INTERNATIONAL EDUCATION VISITATION— TOURISM …

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES

Michael Davidson, Hugh Wilkins, Brian King, Perry Hobson, Stephen Craig-Smith and Sarah Gardiner


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National Library of Australia Cataloguing-in-Publication Entry Title: International education visitation—tourism opportunities/Davidson. M ...[et al.]. ISBNs: 9781921658396 (pbk.) 9781921658884 (pdf.). Subjects: Tourism——Social aspects——Australia Students, Foreign——Australia——Family relationships. Other Authors/Contributors: Wilkins, H., King, B., Hobson, P. Craig-Smith, S. and Gardiner, S. Dewey Number: 338.479194

Copyright © CRC for Sustainable Tourism Pty Ltd 2010 All rights reserved. Apart from fair dealing for the purposes of study, research, criticism or review as permitted under the Copyright Act, no part of this book may be reproduced by any process without written permission from the publisher. Any enquiries should be directed to: General Manager, Communications and Industry Extension or Publishing Manager, [email protected] First published in Australia in 2010 by CRC for Sustainable Tourism Pty Ltd Edited by Kelly Philip

Printed in Australia (Gold Coast, Queensland)

Acknowledgements The Sustainable Tourism Cooperative Research Centre, established and supported under the Australian Government’s Cooperative Research Centres Program, funded this research.

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SU .......................................................... VII ...................................................................................................................................... VII .................................................................. ............................................................ VII

............................................................ VII C FUTURE ACTIONS ............................................................................................................... IX

CH ........................... 1 INTRODUCTION .................. 1 CH ........................... 2 IN KET ................................................... 2 CHAPTER 3 .......................................................................................................................................................... 6 PROFILE OF THE INTERNATIONAL EDUCATION MARKE .............................................................. 6

CH ......................... 11 DEFINING AND TRACKING INTERNATIONAL STUDENTS ................................................................. 11

........................................................... 11 ................. ............................................................ 11

Working holiday and work and holiday visas.............................................................................................. 12 CH ......................... 14 IN .......................................................... 14 CH ..................... ............................................................ 16 FOC

METH.................................................................................... ............................................................ 17 haviour ......................................................................................................................................... 17

................................................ ............................................................ 18

................................................ ............................................................ 18 CH ......................... 19 NA OF INTERNATIONAL STUDENTS ........................................................................ 19

R ............................ 19 ............................................................ 19 ............................................................ 21

29............................................................ 32

Funding and time for studying, living and travelling in Australia 33 ROFILES .......................................................................................................................................... 34

China (n= 1,414) ......................................................................................................................................... 34 .. ............................................................ 38

............................................................ 41

CONTENTS

MMARY .............................................................................................

OBJECTIVES OF STUDYMETHODOLOGY .......... ........KEY FINDINGS ......................................................................................

ONCLUSIONS AND

APTER 1 ...............................................................................................................................

...............................................................................................................................

APTER 2 ...............................................................................................................................

TERNATIONAL STUDENTS—A YOUTHFUL TOURISM MAR

T..

CURRENT ISSUES IN THE AUSTRALIAN EDUCATION SECTOR............................................................................... 9 APTER 4 ...............................................................................................................................

INTERNATIONAL STUDENT ENROLMENTS IN AUSTRALIA.......................Australian visas issued to international students ...... .....

APTER 5 ...............................................................................................................................

DUSTRY CONSULTATION ..............................................................

APTER 6 ................................................................ .......

US GROUPS ............................................................................................................................................... 16 OD ........................................................................................................................................................... 16

RESULTS .... .......Travel BeBarriers to travel ...................... .......

DISCUSSION ................................... .......

APTER 7 ...............................................................................................................................

TIONAL SURVEY

ESULTS ...............................................................................................................................The Respondents..............................................................................Travel behaviour .............................................................................Activities ...................................................................................................................................................... 25 Accommodation ........................................................................................................................................... 27

Visiting friends and relatives.......................................................................................................................Interest, benefits and barriers to travelling in Australia .................

..............................................................COUNTRY P

India (n= 404) ........................................................................ .......Korea (n= 194)................................................................................Europe (n= 361).......................................................................................................................................... 45 North America (n= 366).............................................................................................................................. 48

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CH

DISC

FU

APPE

APPENDIX B—INTERNATIONAL STUDENT TRAVEL SURVEY.......................................................... 55 APPENDIX C—NATIONALITY OF SURVEY RESPONDENTS ............................................................... 75

APPENDIX D—INTERNATIONAL STUDENT EXPENDITURES ............................................................ 77 DATA CLEANING............................................................................................................................................... 77

APPENDIX E—COMPARISON OF INTERNATIONAL STUDENT TRAVEL BEHAVIOUR BY NATIONALITY.................................................................................................................................................. 79 REFERENCES.................................................................................................................................................... 84

AUTHORS....................................................................................................................................................... 86

List of Figures Figure 1: Export income from education Services 2004–05 to 2008–09 _______________________________ 7 Figure 2: Education services exports by country 2008–09__________________________________________ 8 Figure 3: Number of working holiday visas granted _____________________________________________ 13 Figure 4: Length of visit on most recent trip ___________________________________________________ 22 Figure 5: Mode of transport used on most recent trip ____________________________________________ 22 Figure 6: Travel party on most recent trip _____________________________________________________ 23 Figure 7: Expenditures on most recent trip ____________________________________________________ 23 Figure 8: Plans for upcoming vacation period (i.e. Summer 2009/10) _______________________________ 24 Figure 9: Comparison of plans for upcoming vacation period (i.e. Summer 2009/10), by program type _____ 24 Figure 10: Activities of popularity within and outside the place of study______________________________ 26 Figure 11: Shops in Australia are open when I want to visit them ___________________________________ 26 Figure 12: Leisure companions _____________________________________________________________ 27 Figure 13: Preferred type of accommodation___________________________________________________ 27 Figure 14: Safety perceptions of general and backpacker accommodation ____________________________ 28 Figure 15: Cleanliness perceptions of general and backpacker accommodation________________________ 28 Figure 16: Number of friends who intend to visit ________________________________________________ 29 Figure 17: Number of family who intend to visit Australia_________________________________________ 30 Figure 18: Number of friends and family who have visited Australia ________________________________ 30 Figure 19: Number of friends and family who have visited Australia ________________________________ 31 Figure 20: Visiting friends and relatives in Australia by length of stay _______________________________ 31 Figure 21: Where visiting friends and relatives stayed____________________________________________ 32 Figure 22: Sources of funding for program fees, living expenses and travel and recreation _______________ 33 Figure 23: Chinese student travel companions__________________________________________________ 35 Figure 24: Chinese student accommodation preferences __________________________________________ 35 Figure 25: Chinese student length of visit on most recent trip ______________________________________ 36 Figure 26: Chinese student mode of transport used on most recent trip ______________________________ 36 Figure 27: Chinese student travel party on most recent trip _______________________________________ 36 Figure 28: Chinese student expenditure on most recent trip _______________________________________ 37 Figure 29: Chinese student plans for upcoming vacation period (i.e. Summer 2009/10)__________________ 37 Figure 30: Where VFRs of Chinese student stayed while in Australia ________________________________ 37 Figure 31: Length of stay in Australia for Chinese student VFRs ___________________________________ 37 Figure 32: Indian student travel companions __________________________________________________ 38 Figure 33: Indian student accommodation preference ____________________________________________ 39 Figure 34: Indian student length of visit on most recent trip _______________________________________ 39 Figure 35: Indian student mode of transport on most recent trip____________________________________ 39 Figure 36: Indian student travel party on most recent trip_________________________________________ 40 Figure 37: Indian student expenditures on most recent trip ________________________________________ 40 Figure 38: Indian student plans during upcoming vacation period (i.e. Summer 2009/10) ________________ 40 Figure 39: Where VFRs of Indian student stayed while in Australia _________________________________ 40 Figure 40: Length of stay in Australia for Indian student VFRs_____________________________________ 41

