Prospects and Practices in Educational Tourism - Essay Example

Abstract Educational tourism has existed for decades but there is no theoretical framework yet available. It needs specific resources and management to yield desired benefits. Singapore has been aggressively promoting educational tourism as it has world class educational institutions as well as a government committed to the growth and popularity of educational tourism. Singapore receives thousands of visitors on educational tours from a wide variety of nations and cultures. It has several places of attractions for the educational tourists. Singapore has meaningful and beneficial tie-ups with countries such as Abu Dhabi and China which demonstrates that the future of education tourism in Singapore is promising. While the majority of the educational visitors are teenagers, there is ample scope for Singapore to attract adults and businessmen. Hence, proper segmentation and promotion has to be looked into. However, as in every trade and sector, corruption, misuse and competition has entered the educational tourism market also. Table of Contents 1. Introduction 1.1 Background 3 1.2 Definitions 3 1.3 Concept of educational tourism 4 2. Management of educational tourism 2.1 Segmentation in educational tourism 5 2.2 Current trends and technology 5 2.3 Managing educational tourism 6 3. Destination Singapore - educational tourism 3.1 Singapore – tourist destination 7 3.2 Volunteer tourism 8 3.3 Management of Educational tourism 8 3.3.1 Segmentation 9 3.3.2 Primary and secondary resources 9 3.4 Challenges in educational tourism 10 4. Future of educational tourism in Singapore 11 References 13 Appendices 15 1. Introduction 1.1 Background Both education and tourism have grown as industries in the recent decades and this is the reason that both these sectors are important from the social as well as the economic perspective (Ritchie, Carr & Cooper, 2003, p1). Education and tourism promote international exchange and learning and these are the two sectors on which would rest the success, growth and economic prosperity of nations. Changes in both these industries have taken place which has seen a convergence of these two industries. Education facilitates mobility and learning and this has become an important part of the tourist experience. However, despite both these industries growing independently, very little theoretical writing is available on the convergence – educational tourism (Wood, 2008). Based on the different types of educational tourism and the current trends, this report would discuss the prospects and practices in educational tourism in India. 1.2 Definitions Educational tourism is “tourist activity undertaken by those who are undertaking an overnight vacation and those who are undertaking an excursion for whom education and learning is a primary or secondary part of their trip” (Ritchie, Carr & Cooper, p18). Educational tourism is a novel method of acquiring knowledge which involves traveling to a foreign location and enrolling short term courses in a specified field or subject (MustVisitIndia, n.d.). In the process, the individual also learns about the history and culture of the country, including its lifestyle and architecture. Educational tourism involves a stay of more than 24 hours and for a maximum period of one year at a stretch. It is primarily concerned with subject matter. It attempts to set regions, precincts, monuments, rituals and customs in their religious, social, political, aesthetic, and historical contexts (Wood, 2008). 1.3 Concept of educational tourism The concept of educational tourism has evolved through the practice of organizing and teaching on tours. The development of educational tourism has been a meandering intellectual journey which has been able to sustain scholarly interest in subjects as diverse as historical geography, world history, history of objects, and spatial history (Wood, 2008). The forces of globalization and the resultant advancement of technology and communication, the compression of time and space have facilitated educational tourism. Educational tourism is challenging because there are no set goals and an individual is allowed to experience the world by confronting it with spatial and temporal vastness. Its unique characteristic is to educate the traveler through reflexive process of understanding the nature of being in the world. Travelers educate themselves by decoding what they see, hear, touch and smell. The travelers have to learn to analyze these sensations. Educational tourism focuses on the relation of the past to the present which remains deeply ingrained in the minds and has far reaching impact that rote learning through classroom studies. Ritchie, Carr and Cooper, however contend that educational tourism is not limited adult education tours, adult extension programmes, and nor is it merely cultural tourism. With the growth of education, the authors suggest several other potential forms of educational tourism. In educational tourism, the primary motivating factor is travel and the secondary is purposeful learning (p11). Most major universities around the world provide some sort of foreign travel to their students, even if it is part of the course being studied at a foreign university campus (Tourism-review, 2010). It could be anything from a six-week intensive session to a yea of cultural and linguistic immersion. Universities globally seek to widen the educational experience which enables the students to learn about several different cultures. 