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Study Tours and Edutourism TOOLKIT THIS PAGE: Students Learning Beach Safety, Gold Coast COVER: Eco-Guide with Students, Green Island Table of Contents June 2019 Queensland Study Tours and Edutourism TOOLKIT THIS PAGE: Students learning beach safety, Gold Coast COVER: Eco-guide with students, Green Island Table of Contents The Toolkit ............................................................................ 1 Definitions ............................................................................ 2 Success factors for best practice program development and delivery ..................................... 3 Ensuring academic integrity and alignment with learning outcomes ....................................... 7 Marketing methods ............................................................. 8 Distribution channels ................................................................ 8 Marketing tactics ....................................................................... 9 Relationships ............................................................................... 9 Other Considerations ..........................................................10 Travel periods ............................................................................ 10 Developing Indigenous study tour content ...................... 10 International student motivations ........................................ 10 Sample Itineraries .................................................................11 Daintree Rainforest Observatory Study Tour ..................... 11 Tourism North Queensland EduTourism Study Tour for Singapore Students ...................................... 11 Tourism North Queensland EduTourism Life-Long Learning Journeys .................................................. 11 Sunlover Cruises Marine Biologist for a Day Education Program ................................................. 11 Queensland Study Tours and Edutourism Toolkit iii The Toolkit This Study Tours and Edutourism Toolkit The Toolkit provides an overview of: has been designed to assist education providers and tourism operators in n Definition of study tours and edutourism developing study tours and edutourism programs. It is supported by the content n Key success factors for best practice program development and delivery including case studies in the Study Tours and Edutourism Opportunities Strategy. n Elements of a consortium based approach to edutourism n Requirements for ensuring academic integrity and alignment with learning outcomes n Marketing methods n Other considerations including travel periods, developing Indigenous programs and international student motivations Three sample itineraries for study tour and edutourism programs are provided. 1 Queensland Study Tours and Edutourism Toolkit State Library of Queensland, Brisbane Definitions Study tours: short term programs from half a day to five weeks Edutourism: tourism experiences designed or adapted to that include a combination of education, cultural exchange meet teaching, learning and experience requirements. They and tourism and/or edutourism activities for students. They are are experiences focused on hands-on learning within a inclusive of domestic educational field trips/excursions, summer tourism context, with potential for outcomes for local research camps, Study Abroad programs and life long learning schemes or community programs. Edutourism can be delivered where the focus is on gaining unique opportunities for learning as stand alone products within a study tour itinerary or and development that are not available within the home packaged to offer authentic, immersive education programs of institution. The programs may or may not produce a formal approximately one to two weeks in length. Similarly to study study outcome/qualification. tours, edutourism programs may or may not produce a formal study outcome/qualification. Professional development tours: a subset of study tours for mid to senior level career professionals (i.e. teachers, public Refer to the Study Tours and Edutourism Opportunities Strategy servants, university professors and industry leaders) travelling for the full definitions. as a group or individually from government, university and business sectors. They are distinguished from study tours by their focus on professional and personal and growth and are typically one to two weeks in length. Queensland Study Tours and Edutourism Toolkit 2 Success factors for best practice program development and delivery There is no single approach to developing study tour and edutourism programs. The BEST PRACTICE ELEMENTS components will vary according to the student and their institution needs, timing PRODUCT DEVELOPMENT and budget. The following is a summary of elements that best practice study tour Identify the unique attributes and value propositions to attract international and domestic providers have identified as important students and take a strategic, targeted approach that focuses on a particular subject area. for the development and delivery of their programs. Create a product that cannot be copied. Identify experience-based learning opportunities that are not available in other states and internationally, e.g. activities with higher education institutions, museums, Indigenous experiences, marine studies and project work in the local community. Program customisation. Get clear on the outcomes the students, parents, school or organisation is seeking and how you will deliver on that – be student-centric in program development. Recognise Queensland tourism and education providers have an impact across a student’s study tour journey. The student’s experience starts as soon as they leave their home and only ends when they return. There is an opportunity to use each touch point to build a strong and positive relationship with the student. Make sure their arrival is thought through and the students are warmly welcomed. When they leave, provide a sense of departure. Tailor the content based on student/parent/academic institution needs, rather than developing programs and waiting for take up. Chinese students for example need to be managed in water based activities and Education Queensland International requires that international students at Queensland government primary and high schools do not participate in water based activities. Use the right language for the market. Find out what terminology is well understood. Experiential learning and regional Australia for example, do not translate well in China. Also, understand the education terminology that educators use, for example ‘learning outcomes’. Understand the curriculum of your target country/region and design the program around the curriculum themes. Build in flexibility to enable educators to design their own itineraries to reflect the needs of the school and their students. Market test your programs with educators and be clear about the level of negotiation in terms of experiences offered, availability and cost. 3 Queensland Study Tours and Edutourism Toolkit BEST PRACTICE ELEMENTS BEST PRACTICE ELEMENTS PRICING PROGRAM DELIVERY Understand the pricing expectations of your target market and Establish program credibility through links with government work within their price range and budget expectations. Make and/or higher education providers. the product/program cost effective for the supplier and the Focus on quality in setting the maximum group size, balanced client as every market is price sensitive. In domestic education with a minimum number that is cost effective. tours, programs must demonstrate that they are cost effective in terms of pricing and teacher resource requirements. Be patient as booking lead times can average between 12 to18 months. Building understanding and trust and developing Don’t assume students will return for further study when a program with an offshore educational institution can take pricing product or programs. There are a range of influencers time, particularly if the program needs to be accredited in the including parents, teachers, agents and other who have a home country. financial interest in the decision. Students that have a positive experience may return independently or with family and friends Take a long term view, encouraging schools to return as part of for leisure or business purposes. an ongoing educational program. Seek annual feedback from clients and innovate and develop program variations over time. Sell a value proposition rather than one based on price. Access to unique field experiences or subject matter experts can Establish one central contact to make it easy for clients to engage. differentiate programs without competing on price. Then arm Ensure adequate staff resources and facilities to meet market the person selling the product with as much pitch information timing needs and manage peak demand periods. and product and market knowledge so the decision is made based on the product elements rather than on price. Present an attractive, professional company profile, supported by passionate staff committed to quality client relationships. COLLABORATION Require staff to participate in cultural awareness training to Become a member of the local Study Cluster to learn about give them the knowledge and skills to understand their client each others products and opportunities to package together. motivations and how they do business and develop positive relationships with their international clients. Work with like-minded contributors that are committed to quality. Provide certificates, badges or other means as appropriate to Take a long term view, with a focus on building relationships the academic level to recognise student achievements where
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