APTER 8 ........................................................................................................................................................ 52 USSION AND IMPLICATIONS.............................................................................................................. 52 RTHER RESEARCH......................................................................................................................................... 53 NDIX A—STUDENT VISA DEFINITIONS.......................................................................................... 54

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Figure 41: Korean student travel companions __________________________________________________ 42 Fig ean student accommodation preferences __________________________________________ 42 Figure 43: Korean student length of visit on most recent trip ______________________________________ 43 Fig rt on most recent trip ___________________________________ 43 Figure ent travel party on most recent trip ________________________________________ 43 Fig ent expenditures on most recent trip _______________________________________ 44 Figure 47: Korean student plans for upcoming vacation period (i.e. Su mer 2009/10) __________________ 44 Fig ustralia ___________________________________ 44 Figure 49: Length of stay in Australia for Korean student VFRs ____________________________________ 44FigFigure 51: European student accommodation preferences ________________________________________ 46 Fig ____________________________ 46 Figure 53: European student mode of transport on most recent trip _________________________________ 46 FigFigure udent expenditures on most recent trip _____________________________________ 47 Fig student plans for upcoming vacation period (i mmer 2009/10) ________________ 47 Figure 47

___ 48 _____________________________ 49

Figure 60: North American student accommodation preferences ___________________________________ 49 Fig _____________________________ 49 Fig p ____________________________ 50

ig _____________________________ 50 igure 64: North American student expenditures on most recent trip ________________________________ 50

Figure 65: North American students plans for upcoming vacation period (i.e. Summer 2009/10) __________ 51 merican student VFRs stayed while in Australia ___________________________ 51 n Australia for North American student VFRs _____________________________ 51

ure 42: Kor

ure 44: Korean student mode of transpo 45: Korean stud

ure 46: Korean studm

ure 48: Where Korean student VFR stayed while in A

ure 50: European student travel companions ________________________________________________ 45

ure 52: European student length of visit on most recent trip_________

ure 54: European student travel party on most recent trip ______________________________________ 47 55: European st

ure 56: European .e. Su 57: Where European student VFRs stayed while in Australia_________________________________

Figure 58: Length of stay in australia for European student VFRs _______________________________Figure 59: North American student travel companions ______________

ure 61: North American student length of visit on most recent trip __ure 62: North American student mode of transport on most recent triure 63: North American student travel party on most recent trip ____F

F

Figure 66: Where North AFigure 67: Length of stay iFigure 68: Travel companions by nationality___________________________________________________ 79 Figure 69: Accommodation preferences by nationality ___________________________________________ 79 Figure 70: Length of visit on most recent trip by nationality _______________________________________ 80 Figure 71: Mode of transport on most recent trip by nationality ____________________________________ 80 Figure 72: Travel party on most recent trip by nationality_________________________________________ 81 Figure 73: Expenditures on most recent trip by nationality ________________________________________ 81 Figure 74: Plans for upcoming vacation period (i.e. Summer 2009/10) by nationality ___________________ 82 Figure 75: VFRs stayed while in Australia by nationality _________________________________________ 82 Figure 76: Length of stay in Australia for VFRs by nationality _____________________________________ 83

List of Tables Table 1: International student traveller expenditures 2007–08 ______________________________________ 7 Table 2: International student numbers and market share by country ________________________________ 8 Table 3: International student numbers by sector_________________________________________________ 9 Table 4: Main courses of study for student visas ________________________________________________ 12 Table 5: Focus group description ____________________________________________________________ 16 Table 6: Respondent profile ________________________________________________________________ 20

*Table 7: Respondent nationality ____________________________________________________________ 21 Table 8: Leisure activities undertaken by international student respondents___________________________ 25 Table 9: Barriers to student travel ___________________________________________________________ 32 Table 10: Annualised expenditure by program duration __________________________________________ 33 Table 11: Percentage of recreation and personal time spent on each activity __________________________ 34 Table 12: Expenditure ranges included _______________________________________________________ 77 Table 13: Expenditure figures by program duration _____________________________________________ 77 Table 14: Annualised expenditure by program duration __________________________________________ 78

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Abstract There are almost half a million international students studying in Australia. The size of this market, and its growth and resilience over the past decade, represents a potential opportunity for Australia’s tourism industry. Friends and relatives who travel to Australia to visit the students are also a key driver of inbound tourism to Australia. The role that tourism and travel plays in the international student’s Australian experience, and the tourism significance of the associated visiting friends and relatives market, is however little understood. This report presents the first comprehensive tourism study of international students and their visiting friends and relatives. It involved focus groups and a large national survey of international students studying at higher education, vocational education and training and English language institutions in Australia. The findings provide important insights for Australia’s tourism leaders seeking to take full advantage of this market and develop innovative approaches to maximise its potential.

Acknowledgements Sustainable Tourism Cooperative Research Centre, established and supported under the Australian Government’s Cooperative Research Centres Program, funded this research.

The research team would like to acknowledge the valuable input and support of the Industry Reference Group for this project: Mr. Daniel Gschwind (Queensland Tourism Industry Council); Dr, Tracey Gilmore (Department of Employment, Economic Development and Innovation, Queensland Government); Mr. Euan Robertson (Tourism & Transport Forum); Mr. Steve Nerlich (Department of Education, Employment and Workplace Relations, Commonwealth of Australia); Ms. Jennifer Woodbridge (Australian Tourism Export Council); and Professor Trevor Grigg (University of Queensland). They would also like to thank Universities Australia, ACPET, English Australia and THE-ICE for assisting us by promoting this study to their members as well as the education institutions that hosted the focus groups and distributed the invitation to participate in the national survey to their students. Thanks also to Dr. Mitchell Ross and Mr. John King for their time and assistance with this study.

vi


RY

odology, including the focus groups and survey design, were undertaken in industry reference group. This group represented key senior managers from the

ndustries. Existing research n t

oles-Myer shopping vouchers were offered to encourage participation. There were 5,991 surveys completed. The survey data were analysed using SPSS software.

Key Findings Some of the key findings from this study relating to all international students include:

• Most international students travel while studying in Australia (84.9 percent) and over half intended to travel in Australia during their next extended break (being the summer holidays of 2009/10).

• Most of the trips international student’s take are relatively short, either day-trips (24 percent) or one to

three days (38.2 percent).

• Sightseeing was a very popular activity for international students both in the city or town where they study and when they travelled. Shopping for pleasure was the most popular activity in the city or town where they study. When travelling away, the most popular activity was visiting natural attractions.

• Car (34.7 percent) and plane (26.4 percent) are the main forms of transport used by international

students when travelling.

• International students spent, on average, less than $1,000 (84 percent) per trip.

• Most international students travel in groups, with their friends (62.4 percent), family (14.7 percent) or their partner (14.5 percent). Only 8.4 percent travel by themselves.

• Hotels/motels (43.3 percent) and apartments (23.3 percent) are the preferred types of accommodation

for international students. Backpacker hostels were also popular, with 22 percent preferring this type of accommodation, however this was mainly confined to the non-Asian students.

SUMMA

Objectives of Study The objective of this project was to conduct the first large scale tourism study of international students. It sought to profile the tourism behaviour of international students studying in Australia, and their visiting friends and relatives (VFRs), to inform tourism leaders on the product and service gaps and opportunities associated with this market.

