Motivational factors for educational tourism: A case study in Northern Cyprus

Abubakar, A. Mohammed; Shneikat, Belal; Oday, Akile

doi:10.1016/j.tmp.2014.04.002

Cited by 79 publications

(59 citation statements)

References 17 publications

(18 reference statements)

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“…Edu-tourism has become an important part of the tourism economy. Abubakar, Shneikat, and Oday (2014) conducted a qualitative study which answer the following question: why people study abroad in general; and also why did participants choose the current country and institution they were enrolled at. Their study came up with several motivational factors associated with edu-tourism in North Cyprus, some of these factors were highlighted in prior studies (Blight, 1995;Felix and Steve, 2007;Jason et al, 2011;Mazarrol, Kemp and Savery, 1997).…”

Section: Research Instrumentsmentioning

confidence: 99%

“…Source: Authors' own research. Abubakar, Shneikat and Oday, (2014) harvested the following 15 factors as edutourism motivations utilizing attribution theory and pull and push framework: accreditation, reputation, future job prospects and English as teaching medium, quality of education, failing in entrance exam in the home country, culture, new language, travel and welcoming attitudes of the locals, tuition fees and scholarships, safety and low rate of discrimination in host country, quality of life and living expenses in the host country, political instability in the home country, easy to get visa, easy admission, recognition in the home country, qualified and friendly academic staff, natural and environmental factors, lack of availability of program in the home country, closeness to the home country.…”

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confidence: 99%

“…This study embrace quantitative approach to extend Abubakar et al (2014) study which largely relied on qualitative data. Sound judgment and predictability are the shortcomings of qualitative approach, as such, this study employ quantitative method due to its objective and reliable nature.…”

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confidence: 99%

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Motivational factors for educational tourism: marketing insights

Harazneh¹,

Al-Tall

Al‐Zyoud

et al. 2018

Management &Amp; Marketing

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Intertwined with other structural changes, are policies to increase the number of international students to diversify tourism activities into what is known as educational tourism (edutourism). Of immediate relevance to this article is the implementation of policies and strategies to attract students from all over the world. Unfortunately, these policies are partially implemented opting out important factors, as such this article attempt to conceptualize the motivational factors associated with edu-tourism. Data garnered from foreign students in North Cyprus suggest that cost, quality, environmental, regulatory, cultural, political, safety and social factors are key factors for edu-tourism. The outcome in this study will help policy makers determine the factors that influence the choice of tertiary institutions in North Cyprus associated with a particular geodemographic setup. This will also enable policy makers to create a tailor made persuasive strategies, policies, adverts and messages to increase their market share.

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Section: Research Instrumentsmentioning

confidence: 99%

mentioning

confidence: 99%

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Motivational factors for educational tourism: marketing insights

Harazneh¹,

Al-Tall

Al‐Zyoud

et al. 2018

Management &Amp; Marketing

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“…Educational tourism illustrates the activity on the journey across international borders to acquire intellectual services, in search of new experiences and cultures (Abubakar et al, 2014). It encourages local governments to market educational institutions for intellectual development by attracting foreign students to travel and experience a new culture.…”

Section: Literature Reviewmentioning

confidence: 99%

Educational Tourism as an Effective Learning Model at Vredeburg Fort Museum Yogyakarta Indonesia

Wijayanti¹

2018

eot

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The Vredeburg Fort Museum became the main destination of educational tourism. Edu-tourism attractions offered by Vredeburg Fort Museum able to realize educational tourism experience and become a source of learning, not just a source of information. This research is a descriptive survey research. Data were obtained through a survey of 200 respondents selected by purposive sampling and analyzed using three box method. The survey results recorded Vredeburg Fort Museum offers a very varied tourist attraction, with a high index value, which is 150.71, while the learning experience of history science is 145.5. The results is Vredeburg Fort Museum applied cooperative learning concept through the implementation of several elements in the management of educational tourism, including; the team of planners, tourism content, events, local community involvement, tour operators, media, curriculum, teachers, educators, tour flow, and organization. The concept of learning is formed in two spaces, namely classroom and practical experience involving various stakeholders. The concept of learning is very effective to understand the historical messages offered by managers through collectibles, as well as bridges between educational institutions and Vredeburg Fort Museum to get practical training for learners.Keyword: edu-tourism, learning model, tourism experience, educator, museum

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“…(Rodger, 1998). According to Abubakar, Shneikat and Oday (2014), "individuals who travel across international borders to acquire intellectual services are popularly known as educational tourist (edu-tourists). "While World Tourism Organization provides a more specific definition of edutourism as according to WTO (2012), edu-tourists are "individuals or groups who travel to and stay in places outside their usual environment for more than 24 hours and not more than one year"; with the motive to engage in learning, business, leisure and other activities.…”

Section: Introductionmentioning

confidence: 99%

The Readiness of Academicians in Sustaining SMEs Edutourism Projects in Malaysia

Rosnan

Abdullah

2018

E-BPJ

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Edutourism initiatives in Malaysia started in 2015. It was envisaged that edutourism will affect all actors positively. However, the outcome is less than expected. The study investigates the challenges faced by the public universities in materializing edutourism initiatives. Primary data was collected through interviews with the operator/players in selected public universities. The major hindrances to edutourism are related to the readiness of academicians involved in edutourism projects, lack of incentives, and universities policies and procedure. This study contributes to an in-depth understanding of challenges in organizing edutourism. The findings would lead to further improvement of edutourism initiates and efforts. Keywords IntroductionEdutourism is a combination of two words i.e. education and tourism. According to Ritchie (2003) edutourism refers to any tourism product offerings where participants travel to a destination with the primary objective to learn from that particular location.Globalization and the liberalization of education sector escalates the growth of education market in Malaysia.The government of Malaysia is fully involved in the development of edutourism by implementing plans to position the country as regional hub for education and tourism. It has increased the number of universities as the government envisaged to turn the country into a global education hub. The government realizes that edutourism has huge potential to be developed as the country could benefit from both the booming tourism industry in Malaysia and the growth of education sector. In 2015, the government through the Ministry of Higher Education (MOHE) and the Ministry of Tourism and Culture (MOTAC) launched Malaysia 101 Edutourism Package. Among the objectives of edutourism are to mobilize public universities resources and turn it into an income generation for the universities. Indeed, much has been done by MOTAC to facilitate the universities to develop tourism packages and encourage the local SMEs travel agents to assist universities in promoting the packages.It was envisaged that edutourism will affect all actors positively. In the case of universities, they would benefit in terms of the creation of new source of income, the utilization of current facilities and expertise, the visibility of the universities and the proliferation of entrepreneurial effort among staff and students. The travel agent would benefit from the attractive edutourism product offerings as Rosnan, H., & Abdullah, N.C. / 8 th AicE-Bs2018Sheffield, UK, 14-15 July 2018, Aug. 2018 (p.89-94) 90 globally, edutourism has become an attractive business. However, despite the number of tour packages developed and effort towards promoting edutourism, the outcome is not as expected.The tourism industry has long been an important service sector of the Malaysian economy and has been identified as one of the major contributor to the gross domestic product (GDP) and economic growth (MIDA, 2017). According to United Nation World Tourism Organization (...

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Motivational factors for educational tourism: A case study in Northern Cyprus

Cited by 79 publications

References 17 publications

Motivational factors for educational tourism: marketing insights

Motivational factors for educational tourism: marketing insights

Educational Tourism as an Effective Learning Model at Vredeburg Fort Museum Yogyakarta Indonesia

The Readiness of Academicians in Sustaining SMEs Edutourism Projects in Malaysia

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