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INTERNATIONAL SCHOOL TRIPS: A CRITICAL ANALYSIS OF MULTIPLE STAKEHOLDER PERSPECTIVES Margie Campbell-Price A thesis submitted for the degree of Doctor of Philosophy University of Otago, Dunedin, New Zealand 2014 ABSTRACT For many decades school groups have actively engaged in experiences outside the classroom. More recently, school-led tourism has expanded to include international school trips especially undertaken by schools in developed, (Western), neoliberal nations. Whilst these trips traditionally focused on foreign language and cultural learning they have diversified to include a wide range of curriculum-related subjects and extra-curricular activities. However, the growth in participation in these trips has not been matched by academic attention or analysis. This thesis addresses the dearth of research by exploring the justifications, motivations and experiences behind international school trips and how learning is perceived and positioned within these trips. The inclusion of the active voice of multiple stakeholders (i.e., young people, their parents and school leaders) is a new way of appraising international school trip experiences. This qualitative study involved twenty-three focus group interviews (six with parents, nine with young people and eight with school leaders), carried out in six New Zealand secondary schools that had groups either preparing for or recently returned from an international trip. Thematic analysis was used to analyse the data and three global themes relating to the aim of the thesis were identified. The findings corroborate the existing literature that learning is an integral part of international field trips and illustrate a detailed understanding of the nature of learning within these experiences. All three stakeholder groups used learning, at least in part, to justify taking part in these experiences. The thesis goes beyond the current literature by suggesting that it is through the formal and informal structures, along with the relationships that evolve in the social spaces of these trips that young people are empowered to personalise their learning. Although each stakeholder group referred to the prescribed learning that was expected through an international school trip, the learning that was gained was attributed to the ‘sum of the parts’ of the whole experience. The findings have enhanced understandings of what rewarding international school trip experiences look like. This thesis concludes by highlighting three main points. Firstly, there are similarities between the motivations for school-led trips and the wider tourism phenomenon. Secondly, it is extremely important to capture a multiple stakeholder perspective when undertaking research that involves the active engagement of young people, their parents and school leaders with an Page | i international school trip. This thesis has shown that there is considerable overlap of perspectives between stakeholders even though they might express it differently. Finally, the thesis suggests that the longer term impacts of the formal and informal learning experienced on these types of trips has been overlooked and needs further attention. Page | ii ACKNOWLEDGMENTS Many people have assisted, supported and encouraged me as I worked towards the goal of writing a PhD thesis. Even more people have asked why I am doing one. Collectively they have shared their wisdom, knowledge, experiences, time and humour. It is not possible to mention everyone by name, however it is important to acknowledge those that really made a difference. Firstly, to my supervisors, Associate Professor Neil Carr and Dr Tara Duncan, a big thank you! I came to this research project with a research question in mind. You both challenged and helped me to frame it conceptually and shape it into a realistic project. Wisely, you emphasised that a PhD is not completed until it is written. My writing benefited from your sharp critique and the opportunities to rigorously discuss my project with you. At times the project seemed overwhelming, especially when juggling it with work and other aspects of my life. However, your complementary approaches to supervision allowed me to feel supported over the duration of the project, academically and personally. As a full time employee of the University of Otago I am grateful for the fees support to undertake this doctoral project. The interest and enthusiastic encouragement of my colleagues at the College of Education has been appreciated. Vanessa, Fiona, Dave, Trudie and Graeme, thanks for your assistance in the latter stages. From the outset, the University of Otago Department of Tourism has run a supportive programme for graduate research students. I really enjoyed the lively, collegial and multinational student cohorts during my time as a doctoral candidate, along with discussions about their diverse research interests and expertise. This project would not have been possible without the willingness of school-based liaison teachers, school leaders, young people and parents to engage with it. I was privileged that you allowed me to hear your stories and insights into your international school trip experiences. Our home in Macandrew Bay, with its expansive harbour view was a great place to study on the days I could be at home. The dynamic tides and weather, along with the ‘goings on’ of people in the neighbourhood added interest to the many moments I looked up from my computer screen. Each summer, when most people were still on summer holidays, the banter Page | iii and vast selection of intentionally ‘bad taste’ music by the team of Matinee Idle on Radio New Zealand made those afternoons almost pleasurable to ‘whistle while I worked’. Undertaken part time, this project has stretched over a number of years. Inevitably, various life and work events have disrupted its flow and progress. Having had a strong background in sport and endurance events, I was familiar with the discipline and focus needed in order to turn in a sporting performance I was happy with. There are some parallels with completing a doctorate but also some striking contrasts, which I found challenging at times - to be successful involved intellectual challenges and perseverance but much less social contact and physical activity. I am grateful to my family and friends who understood what it meant when I had my ‘game face’ on and left me to focus on the task at hand. All too frequently it felt like life was on hold until the thesis was written. Just like in sport, it is important to acknowledge the most valuable player (MVP) in this PhD journey. By a unanimous decision the MVP award goes to my husband John. Despite his own busy and complex working life he has been unwavering and positive in his support. We had our share of significant life and family-related events along the way. Together, we found ways to stay on track and believed that once the light at the end of the tunnel was reached, our lifestyle would be lively once again. My heartfelt thanks for everything you bring to my life! Page | iv TABLE OF CONTENTS ABSTRACT ........................................................................................................................... i ACKNOWLEDGEMENTS .................................................................................................... iii TABLE OF CONTENTS ......................................................................................................... v LIST OF TABLES ................................................................................................................. viii LIST OF FIGURES ............................................................................................................... viii CHAPTER 1. INTRODUCTION .......................................................................................... 1 1.1 Introducing the research and chapter ................................................................ 3 1.2 Research aim and objective .............................................................................. 5 1.3 Why seek the voice of multiple stakeholders? ................................................. 5 1.4 Conceptualising school-led tourism ................................................................. 8 1.5 The New Zealand context ............................................................................... 14 1.6 Thesis structure ............................................................................................... 17 SECTION ONE. INTRODUCTION TO THE THEORETICAL FRAMEWORK ...... 19 CHAPTER 2. CHILDREN, YOUNG PEOPLE AND PARENTS ................................... 23 2.1 Introducing the chapter ................................................................................... 25 2.2 Conceptualising children, young people and childhood ................................. 26 2.3 Young people and the conceptualisation of adolescence ............................... 28 2.4 Conceptualising parents, parenthood and the ‘good parent’ .......................... 31 2.5 Chapter summary ............................................................................................ 35 CHAPTER 3. LEARNING, EDUCATION AND SCHOOLS .......................................... 37 3.1 Introducing the chapter ................................................................................... 39 3.2 What is education?.......................................................................................... 39 3.3 Conceptualising the nature of learning ..........................................................

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