Methodology The study’s scope and methconsultation with the project’stourism and international education industries in Australia. In addition, all researcher team members have in depth experience across the various sectors of these industries. A broader pool of tourism and education

akeholders was also interviewed for this study to identify key issues across these isti his area was also reviewed to inform the research process. The study focussed on students currently studying in Australia in higher education, vocational education and training and English language institutions as these programs represent the largest number of international student enrolments in Australia. There were two phases of primary data collection and analysis. The first phase involved eight focus groups that were undertaken in August and September 2009 at the following locations: Sydney and the Blue Mountains (New South Wales), Melbourne (Victoria), Perth (Western Australia) and Brisbane and Toowoomba (Queensland). The focus group data were analysed to identify key issues and inform the second phase of the study, which was a large scale national survey of international students studying in Australia. This national survey of international student travel behaviour was undertaken in October and November 2009. Institutions volunteered to invite their international students to participate in the study via email with a web link to the survey. Students then completed the survey online. An incentive prize draws of C

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students generate a large VFRs market. On average, over 70 percent expected at least two ds and two or more family members to visit them in Australia and over half indicated that

they have already had a friends and/or family visit them while studying in Australia.

nal students’ VFRs stay in Australia one to two weeks (40.3 percent). However,

ralia to attend their graduation, particularly among Asian students. Approximately 80 percent of Chinese, Indian and Korean students indicated that their parents would maybe or definitely attend their

ng for permanent residency in Australia.

ationality profiles is provided below. It highlights that there are key differences between include:

odes of

47.1 percent for all international students) and most VFRs stay one to two

o all

eir trip length was similar to Chinese students with most taking day-trips or dian student VFRs tend r two weeks to over one

month. Most (64.1 percent) Indian students plan to travel in Australia for their next vacation.

ey are more likely to travel with international students from other nationalities compared to all international students. Like the Indian

ost friends and relatives visiting Korean students stay in Australia for one to two weeks and stay with the student. Over half (52.9 percent) of the Korean students plan to travel in Australia for their next vacation.

• Internationalor more frien

• Most of the internatio

only 36.3 percent are likely to stay in commercial accommodation. The majority stay with the international student (47.1 percent) or friends and relatives (13.8 percent).

• Many international student’s felt that there was strongly possibility that their parents would travel to

Aust

graduation.

• Despite recent negative publicity about student safety, this was the lowest of the seven barriers to travel measured in this study. The greatest barriers to travel are concerns about money and study commitments.

• Based on the estimates provided by the participants in this study, international students spend, on

average, $42,531 per annum while studying in Australia. Their family contribute most of the money for program fees, living expenses and travel and recreation activities, however income from working is also important to fund travel and recreation activities. For further details refer to Chapter 7 and Appendix D.

• On average, international students estimated they worked 6.4 hours per week. Using an estimated

average hourly rate of $17.64 (based on the casual award rates in retail and hospitality) and assuming 48 working weeks per year, their income from working was estimated at $5,419 per year. Working income therefore contributed an estimated 12.7 percent to their total annual expenditure. The balance of average annual expenditure of $37,112 is assumed to be funded principally from savings and from family sources, and therefore viewed as export dollars.

• Over 80 percent of international students were considering applyi

A summary of the n

the travel behaviour of each nationality and the associated VFRs markets. Key findings

• Chinese students tend to travel with their friends and are much more likely to travel with friends who are also Chinese students as opposed to other nationalities. They mostly stay in hotels/motels or apartments and take day-trips or short breaks of one to three nights. This is reflected in their mtransport which are primarily car and bus. Their VFRs are more likely to stay in hotel/motel (37.8 percent compared to 27 percent for all international students) and less likely to stay with the student (36.5 percent compared toweeks in Australia. Approximately 60 percent of Chinese students plan to travel in Australia for their next vacation.

• Indian students are more likely to travel with friends and relatives who are not students compared t

international students. They also tend to travel with other international students, both from India and other nationalities. They prefer to stay at hotels/motels, but apartments and backpacker accommodation was equally preferred. Thshort breaks of one to three nights. The major mode of transport was by car. Into stay longer than international students generally, with 67.5 percent staying fo

• Korean students tend to travel with their friends and family. Th

students, they also tend to travel with other international students, both from Korea and other countries. They are also more likely to stay in hotels/motels and apartments compared to all international students. They predominantly travel by plane and take trips of less than one week. M

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d to travel with international students from other nationalities or other friends and relatives who are not students.

dents, with 70.6 percent of

udents (7 percent). They also tend to travel with other students from North America

r and plane predominate as the mode of transport. VFRs mostly stay with the student

onclusions and Future Actions

’s tourism industry. The findings from this study

international students constitutes a significantly higher proportion of international leisure vis

here are pportunities for tourism product and destination management and marketing organisations to tailor their

particular, further research into international students studying in the non-niversity sector, including (but not limited to) those students on pathway programs to university, would be

• European students tend to travel with friends or their partner. They are much less likely to travel with

students from their nationality compared to all international students and ten

Backpackers are the preferred type of accommodation and car and plane are the major transport modes. European students tend to take shorter breaks of less than one week, but are less likely to take day-trips compared to all international students. Their VFRs tend to stay with the student, but they also tend to have a longer length of stay in Australia compared to all international stutheir VFRs staying more than two weeks in Australia. Most (61.2 percent) European students plan to travel in Australian for their next vacation.

• North American students are more likely to travel with Australian students (27 percent) than all

international st(27.6 percent) and other countries (22.1 percent) as well as other friends and relatives who are not students (23 percent). Their accommodation preference is fairly balanced between hotels and backpackers. They mainly take short breaks of one to three nights (47.1 percent) and four to six nights (27 percent). Caand tend to stay for two to four weeks. Only 44.8 percent of North American students are likely to travel in Australia during their next vacation with 49.7 percent intending to return home and 39.9 percent intending to travel to other countries.

CIt is apparent that the international student market represents a significant opportunity for the Australian tourism industry. There appear to be two sub-markets associated with international students:

• international students themselves; and; • their VFRs.

Each of these markets present potential benefits for Australia

suggest that international students are opportunistic travelers, who tend towards day-trips and short breaks undertaken within friendship groups. Based on the estimates provided by the participants in this study, the VFRs

arket associated withmitor arrivals to Australia than was previously thought. Attending graduations appears to be an important

motivation to travel to Australia for the parents of international students. These findings suggest that toproducts and develop packages to better service these markets as well as implement marketing campaigns to ignite interest in travel among international students such actions should increase the number of trips taken by the student during their stay in Australia and to motivate their VFRs to visit them during and following their study in Australia.

While this project has been the largest and most comprehensive study of international student travel behavior to date, there is still significant research required to better understand the relationship between the tourism and international education sectors. Inubeneficial to gain a more comprehensive view of the tourism opportunities and the relationship between length of stay in Australia and travel behaviour. Likewise, assessment of the economic contribution of international students and a more detailed breakdown of expenditure relating to study, work and travel would provide strong evidence-based assessment of the value of this market to both the tourism and international education industries. Given the size of the overall student population in Australia, it may also be useful to compare international and domestic student markets to search for potential synergies and tourism opportunities.

In order to advance these prospects, further dialogue between leaders in the tourism and international

education industries is required. It is clear that tourism and travel plays a role in the international student’s experience of studying in Australia and both sectors could therefore benefit by working more closely together to better facilitate positive outcomes for international students whilst also advancing the economic stimulus this market provides to the Australian economy.

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x


1

Chapter 1

Australia has successfully gained a positioning as a well regarded destination offering quality education and training. There were almost half a million international students in Australia on student visas in 2009, increasing 13.3 percent on 2008 figures, and 17.2 percent between 2007 and 2008 (Australian Education International [AEI] 2010). Education has been one of the relatively few service industries which have remained strong through periods of social and political uncertainty (Weaver 2004) and through economic downturns (Archer & Brett 2009; Richards & Wilson 2004). International education now contributes about $17.2 billion in export income annually and has emerged as Australia’s largest service-based export industry (AEI 2009a). It accounts for approximately 122,000 full-time equivalent (FTE) jobs, with 33,000 of these in the education sector itself and a further 89,000 in related sectors (Access Economics 2009). Most universities and many other educational providers around Australia now have well-established marketing strategies to recruit international students into full-fee paying programs (Mazzarol, Soutar & Seng 2003).

Whilst education is the primary reason cited by international students for studying in Australia, students may also be motivated by the various travel activities that they undertake prior to, during and on completion of their studies (Weaver 2004). The growth and resilience of this travel market over the past decade, suggests that it offers potential opportunities for Australia’s tourism industry. However the role of travel and tourism within the experiences of international students in Australia is not well understood. Collaborations with education providers offer tourism related businesses the prospect of targeting international students and enhancing their motivations to travel during their enrolment (Michael, Armstrong & King 2004). There is also an apparent opportunity to recruit international students as advocates who will encourage others to travel to Australia. They could also become future repeat visitors for Australia following their return home (Weaver, 2004). Those who visit student friends and relatives (VFRs) in Australia are another travel marketing offering considerable potential. It has been estimated that the VFRs market associated with international students contributed $314.7 million to the Australian economy in 2007/08 (Access Economics 2009). On the basis of the foregoing section it is clear that international students and their VFRs are an actual and potentially significant travel from the perspective of Australia’s tourism industry. However to date little research has been undertaken into the travel and leisure behaviour of these consumers. On this basis it is clear that the tourism and leisure industries have not maximised the full market potential.

