propósito de este estudio es investigar las motivaciones y percepciones de un viaje de campo. Específicamente, en este articulo se examina si las percepciones de los estudiantes cambian con el tiempo y se determinan los principales factores para asegurar el éxito de un programa de aprendizaje experimental de turismo.

El estudio reunió y comparó datos recopilados en dos puntos en el tiempo – directamente después de la experiencia y dos meses después. Se aplico la prueba “t” para muestras emparejadas para examinar las posibles diferencias en las percepciones y se utilizó el análisis de componentes principales para identificar los factores clave que determinan el éxito de la experiencia.

los resultados indican que hay varias motivaciones detrás de la participación y que el tiempo prácticamente no afecta las percepciones de la experiencia. Además, tres factores surgieron como fundamentales para cumplir con las expectativas de los estudiantes: conexiones sociales y profesionales, aprendizaje y enseñanza tradicional pero dinámica.

Si bien los resultados son útiles, deben aplicarse cuidadosamente debido al pequeño conjunto de datos. Es importante repetir investigaciones similares para permitir mayor certeza en las proposiciones formuladas. Además, los estudios futuros deberían evaluar una variedad más amplia de resultados para determinar si las percepciones permanecen constantes. Las implicaciones son que los educadores y los gerentes de destino pueden aplicar fácilmente estas conclusiones para beneficio y los hallazgos pueden informar otras excursiones e iniciativas experimentales más amplias.

Si bien la investigación sobre percepciones del aprendizaje experimental se ha ampliado considerablemente, una pregunta fundamental que queda sin respuesta es cómo cambian las percepciones de tales experiencias y, en consecuencia, cuándo es el momento más apropiado para evaluar las percepciones de los participantes.

The purpose of this paper is to devise an experimental lab like infrastructure in the higher education connecting social innovation with sustainable tourism.

In order to model a laboratory of social innovation and sustainable tourism lab (SISTOUR-LAB), the method of agile research was employed. This method involves the creation of successive and accumulative prototypes of four kinds: conceptual, relational, functional and transferable. Thus, agile research enables the integration of different social perspectives into the same prototype in a recursive manner.

The SISTOUR-LAB is a work-based learning strategy that allows for the development of a mapping process on tourism vulnerabilities (linked to opportunities for social innovation); the development of experimental training in prototyping social innovations on sustainable tourism; the design of hybrid social innovation business models linked to sustainable tourism; and the development of a relational model of evaluation linking together social innovation competencies with processes of transition toward sustainable tourism.

The SISTOUR-LAB is a prototypical lab that combines social innovation and sustainable tourism in an experimental setting. The SISTOUR-LAB has been modeled based on the agile research method, but it will be necessary to test it empirically to stabilize the model. Once stabilized, the model shall lead to a better understanding of the relationship between work-based learning, social innovation and sustainable tourism in the area of higher education.

The SISTOUR-LAB has four implications: teachers: the SISTOUR-LAB provides teachers with a setting for the development of experimental education models that connect the problems of conventional tourism with social innovation in order to foster new learning environments oriented toward sustainable tourism; students: the SISTOUR-LAB enhances the employability of students since it connects them with agents and demands of touristic transition, while also fostering entrepreneurial development by means of improving the acquisition of social entrepreneurship competences for sustainable tourism; organizations: the SISTOUR-LAB provides an experimental setting for the prototyping of social innovations so as to assist organizations in the formulation of models, prototypes and evaluations that facilitate the transition toward sustainable tourism; policymaking: the SISTOUR-LAB promotes the design of evidence-based public policies, which fosters inclusive models of innovation and the regional monitoring of transitions toward sustainable tourism.

There exist little reference to the link between social innovation and sustainable tourism in the academic and institutional literature. The SISTOUR-LAB is a work-based learning strategy that fosters the structuring of experimental relations between social innovation and sustainable tourism by integrating touristic organizations to the development of competencies in higher education. The SISTOUR-LAB has programmatic and prospective value. It can be considered as a guide for the development of generative competencies, i.e. competencies that generate social innovations that impact chain triggers transitions toward sustainable tourism.

This study aims to explore university students' push and pull motivational factors towards their study tour destination choices and to investigate the differences between experienced and non-experienced students concerning their push and pull motivational factors.

The study collected surveys from Hong Kong university students. In total, 248 usable responses were gathered. Among the 248 respondents, 148 university students from various universities did not have experience on a study tour in their university lives while 100 students did. The study also conducted interviews and collected qualitative data to supplement the survey findings.

Top push and pull motivational factors were highlighted in the study tour context. This study also indicated that non-experienced students relatively have more concerns about geographic location, political stability and financial budget as pull factors and education as the push factor than experienced students. Education, as a high-level human need and push motivational factor, becomes less important for experienced students.

A large number of Asian university students participated in study tour programmes each year. Nevertheless, there are few research papers relevant to exploring university students’ motivation to choose study tour destinations. This study provides useful insight for the universities to design and implement appropriate study tours according to students’ motivation.

This study aims to identify the main facilitating factors in learning sustainable tourism development from the perspective of tourism students.

An inductive qualitative approach was applied. Focus group data collection and content analysis were used to gather and interpret the data obtained from tourism students.

Three major problems prevent tourism students from learning; consequently, three solutions emerged to encourage them to learn about sustainable tourism development. The problems are (1) the complexity of the topic, (2) the applicability of the subject and (3) pessimism about the future. The solutions are (1) implementable sustainable approaches/ideas for the future, (2) the learning process needs to combine field observation and creative approaches and (3) digital tools and video material should be integrated with the learning process.

The presentation of sustainable tourism development for tourism students has received relatively limited attention in the literature. For Northern Cyprus as a study setting, this study is one of the first attempts to contribute to education for sustainable development and its implementation.