2. Management of educational tourism 2.1 Segmentation in educational tourism Segmentation helps in understanding and managing consumers or the educational tourists and specific education tourism types (Ritchie, Carr & Cooper, 2003 p19). People with similar wants, characteristics and needs are grouped together which enables an organization in serving and communicating with its consumers with greater precision. Segmentation is generally demographic (age, gender), geographic (where they live) and psychographic (attitudes and opinions). In the case of educational tourism, within each segment exists many sub-segments and group which may have a preference toward education and learning within their tourist experience or may have entirely different needs and preferences. Segmentation is essential as it helps to understand the demand side as well as the supply side as well as the providers of educational tourism experiences. 2.2 Current trends and technology Educational tourism developed because of the growing popularity of teaching and learning of knowledge (Wikipedia). Students and educational institutions wanted to enhance the learning experience outside the confines of classroom environment. Student Exchange programs and study tours grew in popularity. However, educational tourism is not undertaken by the youth alone. The adult market in the tourism sector is poised for growth. The definition of ‘senior’ varies across nations and regions. This is the reason that statistical data is difficult to select on this segment (Ritchie, Carr & Cooper, 2003 p83. This makes it difficult to understand the true sixe, nature and demands of this segment. However, this segment has a propensity to travel and desire lifelong learning, which ensures the growth of this segment in the educational tourism sector. Educational tourism offers a major advantage – it is not weather dependent (Tarlow, 2010). The tour planners work with the schools and universities to know of the educational interests of the visitors. Educational tours now go beyond the historical sites. It may incorporate some local school lab or one may work with a local school in order to teach an athletic skill. The educational organizations in Canada are working with the travel industry as they recognize the “new” world of mature travel (Loverseed, 1994). One in every five Canadians is aged 55 years or older. This segment is attracting the attention of educational organizations. Four universities - Concordia, McGill, University of Quebec at Montreal and the University of Montreal - Elderhostel and Odyssey Travel, organized a conference with “educational tourism” as the theme, with emphasis on the needs of the older adults. The older adults want to more than just visit a place. They want to experience, breathe and live the culture. 2.3 Managing educational tourism Managing educational tourism requires resource specialists that include interpreters, employees, curators, storytellers, researchers and academics (p14). It also requires affinity travel planners who help to plan and develop learning programmes for the travelers. In addition, the tour and receptive operators package experiences for customers and organizations. They provide destination expertise, local knowledge, expert service and marketing services. The secondary suppliers include the transporters that provide cruise, bus and train transport, which is a part of the package. It also includes the transportation to and from the point of departure. Food, recreation and entertainment include the hospitality services essential for the success of tourism while the travel services are rendered by the travel agents, insurance agents, travel media and advertising. Such tours need to be promoted at the national and regional level which is undertaken by DMOs (destination marketing organizations). However, the sector is fragmented which is evident from the diverse range of services required for the success of such projects. Such difficulties can restrict the potential benefits for the destinations, the tourism industry and the educational tourists. 3. Destination Singapore - educational tourism 3.1 Singapore – tourist destination Singapore as a destination enjoys unique geographical location and it is the hub of international air traffic. It has a string of award winning class hotels while also catering to the youth with cheaper lodging. Tourism is an integral part of Singapore life which is evidenced by the visitor arrivals registering growth of 18.4% to reach 947,000 in September 2010 (Dorairaj, 2010). Visitor arrivals by month from September 209 to September 2010 are available in Annexure A. Singapore receives the highest number of visitors from South Korea (+63.2%), Malaysia (+40.2%), and Vietnam (+38.9%) (Appendix B). Singapore is not cheap so as a differentiation strategy they need to offer something unique to the tourists. Educational tourism was developed as one of the unique projects (Soh, 1992). That the demand for Singapore brand of education is high is evident from the high turnout at the educational fairs held by STP in different cities of India (Davie, 2004). STB also holds roadshows in Cairo and Moscow with the intention of selling Singapore brand of education. 3.2 Volunteer tourism The Ministry of Education in Singapore made it mandatory in 1997 for pre-tertiary students to be actively involved in overseas volunteer or community service expeditions (Sin, 2009). This is known as volunteer tourism where the tourists volunteer in local communities as a part of their travel. There are several such programmes running out of South Asian countries including Singapore, Malaysia, Thailand, Myanmar, Phillippines, China and India. The tourists look for some sensuous experience but in volunteer tourism, there has been participants’ resistance towards the learning process, including their unwillingness to engage in such service. Where there is unwillingness, no learning can take place. Thus volunteer tourism may or may not leave positive changes in the students. 