In July 2009 the Sustainable Tourism Cooperative Research Centre (STCRC) commissioned a team of researchers from Griffith University, Victoria University, Southern Cross University and The University of Queensland to undertake a study which would provide tourism and education stakeholders with a comprehensive picture of the tourism opportunities associated with the international student market in Australia. The project aimed to:

• profile the current tourism product and service usage by international students studying in Australia; and

• to identify the perceived product and services gaps and opportunities.

In order to achieve these aims a national survey of international students was conducted along with a series of focus groups. The present report presents the relevant research outcomes and provides insights into the capacity of Australia’s tourism industry to take full advantage of this source of business. The report:

• reviews past research in youth and student travel behaviour (Chapter 2); • profiles the international student market (Chapter 3); • explains how international students are defined and tracked in Australia, including an overview of visas

used by international students (Chapter 4); • identifies key issues identified by key players in the tourism and education industries (Chapter 5); • presents the findings of the focus groups and a national survey of international students currently

studying in Australia (Chapter 6); • provides recommendations to the tourism and education industries to enhance the international student

travel experience in Australia and maximise the associated tourism opportunities (Chapter 7).

INTRODUCTION


Chapter 2

INTERNATIONAL STUDENTS—A YOUTHFUL TOURISM MARKET

In the face of intense competition, the tourism industry is increasingly seeking to reach new market segments with more targeted approaches to marketing and product development. The youth travel segment has attracted the attention of tourism operators internationally because of its substantial scale, growth and influence on the overall market (Reisinger 2002). Youth travellers now represent a significant portion of the international travel market. As cited in King and Richards (2003), World Tourism Organisation estimates that youth travel increased from 14.6 percent of all international tourism trips in 1980 to 20 percent in 2001. King and Richards (2003, p.1) suggest that this growth is not fuelled by demographic changes, as birth rates are falling throughout the developed world, instead it is driven by, ‘increased participation levels in tertiary education, labour mobility and overseas study programs, the emergence of backpacking as an element of global youth culture and changing concepts of youthfulness. The blurring of distinctions between work, study and travel are leading to a hybridisation of youth travel motives’.

In response to the growing demand amongst younger people for travel, a wide and growing variety of tailored youth travel experiences have become available, ranging from specialised youth focussed products (e.g. the tours offered by Contiki) and accommodation (e.g. youth hostels) to youth-based travel events (e.g. post-graduation events such as Schoolies in Australia1 and Full Moon Parties in Thailand2).

In the United States, the youth travel market has become increasingly important for many tourism

destinations and businesses that rely on annual spring break travel undertaken by university students (Buttz, Salazar, Sapio & Thomas 1996; Hobson & Josiam 1992; Hobson & Josiam 1995) Youth-focussed travel organisations, conferences and exhibitions have also proliferated. One of the major annual youth travel industry events is the World Youth and Student Travel Conference (2010). This Conference brings together 450 of the youth travel and education industries most influential organisations and buyers, sellers, service providers and tourism organisations from over 85 countries. Youth travel constitutes an important segment of the Australian tourism industry with approximately one-third of all international visitors aged 15–29 years. In 2009, this market represented approximately 1.6 million of five million international visitors to Australia (based on data from Tourism Australia’s International Visitor Survey for the year ending September 2009).

Taking an extended overseas trip has become a rite of passage for many young people around the world,

particularly in western countries. The concept of a ‘gap year’ between school and university or university and work has also become commonplace. Such periods signify an opportunity for fun and independence prior to the responsibilities of adulthood (O’Reilly 2006). Amongst younger travellers’ independent travel is commonly perceived as an education experience that aids self-development, with the skills acquired over the course of travelling being perceived as relevant to future employment prospects (Pearce & Foster 2007). Within the literature, discussions of youth travel have focussed primarily on backpacking. Backpacker travel may be thought of as spontaneous, where travellers ‘go with the flow’ and undertake ‘little or no advance planning, allowing word of mouth and serendipity to influence the itinerary’ (O’Reilly 2006, p.1001).

1 For further information: www.schoolies.org.au 2 For further information: www.fullmoonparty-thailand.com

2

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES During the 1970s, such travellers were characterised as ‘hippies’ and ‘drifters’, though by the later 1990s, the

cker’ had moved from the margins into the mainstream. An identifiable backpacker travel industry has evolved in Australia and other destinations around the world with the emergence of backpacker specific

on agents (Pearce, Murphy & Brymer 2009).

As the backpacking experience has become increasingly common backpacking has become progressively

study related tourism. The report highlighted the al

tudents, and thus provide limited relevance to international student travel—domestic nd

ying in the United Kingdom and entified significantly different

mo

ous ween the travel behaviours of

insights into the particular characteristics of the

term ‘backpa

products, services and distributi

less independent, more planned and organised and akin to mainstream travel (O’Reilly 2006). Internationally many governments including Australia’s, have encouraged young people to undertake extended stays with specific work and holiday visa arrangements allowing for short-term work as a component of the travel experience. Tourism Australia has also implemented specific youth-orientated marketing campaigns and marketing tools (including brochures and websites) to attract working holiday makers and backpackers to visit Australia. In November 2003, a national Backpacker Tourism Advisory Panel was established, supported by Australian Tourism Export Council (ATEC), to progress youth tourism policy and marketing initiatives.

Travel for educational purposes has emerged as an important part of the youth travel market. According to Tourism Australia’s (2009) International Visitor Survey, approximately eight percent of all international visitors cited ‘education’ as their main purpose of visit and education visitors accounted for a third of all international

isitor nights. In 2007, Tourism Australia released a report onvv ue of the market to the Australian tourism industry and concluded that ‘study tourism visitors stayed in Australia 63.1 million nights and were worth around $5.3 billion to the tourism industry in 2006. Nearly $300 million can be added to this figure by taking into account the spending of family and friends that visited study tourists’ (Tourism Australia 2007, p.1). It also concluded that study tourists stay much longer in Australia than the average international visitor (151 nights versus 32 nights) and spend four times more ($12,878 versus $2,838). Tourism Australia includes ‘education’ as a main purpose of visit on its regular international visitor survey. This ensures ongoing monitoring of the market.

Some industry-based research has measured the dimensions and significance of international education

visitation. However limited empirical research has been undertaken on the behavioural aspects of this market. From an international perspective, several studies have investigated student travel in terms of destination image and preferences (Chen & Kersetetter 1999; Kim, Jogaratnam & Noh 2006), market segmentation (Kim & Jogaratnam 2003; Sung & Hsu 1996), travel motivation (Kim, Oh & Jogartnam 2006; Thrane 2008; Xu, Morgan & Song 2009), satisfaction and value perceptions (Babin & KuemLim 2001) and information searching (Park & Kim 2009). However, most of this research is based on students enrolled in US Universities (e.g. Chen & Kersetetter 1999; Field 1999; Kim, Oh & Jogaratnam 2006; Thrane 2008). Many of these studies have focussed xclusively on domestic se

a international students have been shown to behave differently. Field (1999) concluded that domestic and international students are different in terms of their travel

intentions, approach to booking and activity preferences. Similarly, Kim and Jogaratnam (2003) compared the activity preferences of Asian and domestic students studying in the United States. They found that Asian stud ts en had a higher preference for city-based touring and sightseeing than their domestic counterparts. As highlighted by Xu, Morgan and Song. (2009) this may be attributable to cultural differences. The study compared the travel attitudes and behaviour of domestic university students studChina. hilst the two cohorts exhibited similar characteristics, they idW

tivations, activities and attitudes. Differences were also evident between sources of funding for travel, planning horizons and choices of accommodation and transport. Compared with their Chinese counterparts UK students, sought travel experiences associated with having fun, doing things with friends and family, escaping from o importance to seeing fam b redom and enjoying new challenges Chinese students attached greatersi h s a ear differences betg t nd learning about other cultures and history. Given the cldomestic and international students, it is timely seek further international student target market in Australia.

