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Lauren Duffy Dr. David Cardenas Dr. Erick Byrd UNC Greensboro SETTRA MARCH 24th, 2009

The University of North Carolina at Greensboro Study Abroad Students’ Preparation for and Participation in Sustainable Tourism Practices. Lauren Duffy Dr. David Cardenas Dr. Erick Byrd UNC Greensboro SETTRA MARCH 24th, 2009. 241,791 U.S. students studied abroad in 2006/07 97,200

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Lauren Duffy Dr. David Cardenas Dr. Erick Byrd UNC Greensboro SETTRA MARCH 24th, 2009

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  1. The University of North Carolina at Greensboro Study Abroad Students’ Preparation for and Participation in Sustainable Tourism Practices Lauren Duffy Dr. David Cardenas Dr. Erick Byrd UNC Greensboro SETTRA MARCH 24th, 2009

  2. 241,791 U.S. students studied abroad in 2006/07 97,200 Students participated in a semester abroad (IIE, 2008)

  3. Of those who stayed a full semester: 291,600 meals each day or 30,618,000 meals (291,600 x(15x7)) (IIE, 2008)

  4. (IIE, 2008) In addition: $100 (yeah right) (gifts, fees, guides, trips, personal transportation, and any other living expenses) Total Approximate Expenditures : $24,179,100

  5. (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)

  6. 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)

  7. 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?

  8. Overall Purpose As researchers, we need to consider the impact- Economic, Socio-cultural, and environmental -of study abroad students on host destinations and in a global context.

  9. 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)

  10. 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)

  11. 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

  12. 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

  13. Substantive Hypothesis: • UNCG study abroad students were not prepared and did not participate in sustainable tourism practices.

  14. Methods • Participants • 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

  15. 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 practices 2) Frequency of students actively participating in sustainable tourism practices. Modified IP Matrix • 5 socio-demographic & 4 program-specific questions in multiple-choice format

  16. 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%)

  17. Preparedness-Frequency Matrix

  18. 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’

  19. ‘Programming Needed’- 10 attributes

  20. 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

  21. 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 Applications of Findings

  22. 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 Limitations

  23. 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 Recommendations and Future Studies

  24. Questions?

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