3.3 Management of Educational tourism Visitors on educational tourism are a special interest group which dictates the type of experience tourists seek. Singapore Tourist Promotion Board (STPB) recognizing the needs and wants of the global youth who go abroad on field trips, has an assistant director, known as educational specialist, dedicated to educational tourism (Soh, 1992). No theoretical frameworks are available and not much of statistics on educational tourism can be found but even as early as in 1994, Singapore had 28,772 students mostly from mostly from Japan, Australia, New Zealand, Thailand, Malaysia and Indonesia came to Singapore to learn during the holidays (Teo, 1995). 3.3.1 Segmentation Singapore authorities find that potential for educational tourism is much more than they had envisioned (Soh). STPB now targets a growing segment –the teenagers that arrive in great numbers in Singapore, in groups varying from 30 members to as much as 300. While the prime target is the overseas students, the local students and teachers also benefit from it. These are known as field trips and students from Japan, Australia and America arrive in Singapore in great numbers. Adults also come to Singapore for education reasons. Australians come to Singapore to take Mandarin lessons before going to China for business (Teo, 1995). 3.3.2 Primary and secondary resources Singapore has the primary resources in place – the tourist spots. It is a clean and safe destination, with accommodation as low as Singapore $10 (Soh) and efficient transportation (Teo, 1995). It has a pleasant climate, nice environment and high level of security (STB, 2008). English is widely spoken and it is a natural home for educational tours and camps. Students from many countries where English is the second language, come to Singapore to study English. Students from Thailand, Indonesia and Brunei, aged between 12 and 18 years, frequent Singapore to study English. The teenagers usually stay at low-budget hotels and they are keen to learn about the historical sites, the noodle factories and even the incineration plants. The secondary resources – the travel agents woo the youngsters to Singapore for educational tourism, a much needed resource to promote educational tourism. English language courses, computer courses and field trips to mushroom farms and potteries are the primary purpose of visit. Singapore has adequate facility to cater to the students who look for cheap accommodation. They do have accommodation at the YMCA. Educational tourism started in Singapore in 1992 and hence the STB has brought a handbook that lists 50 educational places, how to reach there and how to make the bookings (Teo, 1995). Singapore has other educational attractions such as the Chinaman Scholars Gallery in China Town, which shows the tradition Chinese life, now seldom seen. Another educational tourist spot is the Thow Kwang Pottery at Jalan Bahar, which tourists visit to see the process of clay making – right from digging for raw material from the hills to the baking of pots in the kiln. 3.4 Challenges in educational tourism The overseas students are able to enhance their overall learning experience. Students experience the rich diversity of cultures and take advantage of the wide and diverse learning programs (STB, 2009). However, Singapore has its own constraints – with stiff regional competition they need to attract six million tourists per year. Moreover with Singapore dollar being strong and manpower being limited, this task of attracting tourists is a big challenge (Soh). While educational tourism has been picking up, misuse of such opportunities also take place. Singapore attracts students on real educational trips but the students that are taken on such trips to the US actually end up having a vacation. For instance, summer study programmes are often disguised and students are promised wider educational experience (Wooi-Chin, 2007). Such trips are highly paid trips and more of an ‘educational vacation’ where the student is also forced to pay for the teachers’ trip while they are given credits towards their graduation. There may be nothing wrong with such tours when the students spend most of their vacation at tourist spots, but the real purpose of the trip is not fulfilled. The parents must be informed of what the trip is about. As the new entrants do not understand what ‘educational tourism’ entails, undercutting takes place and the educational element in the tours is forgotten, diluting the very purpose of such tours (TTGA, 1999). 