3

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES To date little research has been conducted into the travel behaviour of international students studying in

eaver (2004) investigated the travel experiences of international students attending large universities e-Gold Coast corridor during the period prior to 2000. The administration of the survey to

t travel beyond the

most one-took at least three trips; and one in ten (11 percent) took four trips. Sydney was the most

popular destination, with 49 percent of all trips including Sydney as part of the itinerary. Melbourne (29

rom their home country while studying in Australia. Although this study rov

ia on completion of their studies and after their return hom

ly during visits by friends and family from their home country. All focus group participants were visited by at least one person from their home country. The main considerations during family visits were length of stay and budget. The international student had a major influence on where their friends and family visited, with most visiting mainstream tourist attractions and places in close proximity to their home base on the Gold Coast. The visitors had a tendency to stay with the student in order to save money, and sought out cuisines resembling their home culture since they had a limited concept of ‘Australian cuisine’. Shopping and souvenirs were other important elements of the trip.

Australia. Win the Brisbanrespondents two years after their graduation allowed for a longer term view of international studenbehaviour. Weaver found that most (82 percent) took at least one overnight trip within Australia Brisbane-Gold Coast corridor during their studies; almost half (48 percent) took two or more trips; althird (28 percent)

percent), Cairns (13 percent) and Canberra (13 percent) were the three next most popular destinations. The duration of three in four trips was less than 13 days; 56 percent of trips were three—six days and 24

percent of trips were seven–13 days. The study highlighted the importance of group-based travel for this market with the average trip involving 4.4 persons. Air travel (37 percent) was the most frequently used mode of transport followed by rental car (18 percent), private vehicle (16 percent), public bus (13 percent), tour bus (11 percent) and rail (5 percent). Most respondents stayed at hotels/motels (69 percent), private homes (29 percent) and youth hostels (20 percent). Only nine percent of respondents stayed at bed and breakfast or guesthouse accommodation and five percent went camping.

It was found that over half (52 percent) of respondents returned to Australia following their studies and 78

percent of respondents hosted visitors fp ided initial insights into the travel behaviour of international students in Australia, the small sample size (n=139) did not permit analysis to differentiate relevant sub-segments (e.g. by country, age and gender). The sample was also limited to students from Hong Kong, India, Indonesia, Japan and Singapore, and was not representative of the broader international student population in Australia.

A similar study was also conducted with international students studying in Melbourne, Australia (Michael,

Armstrong & King, 2004). This study also had a small sample size of 219 of mostly Asian international students (26.5 percent Malaysian, 14.2 percent Indonesian, 11.9 percent Singaporean, and 10 percent South Korean). Consistent with Weaver’s findings (2004), the majority of students travelled during their course of study (64.4 percent). Most travelled to New South Wales (51.1 percent) followed by Victoria (50.2 percent), the Northern Territory (8.7 percent) and Western Australia (7.3 percent). The average expenditure incurred during the most recent trip was $392. Indicative that this average expenditure amount is consistent with the findings of other studies, Michael, Armstrong and King (2004) note Pope, Shanka and King’s study of Western Australian students which concluded that students spent an average of $323 per trip. Respondents in Michael, Armstrong and King’s (2004) study indicated that 55 percent had friends and relatives visit them from their home country during their period of study and 64 percent intended to holiday in Melbourne and Victor

e. These figures are slightly lower than those reported by respondents in Weaver’s (2004) study. However the sampling time-lag in Weaver’s study may account for these differences.

Min-En (2006) undertook a further investigation of international students in Australia. This qualitative study

investigated the motivations, image perceptions and travel patterns of international students studying in Australia, and their VFRs related behaviour. He conducted 23 focus groups with international students studying at Griffith University on Queensland’s Gold Coast. He found that the most important influences for studying in Australia were ‘quality of life’, safety and the relatively lower education costs than competing destinations such as the United States and the United Kingdom. Travel opportunities had little influence on their decision-making, though they did undertake some travel activities during their time in Australia, particular

4

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES These studies provide some initial insights into the travel needs, preferences, motivations and activities of

international students when studying aboard, however in order to maximise the tourism benefits of hosting these students, a better understanding of their travel behaviour is required. Building upon previous studies, the research project presented in this report is the first comprehensive study of international student travel behaviour. Th findings seek to inform tourism leaders so that they can develop innovative, targeted approaches to ma

e ximise the potential of this market.

5


Chapter 3

PROFILE OF THE INTERNATIONAL EDUCATION MARKET

International education has become a globally significant industry with approximately two out of every ten students leaving their home countries to study (United Nations Educational, Scientific and Cultural Org

, the number of students travelling aboard for education within the

nternationalisation of education has acc

y coa

take leisure activities in Australia (including entertainment, organised tours, domestic airfares, self-drive, rent-a-cars or other vehicles and horse racing or other gambling) is only four percent of total expenditure by international students.

anization—UNESCO 2009). There are now over 2.8 million international students studying outside of their home country around the globe and this number continues to grow exponentially with a staggering 53 percent growth from 1999 to 2007 (increasing on average 5.5 percent annually). The growth of international education has mirrored the overall growth in the number of students pursuing tertiary education around the world. The number of tertiary enrolments grew from 28.6 million in 1970 to 152.5 million in 2007. During this period, the ratio of gross tertiary enrolments to population size has almost tripled from nine percent to 26 percent worldwide. However, outbound student mobility ratio has remained constant during this period at 1.9 percent in 1999 compared to 1.8 percent in 2007. Therefore

global population has kept pace with overall global tertiary enrolments.

The explosion in global demand for tertiary education has fuelled interest in studying aboard. The ‘Top 10’ countries contribute 37.5 percent of the total international student market. China is the largest source market for international students (421,100 in 2007). This is followed by India (153,300), Republic of Korea (105,300), Germany (77,500), Japan (54,500), France (54,000), the United States (50,300), Malaysia (46,500), Canada (43, 00) and the Russian Federation (42,900) (UNESCO 2009). The i9

elerated in recent times as western education has become more popular, particularly among Asian students seeking educational experiences in English speaking destination countries (Baron, Baum & Conway 2009). Consequently, international competition for profitable international students has intensified, and today, major players in this market compete for market share.

Traditionally, the United States has been the most popular international study destination; hosting one in four international students in 1999. However, as other countries, including Australia, became more active in this market, the United States market share eroded to approximately one in five by 2007. Based on 2007 figures, Australia has the fourth largest international student population (at 7.4 percent of the total market) behind the United States (21.4 percent), United Kingdom (12.6 percent), France (8.8 percent) and Canada (7.6 percent) (UNESCO 2009).

Australia has capitalised on this burgeoning international student market. International education now plays a

significant role in the Australian economy. It is the third largest export earner for the country, only surpassed bl and iron ore (Access Economics 2009). International education is the largest service-based export industry

in Australia, ahead of travel services ($11.7 billion) and professional management and consulting services ($3.7 billion) (AEI 2009a). According to Access Economics (2009, p. i),

Each international student (including their friend and family visitors) contributes an average of $28,921 in value added to the Australian economy and generates 0.29 in full-time equivalent (FTE) workers. In total, international education creates over 126,000 full-time equivalent positions in Australia. Lawrence

(2009) found in a survey of international university students studying in Victoria, the average weekly expenditure was $140 per week ($6,410 per year) for day-to-day living costs and $160 per week ($7,369 per year) for accommodation with a spend of approximately $4,350 per annum on ‘big ticket’ items, such as cars and computers. Therefore, the total annual living expenses were $17,879. Table 1 shows the breakdown of international student travel expenditure derived from Tourism Australia’s International Visitor Survey and estimated by Access Economics (2009) based on 2007/08 expenditure. It shows that international students spend the majority of their funds on education fees (46.7 percent) and food, drink and accommodation (31.8 percent). Expenditure to under

6


Table 1: International student traveller expenditures 2007–08

Category $M Percent

Education fees 6,435.9 46.9 Food, drink and accommodation 4,366.4 31.8 Shopping for items for use in Australia 480.3 3.5 Motor vehicles 408.4 3.0 International airfare bought in Australia 353.7 2.6 Other transport fares 332.6 2.4 Shopping items to take home 296.2 2.2 Phone, internet, fax and/or postage 261.7 1.9 Entertainment 188.8 1.4 Organised tours 149.5 1.1 Other 148.6 1.1 Petrol and oil for self-drive cars or other vehicles

109.3 0.8

Domestic airfares 90.1 0.7 Self-drive, rent-a-cars or other vehicles 62.3 0.5 Horse racing or other gambling 42.2 0.3 Total 13,726.0 100.00

Source: Access Economics, 2009, p. 5.

