The University of North Carolina at Greensboro Study Abroad Students’ Preparation for and Participation in

Sustainable Tourism Practices

Lauren DuffyDr. David Cardenas

Dr. Erick ByrdUNC Greensboro

SETTRAMARCH 24th, 2009

241,791U.S. students studied abroad in 2006/07

97,200Students participated in a semester abroad

(IIE, 2008)

Of those who stayed a full semester:291,600 meals each day

or30,618,000 meals(291,600 x(15x7))

(IIE, 2008)

In addition:

$100 (yeah right)(gifts, fees, guides, trips, personal transportation, and any other living

expenses)

Total Approximate Expenditures :

$24,179,100

(IIE, 2008)

Now, examining U.S. students in 2006/07 who studied abroad in just Europe:

That’s 138,871students.

(or passengers on roundtrip international flights)

(IIE, 2008)

New York to London:

3460 miles

Average flight produces

1.245 tons of CO2/per person on flight

Or

345,788.79 tons of CO2 Roundtrip by students

(IIE, 2008; STI, 2009)

That’s just for last year.

Study abroad is huge, and growing in record numbers.

Were these 30 million meals eaten at local restaurants?

Were the $24 million dollars worth of products bought locally?

How many of the 138,871 European bound students carbon offset their flights?

Are UNCG study abroad students being prepared for and actively participating in sustainable tourism practices?

Overall PurposeAs researchers, we need to consider the impact-

Economic, Socio-cultural, and environmental-of study abroad students on host destinations and

in a global context.

Sustainable Tourism“ Management of all resources in such a way

that economic, social, and aesthetic needs can be fulfilled while maintaining cultural integrity, essential ecological processes,

biological diversity and life support systems.”(WTO, 2004)

Maximize the positive impacts while minimizing the negative impacts by focusing on the balance of economic, socio-cultural, and

environmental dimensions. (Gunn, 1994; Swarbrooke, 1999; Weaver, 2006; Edgell,2006)

Theoretical Base Stakeholder Theory

“Any group or individual who can affect or be affected by the achievement of the organization’s objectives”

(Freeman, 1984, p.46)Tourist as Stakeholders Students as Tourist Students as Stakeholders.

Theory of Reasoned Action Behavior can be altered or modified by providing

an intervention that changes either: Internal perceptions or beliefs of that individual The social structure’s perception or belief

(Fishbien & Manfredo, 1992)

Standards of sustainable tourism practice within the field

Voluntary behavior initiatives Code of ethics, codes of conduct, ethical guidelines,

etc. Standards for all stakeholder groups Deontological vs. teleological

Visitor Education Programs ‘Educational programming can improve visitor experience

by building a deeper appreciation for the area they visit, including appropriate behavior, experience and values’ (Hendee & Dawson, 2002).

Primary objective to raise awareness to visitors Most negative impacts result of lack of knowledge

UNCG International Programs Center Currently no education on sustainable tourism

practices Focus on culture shock, safety, Student Code of

Conduct Review of other International Programs Centers

Middlebury

Green Passport Program Abroad View

UNC Chapel-Hill Office of Study Abroad 2008 Green Passport Handbook

Substantive Hypothesis:

UNCG study abroad students were not prepared and did not participate in sustainable tourism practices.

MethodsParticipants• 381 UNCG students that studied abroad in 2007/08 and 2008 Fall semester• 102 responded with a 27.1% response rate

Materials, Design, & Procedure• SurveyMonkey• SPSS Software

•Missing Value Analysis•Descriptive statistics•Importance-Performance Analysis

Questionnaire No previous measurement tool Review of voluntary traveler behavior

TIES, WTO, ASTA, GP, STI, Lonely Planet, etc.

Two, 5-point Likert scales measuring (25-items):1) Students’ preparedness of sustainable tourism practices2) Frequency of students actively participating in sustainable tourism practices.

Modified IP Matrix

5 socio-demographic & 4 program-specific questions in multiple-choice format

Socio-Demographic Profile & Program Specifics

79.4% Female 82.5% White/not of Hispanic Origin & 9.3% African

American Mean age was 22; Ranging from 19-37 years old Class standing–

Freshman (1.0%) Sophomore (19.6%) Junior (45.4%)

Senior (26.8%) Graduate (7.2%) Program type –

Short-term (32.4%), Semester abroad (50.0%), & Full year (17.6%)

97.9% stated they would study abroad again Top three country destinations –

Spain (16.7%), Mexico (9.8%), & Ecuador (6.9%)

Preparedness-Frequency Matrix

Frequency5.004.504.003.503.002.502.00

Preparedness

4.50

4.00

3.50

3.00

2.50

2.00

25

24

23

22

21

2019

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

HighA. Programming needs to be

modifiedB. Do not need to focus here

5      

     

P      

R      

E      

P    

A    

R 3            

E      

D      

N      

E      

S      

S      

     

     

1 C. Programming needed D. Little concentration needed

Low 1 3 5 High

Hypothesis: Not Prepared, Did Not Participate Preparedness mean scores ranged from 2.11 to

4.11 Lowest- ‘Utilized Green Passport Program’ Highest- ‘Used electronic communication’

Frequency scores ranged from 2.07 to 4.75 Lowest- ‘Utilized Green Passport Program’ Highest- ‘Studied and integrated into local culture’

Quadrant B- 11 attributes ‘Do not need to focus here’

Quadrant D- 3 attributes ‘Little concentration is needed’

Quadrant A- 1 attribute ‘Programming needs to be modified’

‘Programming Needed’- 10 attributes

Attribute Attribute Description

Mean Preparedness

Rating

Mean Frequency

Rating2 Supported Global Business 2.79 2.874 Carbon Offset your trip 2.27 2.65

5Participated in a Volunteer or Conservation Program 2.44 2.17

7 Used Personal Motorized Transportation 2.79 2.75

10

Donated money in support of organized charities for conservation and preservation or local cultural and natural resources 2.60 2.14

11 Practiced Leave No Trace Principles 2.35 3.00

12Asked Permission to take Pictures/ Videotape of the locals and/or local rituals 3.23 3.44

17Bargained for the absolute lowest price in local markets 3.16 2.80

22 Utilized the Green Passport Program 2.11 2.07

25Choose lodging based on their Sustainable principles 2.62 2.44

Implications from Findings This study shows that programming is needed for

UNCG study abroad students. Programming should focus on the attributes

falling into Quadrants A & C (11attributes) Environmental issues (Carbon offset, Leave No Trace

Principles and Green Passport) Supporting sustainable lodging, and limiting use of

global business ( e.i McDonald’s & Starbucks) However, surprised to find that many of the

participants incorporated many of the sustainable principles Scored high on some social-cultural questions Age, & level of education

Applications of Findings Sustainable tourism education is the

responsibility of higher education UNC-CH Green Passport Handbook- Good start

“Tool that provides ‘recommendations’ that will educate students about sustainable travel concepts...”

Sustainable tourism quality control continuum Internal/Voluntary to External/Required

Limitations Data Analysis not complete* No previously designed instrument- needs to

be modified and statements made more clear This study cannot be generalized Due to time and resource constraints,

background information is limited

Recommendations and Future Studies More research needed Similar studies need to be completed at other

universities Revise instrument Interview or focus groups needed Need to look at specific groups, such as age,

program type to see if there are any difference

Need to develop and evaluate educational programs

Questions?