4. Future of educational tourism in Singapore Singapore as a destination has plenty to offer to tourists. To diversify and gain a point of differentiation, Singapore had introduced Educational tourism which has gained popularity and growth. Visitor arrival in Singapore is steadily on the rise and it has strategies in place for sustainable tourism growth. The country has a government committed to growth. The government is involved in tourism promotion through the National Tourist Organization (NTO) (Chiang, 1999). National tourism is developed as a marketable product earning foreign exchange. STB is solely dedicated to the promotion of all forms of tourism. Singapore is very well positioned in the market as a tourist destination. For those who visit Singapore for learning and exchange, Singapore has much to offer. While the teenagers from several countries are the largest segment forming the educational visitors, there is much scope for Singapore to expand its base as a destination for educational tourism. This is evident from The Singapore schools’ association with schools in Abu Dhabi. Abu Dhabi Tourism Authority (ADTA), which manages the tourism industry in Abu Dhabi, has taken the initiative in developing a full-fledged education tourism strategy (ADTA, 2009). This is a three-pronged approach covering overseas school trips (OST), enrichment or personal development programmes (EPP) and corporate training (CT). Student Exchange programme between the schools of the two countries have already started which is meant to forge friendships between visiting and national students. The focus is on learning, interaction and experiential education. Such programmes benefit not just the host country but the national students as well. STB’s initiatives in recognizing the efforts of travel agents also speak of the future of educational tourism in Singapore. Golden Travel Services (GTS), in existence since 1976, took the initiative of starting a division Learning Journey, to cater to the inbound educational tours. They cater to in-depth Uniquely Singapore educational experiences, thereby promoting Singapore as the choice learning destination (STB, 2008). In 2007, GTS alone has brought in 8000 students to Singapore under the educational tourism initiative. However there are apprehensions of accommodation to cater to the student segment. Thus, Singapore needs more of low-budget hotels so that the projected demand can be met. It can thus be seen that Singapore has taken initiatives with several countries such as China, Thailand, and India to bring in students under educational tourism. However, emphasis can also be laid for adult tourism as in Canada and attract the older generation who prefer to travel in groups. This could be a very promising segment as the tour plans could be to their convenience and pace. India could be a lucrative market for the adult segment with tourism and education combination. Another segment could the ones that want to visit China on business. Merely learning of mandarin is not sufficient and what is further required is learning the nuances if the Chinese culture. Singapore has a huge Chinese population and before actually visiting China, Singapore could offer first-hand experience in the Chinese cultural environment. While the scope and future of educational tourism in Singapore is promising, Singapore authorities have to jointly assure that the purpose of the trip is fulfilled. It should not end up as just another leisure trip where competition dampens the quality of the educational value to be derived from such experiences. References ADTA, 2009, 'ADTA is launching a pioneering industry development initiative which will see the emirate roll out a fully-fledged education tourism strategy', viewed 14 November 2010 http://www.abudhabitourism.ae/en/news/educational.tourism.aspx Chiang, LC 1999, 'Strategies for Sustainable Visitor Growth: A case study', THE JOURNAL OF TOURISM STUDIES, vol. 10, no. 1, pp. 18-24 Davie, S 2004, 'S'pore education big draw abroad; Thousands in Asian cities are attracted to fairs organised by STB to showcase educational opportunities in Singapore', The Straits Times (Singapore), August 30, 2004 Monday Dorairaj, S 2010, 'FACT SHEET TOURISM SECTOR PERFORMANCE FOR SEPTEMBER 2010', https://app.stb.gov.sg/Data/news/3/46f6341ce05f71416cddc3e42a76102c/stb%20monthly%20factsheet%20sep%2010.pdf Sin, HL 2009, 'VOLUNTEER TOURISM—‘‘INVOLVE ME AND I WILL LEARN’’?', Annals of Tourism Research, vol. 36, no. 3, pp. 480-501 Loverseed, H 1994, 'MATURE TRAVELLER Vacation a learning experience', The Globe and Mail (Canada), October 5, 1994 Wednesday MustVisitIndia, n.d, 'Educational Tourism', viewed 14 November 2010, http://www.mustvisitindia.com/educational_tourism.html Ritchie, BW Carr, N & Cooper, CP 2003, 'Managing educational tourism', viewed 14 November 2010, http://books.google.co.in/books?hl=en&lr=&id=ptdXNo2l3D0C&oi=fnd&pg=PR7&dq=educational+tourism&ots=HcCzVBv1G1&sig=vjhi8uJUk1skrIwcCXHLplcnJq8#v=onepage&q&f=false Soh, F 1992, 'Wooing the student tourist', The Strait Times, November 23, 1992. viewed 14 November 2010, STB, 2008, 'Marrying education and tourism: A Golden story', viewed 14 November 2010, https://www.stbpassport.com/newsbites_sp08_s3.aspx STB, 2009, Educational Services, viewed 14 November 2010, https://app.stb.gov.sg/asp/str/str04.asp Teo, G 1995, 'More students coming here during their school holidays to learn', The Straits Times (Singapore), February 9, 1995 Tourism Review, 2010, Opportunities and tips for educational tourism providers, viewed 14 November 2010, http://www.tourism-review.com/opportunities-and-tips-for-educational-tourism-providers-news2180 TTGA, 1999, 'Educational Tours prove popular', Travel Trade Gazette Asia, May 14, 1999 Wikipedia, 'Tourism', viewed 14 November 2010, http://en.wikipedia.org/wiki/Tourism#Educational_tourism Wood, C, 2008, 'Educational tourism - cultural landscapes'. Australians in Italy. 2008.; Monash University ePress: Victoria, Australia. http://publications.epress.monash.edu/doi/full/10.2104/ai080019 Wooi-Chin, O 2007, 'Students' overseas trips must fulfil real purpose', The Straits Times (Singapore), September 15, 2007 Saturday Appendix A Source: Dorairaj, 2010 Appendix B Source: Dorairaj, 2010 Read More