As shown in Figure 1, this sector has shown significant growth over the past five years. Export income from international education has increased from $9.1 billion in 2004/05 to $17.2 billion in 2008/09. In 2008, education related exports were up 23.2 percent on the previous year, with most of this growth coming out of India (43 percent) and China (23.8 percent) (AEI 2009a). Demand for Australian qualifications remains high and the sector has shown resilience in the face of the global financial crisis. International student commencements grew 13.3 percent in between 2008 and 2009 (AEI 2010) and 17.6 percent between 2007 and 2008 (AEI 2009b). International education leads the export earnings of all industries in Victoria and is the second largest export industry in New South Wales (Gillard 2009). In 2008/09, New South Wales has the largest share of international student expenditure in Australia receiving 38 percent of total export income for all onshore students, equating to $6.4 billion dollars. This is followed by Victoria ($5.4 billion) and Queensland ($2.4 billion) (AEI 2009a).

9.110.1

11.4

14

17.2

0

2

4

6

8

10

12

14

16

18

20

2004/05 2005/06 2006/07 2007/08 2008/09

Year

Bill

ions

(

Figure 1: Export income from education Services 2004–05 to 2008–09

Source: AEI, 2009a.

7

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES China is the largest source market for international students contributing 24 percent of student numbers in

2009 (AEI 2010) and 22 percent of export income in 2008/09 (AEI 2009a). India is the second largest ucation market for Australia with students from India representing 18 percent of all international

students in 2009 (AEI 2010) and 16 percent of export income from international education in 2008/09 (AEI also rkets

represent less than ten percent of all international students. Figure 2 and Table 2 show international student

international ed

2009a). Korea, Malaysia and Thailand, Vietnam, Nepal, Brazil and the United States of America areimportant source markets for the Australian international education sector, however each of these ma

export earnings, numbers and market share by country in Australia.

China 22%

Other countries 30%

Other education services and royalities

3%

Brazil

India 16%

Republic of Korea 6%

Malaysia 5%

Thailand 4%

Vietnam 3%

Hong Kong 3%

Indonesia3%

Nepal 3%

2%

Figure 2: Education services exports by country3 2008–09

Source: AEI, 2009a.

Table 2: International student numbers and market share by country

Nationality Student Numbers Market Share (in 2009)

China 118,301 24% India 89,457 18% Republic of Korea 27,866 6% Malaysia 21,390 4% Thailand 18,195 4% Vietnam 17,586 4% Nepal 17,526 4% Indonesia 14,398 3% Brazil 12,565 3% United States of America 10,567 2% Other nationalities 143,714 28% Total 491,565 100%

Source: AEI, 2010.

The three main international education sectors are: • Higher education; • Vocational Education and Training (VET), and; • English Language Intensive Courses for Overseas Students (ELICOS).

3 Includes international students on student visas only.

8

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES Refer to Appendix A ion has led the growth

in international studen y the VET sector has shown significant growth increasing 25.9 percent between 2008 and 2009 (AEI 2010) and 41.3 percent between 2007 and 2008 (AEI 2009b).

umbers b r

for a definition of each of these sectors. In the past, higher educatt enrolments in Australia. However, as shown in Table 3, recentl

Table 3: International student n y secto

International Student Numbers by Sector

Annual G h rowtSector by Sector

2007 2008 2009 20 8 07 to 200 2008 to 2009

Higher education 168,052 176,161 196,007 4.8% 12.2% VET 107,066 151,258 189,021 41.3% 25.9% ELICOS 92,890 115,128 119,960 23.9% 4.2% Schools 26.602 28,515 33,364 7.2% -2.8% Other 27,256 31,035 27,257 13.9% 7.1% Total 370,238a 435,263 a 491,565 a 17.6% 13.3%

Source: AEI 2010 & 2009be sum of its components as individual students can undertake study in more than one

sector during the year.

and sustainability of this sector.

In July 2009, the Australian Government announced that it would work with the state and territory governments to develop a national International Student Strategy to enhance the experience of international students in Australia (Australian Government, 2009a). In parallel with the development of this strategy, in August 2009, the Australian Government also appointed The Hon Bruce Baird, former Federal Member for Cook, to head up a review into the legislative framework that governs the provision of education and training services in Australia to international students studying in Australia on a student visa, known as the Education Services for Overseas Students (ESOS) Act 2000 (Australian Government 2009b).

As part of this review process, an issues paper was released in September 2009, an interim report was

released in November 2009 and a final report released in 2010 (Australian Government 2009c & d; Australian Government 2010a). As a result of this process, the Australian Government is proposing a number of changes to improve the experience of international students.

. a The total is less than th

Current Issues in the Australian Education Sector The growth in international student numbers has generally been viewed as advantageous to Australia and its education industry by enriching Australia’s education and deepening relations between Australia and other nations (Universities Australia, 2009), particularly our neighbours in Asia (Pricewaterhouse Coopers 2009). However, the recent attacks and incidents involving Indian students reported in the media, questions about the standards of some education and training providers and uncertainty as a result of the global financial crisis have

concerns within the Australian Government and the education industry about the future growthraised

9

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES A Joint Committee on International Education has been established by the federal, state and territory

governments. This committee draws upon the deliberations of the Victorian and New South Wales taskforces, which were formed to enhance the education experience of international students in their respective states (Gillard 2009). While this review and these groups do not directly relate to legislation and issues affecting tourism businesses, they seek to address social inclusion and engagement to avoid isolation and loneliness sometimes experienced by international students. This in turn promotes inter-cultural harmony and engagement with the local communities. The role that tourism experiences, product and events could play in addressing this issue requires further consideration. The tourism industry should also be cognisant of negative media concerning international students given its potential impact of the destination image of Australia, and safety concerns potentially affecting the VFRs market associated with international students.

10


Chapter 4

DEFINING AND TRACKING INTERNATIONAL STUDENTS

There is inco y in the de ent’ and how i nt statistics are collected. UNESCO (2009,p. 36) defines in bile students as:

students [that] leave their country or territory of origin and move to another country or territory with the objective of studying They define them accordin char tics. Fi y must anen e host

country in which they pursue their studies. Second, they must obtain the entry qualification to their current level of stud ry ( ust com ir secon ucation in try where they stu l course). An third, th not citizen f the host coun which e their studies

International Student Enrolments in Australia In Au AEI collects n o ion udy stralia. g to the

Statistics (2010), international student enrolments are defined as:

represent students who have actually started studying in Australia on a student visa are counted. Country of birth is based on citizenship, rather than home residence. AEI student enrolment data covers onshore international students studying on student visas only (visa subclasses

ertaking study while

enrolled in Australia if, for example, they are moving between institutions at the at

In A

. International students undertaking a short study course in Australia may use a tourist visa, however they are not permitted to work during their stay.

nsistenc finition of an ‘international stud nternational studeternationally mo

g to three acteris rst, the not be a perm t resident of th

y in another counte

e.g. they m not have pleted the dary ed the coundy a tertiary lev

. d ey are s o try in they pursu

stralia, informatio n internat al students st ing in Au AccordinAustralian Bureau of

Only enrolments that

570 to 575). It does not include: • overseas students on Australian funded scholarships or sponsorships, or students und

holding tourist or other temporary entry visas (or their dependents) • New Zealand students (as they do not require a student visa to study in Australia).

Data do not represent the number of overseas students in Australia or the number of student visas issued. Instead the data count actual course enrolments. A student attending two different courses in the same reference period (for example ELICOS and Bachelor Degree) will have both enrolments counted. Students will be counted as enrolled in Australia even if they have left Australia temporarily, for example, during end of year holidays.

tudents are not recorded as Sd e of reporting and their new course details have yet to be entered by institutions.

Enrolment data is derived from the Commonwealth Provider Registration and International Student

Management System (PRISMS) database. PRISMS data is being updated continuously, and Department of Education Employment and Workplace Relations (DEEWR) extracts these data monthly to produce monthly and yearly figures.

Australian visas issued to international students ustralia, international student statistics are also collected by the Department of Immigration and Citizenship.

There are three principal types of visas used by international students with the majority of international students entering on a student visa. However, depending on their length of stay and course of study, some students may also use working holiday visas and tourist visas

11


Student visas As shown in Table 4, there were over 320,000 student visas granted in 2008–09 across eight main courses of study (refer to Appendix A for a definition of each visa type). Student visa holders are required to meet course attendance requirements and are limited to 20 hours per week work (paid) in non-vacation periods. Student visa applicants must also show evidence that they have the funds to live and study in Australia. In 2010, student visa applicants require evidence of funds of $18,000 per year (plus additional funds for family members as applicable) as part of their visa application.

Table 4: Main courses of study for student visas

Main course of study 2007–08 2008–09 Percentage Change (%)

Higher education 130,127 133,990 +3%

Vocational education and training 68,382 104,064 +34%

ELICOS 30,545 36,721 +17%

Postgraduate research 6.935 8,354 +17%

Primary or secondary school course 16,697 14,186 -18%

Non-award 20,698 18,972 -9%

AusAID and Defence 4,521 4,081 -11%

Total 278,184 320,368 +13% Source: Australian Government (2009e).

Working holiday and work and holiday visas The working holiday visa is a 12 month visa that enables young people (under 30) from eligible countries to work, while holidaying in Australia. These visa holders can work with one employer for up to six months and study for up to four months. This program was established to ‘encourage cultural exchange and closer ties between arrangement countries by allowing young people to have an extended holiday supplemented by short-term employment’ (Australian Government, 2010b). Over the past decade, the number of working holiday visas granted has grown considerably (refer to Figure 3). The Australian Government has fuelled this growth with the expansion of the program to include more eligible countries or regions and the introduction of the second year working holiday visa for those who complete a minimum of three months of specified work in eligible regional Australian areas during their first working holiday visa.

Recently, a similar yet separate visa class titled the work and holiday visa was also introduced with Chile, Indonesia, Malaysia, Thailand, Turkey and the United States. In 2008–09, it is estimated that the working holiday program contributed $2 billion in expenditure and created 10,000 jobs (Russack 2009). There were 187,696 working holiday applicants (Australian Government 2010b), and withstanding the global financial crisis, working holiday visa applications are expected to exceed 200,000 in 2009–10 (Russack 2009). According to the Australian Government (2010c), in 2008–09, the leading source of applications was from the United Kingdom (40,182) followed by Korea (39,505), Germany (20,319), Ireland (22,785) and Japan (9,324). The European focus of these applicants reflects the strong links between the working holiday program and backpacker travel as often these working holiday makers used temporary work to assist in funding their Australian holiday.

12


0

20

2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09

Years

40

120

160

180

200

M v

isa

Figure 3: Number of working holiday visas granted Source: Australian Government (2009b&c).

140

s ('0

00)

60Num

80

100

ber o

f WH

13


Chapter 5

INDUSTRY CONSULTATION

Key stakeholders in the education and tourism industries were involved in shaping the scope and execution of this study. An industry referen es from the public and private sectors of the tourism and e articip is dustr roup members included:

• Mr Dan Queensland Tourism Co ); • Dr Tra , Depa f E nt, E Development and

Innovat sland Government; • Mr Euan anager Research, T & Tra Foru• Mr Steve alysis it, Intern al Strategy Branch,

Austral tion, men orkpla tions; • Ms Je bridge, Manager—Industry men ralian sm Export Council

(ATEC• Profess or Grigg, Deputy Chair of the STC or ty Vic cellor (International

and De .

d research team members was held on 23 July 2009 to iscuss:

epresent a small portion of the market.

Consistent with the STCRC project brief, the industry reference group was principally interested in the study providing a better understanding of tourism products and services that were relevant to this market, the places they visited and their travel spending patterns. They suggested that nationality differences in travel behaviour should also be investigated. Gaining the better understanding of the visiting friends and relatives market was also identified as important to maximise the tourism benefits of this market.

ce group was established in July 2009. Representativducation industries p ated in th group. In y reference g

iel Gschwind, CEO, Industry uncil (QTICcey Gilmore, Director, Gold Coast rtment o mployme conomicion, Queen Robertson, National M ourism nsport m;

Nerlich, Director, International Researchian Government Department of Educa

and An Employ

Unt and W

ationce Rela

nnifer Wood Develop t, Aust Touri); and or Trevvelopm

RC and f mer Depu e-Chanent), University of Queensland

Research team members included:

• Professor Mike Davidson, Griffith University (Project Leader); • Associate Professor Hugh Wilkins, Griffith University; • Professor Brian King, Victoria University; • Associate Professor Perry Hobson, Southern Cross University; • Associate Professor Steve Craig-Smith, University of Queensland; and • Mrs Sarah Gardiner, Griffith University (Project Coordinator).

A teleconference with the industry reference group an

d• key issues facing the international education sector (particularly relating to maximising tourism

outcomes); • the project’s scope and methodology, and; • key contacts for the industry survey and international student survey.

Based on the comments from the industry reference at this meeting, the research team refined the scope of

the project as it would investigate the travel behaviour of international students while they are staying in Australia, and not collect pre-arrival or post-departure data. It would also focus only on the higher education, vocational education and training and English language sectors and not include the school and study group sectors as they only r

14

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES Industry reference group members were also asked to provide industry contacts to the research team in order

to conduct a broader survey of industry issues. Thirteen names were presented, of which eight participated in an email or telephone interview of senior tourism and education managers. Participants were asked to comment on:

1. What are the key tourism opportunities in the international student market? How could they be capitalised upon?

2. What are the barriers to maximising the tourism potential of the international student market? How could they be overcome?

3. Are there any other issues that should be considered as part of this study?

Several interviewees highlighted that the international student market is not homogenous and anticipated that

these groups would have different travel behaviour. They also thought that the travel needs and behaviour of international students would be very different to the backpacker market and that current youth and b kpacker tourism product in Australia market. They also felt that ‘education’ was the primary avel was not a high priority

d time commitments of study may inhibit their opportunity to travel within Australia. It was recognised that work needs to be done on both the demand and supply sides of the tourism industry to better capture and service this market. The ‘educational’ role that travel could play in the international student’s overall experience should be emphasised. Lack of access to student concession tickets on public transport in New South Wales and Victoria was identified as an issue. Double counting and definition concerns (i.e. are they counted as tourists or students?) as well as using different sources of data in international student statistics were also identified as issues.

The findings from the industry interviews together with the comments from the industry reference group

informed the development of the questions for the international student focus groups and survey. To ensure this project was informed on the latest industry developments, a representative from the research team also attended the Australian International Education Conference (October 13–16, 2009) and Adventure and Backpacker Industry Conference (November 5, 2009). Information from these events informed the development of the survey and the final report.

Once the survey was drafted, industry reference group members were invited to comment and amendments

were made based upon their feedback. After the data collection phase they were given a copy of the preliminary results from the survey and invited to provide comments on the best ways to analyse the data to optimise its usefulness and uptake by industry. They were also invited to comment on the draft report. Collectively, these comments informed the analysis and presentation of this research.

ac did not meet the needs of the international student

motivation of the student’s visit to Australia, therefore trfor them and the financial an

15


Chapter 6

FOCUS GROUPS

The first phase of the data collection for this project involved conducting focus groups with international students to identify the opportunities and constraints to undertaking travel and tourism activities while studying in Australia. This data was principally used to inform the second phase of the study, which was a national survey of international students currently studying in Australia. A total of nine focus groups were conducted as shown in Table 5. The locations and institutions were selected to ensure each sector and institution type (private vs.

Australia. The focus group government) was represented and that there was geographical dispersion throughout data was collected from August to September 2009.

Table 5: Focus group description

No. Sector Institution Type

Location Institution

1 VET

private Perth, Western Australia Australian School of Tourism and Hotel Management

2 VET government Melbourne, Victoria

Victoria University TAFE

3 VET private Blue Mountains, New South Wales Blue Mountains Hotel School

4 ELICOS private Sydney, New South Wales EF International Language Schools

5 ELICOS

government Melbourne, Victoria

Victoria University English Language Institute

6 University un er-graduate d

government Brisbane, Queensland University of Queensland

7 University under-graduate

government Toowoomba, Queensland University of Southern Queensland

8 University post-graduate

government Brisbane, Queensland University of Queensland

Method

ted by the international office at their institution or by their teachers. Each focus group was facilitated by a member of the research team or a professional facilitator.

Focus group participants were required to be an international student that is currently temporarily living in Australia for the primary purpose of education and studying at a registered English language, vocational education and training or high education provider. Ethics clearance was obtained through Griffith University. The focus groups were held in a classroom at the institution where the participant studied. Students were recruited to participate in the focus group through an invitation distribu

16

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES The focus group commenced with the facilitator introducing themselves and explaining the nature of the

research. An information sheet on the project was distributed and students were given an opportunity to read the information and ask questions. They then signed a consent form agreeing to voluntarily participate in the session. Once this was completed, the facilitator commenced asking a series of questions and participants gave their

the opportunity to probe answers stions were:

e as

ities?

hour in duration. Each session was recorded and then later transcribed. Students were given a movie voucher to thank them for their participation.

The focus group analysis revealed that many students travelled home during their extended holidays, usually dur

ith some students mentioning issues relating to poor standards and image of backpacker accommodation.

Group travel with other students is very popular as it is seen as safe and there is the opportunity to share costs. Travel with family is seen as difficult to manage due to language barriers and personal effort required to host the family. They tend to travel on weekends due to study commitment or post-graduation. Some students wanted to have a ‘final fling’ holiday after studying and thought that travelling with their family would cramp their style. Hiring a car and sharing accommodation with a group of friends is popular, possibly due to flexibility, cost and opportunity for home cooking. Sightseeing was mentioned frequently as the most important activity when visiting a new place. Most students tended to visit famous, tourist places and attractions on short-breaks or a day-trip, such as Phillip Island and Puffing Billy in Victoria, and the Gold Coast in Queensland.

Shopping is a popular activity, but perceived the prices were cheaper in their home countries, and late night trading hours are problematic as the students study during the day so want access to shops and experiences at night. Compared to their home country, some students thought Australia was a little quiet and boring. When the leisure excursion was organised by education providers, students questioned whether the aim of the trip was a learning experience or fun. Compulsory participation was also generally viewed negatively. For example, one participant described it this way, ‘These trips were a learning experience with the school study. It would have been better if the trip was a fun trip rather than a learning experience’. International students relied strongly on recommendations via word-of-mouth. Post-trip, many students encouraged others to visit the same locations. Interaction with local community was viewed as important. For example, a participant mentioned an aboriginal woman showing how to weave baskets at the museum as memorable. Some student sought experiences that are different from home, for example visiting wineries and trying different foods.

answers and opinions. This was an informal, conversational discussion allowing for a deep understanding. The core que

1. an you tell me about the travel and tourism activities you have done or plan to do during your tima student in Australia? C

Why did you choose these activ•

• When do you plan to undertake these activities?

2. Are there any travel and tourism activities you would like to do but cannot?

Why do you think you cannot undertake these?

3. Do you plan to travel in Australia—

• by yourself?

• with fellow students?

• with visiting family members?

Each focus group was approximately one

Results Travel Behaviour

ing the summer break. Some students perceived travelling home is more important than travelling within Australia. In general, international students tended to take more day-trips and weekend holidays than extended travel. Some felt that the time required from extended travel was limited. For example, one student stated, ‘I also want to travel around Australia, but it would take a long time, and be expensive, as Australia is such a big country’. There was mixed views on backpacker accommodation w

17


Barriers to travel ajor constraint to travel by international students. Many students mentioned that trying to balance

nd social commitments was difficult. Distance was also an issue, with students recognising the time es. Travel was also constrained by study with many students having attendance essure of managing a full time coursework and homework. Weather influenced

travel timing. Most students tried to avoid bad weather. For example, one student stated, ‘We will only travel

Discussion d on group s, three princip lating to international stu Australia

were identified:

• Timing of a holiday appears to an important consideration for inte e to study commitments, it seems that international students tend to take short-break or day-trip excursions on

ends or m ri iods. During thedecision to work or return home also competes with holidaying.

• activities u n by in ly

backpackers) with a greater preference towards sightseeing and shopp g. Interestingly, attending d fest not me roups as

• Group travel, with either friends or family, is an important aspect of t market and there are

ities to g efforts to b

Time was a mstudy, work ait took to travel between placrequirements, and the time pr

and explore on good days’. Seasonality is also an issue as their extended holidays are typically in December when it’s perceived as not the best time to visit the northern tropical regions of Australia due to the weather. They also had financial constraints due to the cost of study and travel, particularly if they used they low paying jobs to finance their trip. They faced a work or holiday dilemma, and therefore needed to balance the need to earn money or gain experience through working versus taking a holiday. The lack of student discount on transport (e.g. airlines, trains and trams), particularly inter-state, is an issue. Some students also mentioned that language barriers prohibited their travel in Australia.

Base the focus data analysi al issues re dent travel in

be rnational students. Du

week ore extended t ps during vacation per summer vacation period, the

The ndertake ternational students may differ from other youth travellers (most notabin

events an ivals was ntioned in any of the focus g a motivation to travel.

his opportun tailor tourism experiences and marketin etter accommodate this market.

18


Chapter 7

NATIONAL SURVEY OF INTERNATIONAL STUDENTS

This study adopted a mixed method research approach, with data collected by both qualitative and quantitative date methods. As outlined in Chapter 6, eight focus groups were used to collect the qualitative data. The focus

analysed. The data from the focus groups, together with items bers of the research team and the industry reference

scales as part of a self-completion survey. A rigorous lopment process, as recommended by Churchill (1979), was adopted. The items derived from the

ablish validity. The scales ysis to establish to ensure

item pur prove clarification.

and higher education sectors were invited to participate in the lish Australia and Universities Australia respectively. The

f Excellence in Tourism and Hospitality Education also distributed an email to their to participate in the survey. Australian Council for Private Education and Training

sletter inviting VET institutions to participate. The research team also contacted rticipation in the survey. Participating institutions were sent an email

l students inviting them to participate in the survey. In this email, inte

This chapter outlines and discusses the findings from the survey. It also draws upon the findings from the focus group phase to highlight the international student’s viewpoints. The first part of this chapter discusses the

sults for all international students who participated in this study. The differences in travel behaviour nationalities of the students are shown in the second part of this chapter. It also outlines the visiting

ciated with each nationality. Specific nationality profiles are given for students , Europe and North America. These nationalities were selected based on their

he

groups were recorded, transcribed and contentgenerated from the literature and expert advice from memgroup, informed the development of items for inclusion inscale devequalitative research and the literatures were initially subject to expert opinion to estwere then subject to a pilot study with the data being subject to exploratory factor anal

ity. Items that were complex were amended to im

Education institutions from the ELICOSsurvey through an email distributed by EngInternational Centre omembers inviting themincluded an article in their newinstitutions individually to encourage pathat they disseminated to internationa

rnational students were sent a web link to the survey so that they could complete it online.

aggregate rebetween thefriends and relatives markets assofrom China, India, Koreasignificance to the Australian international education sector and to highlight the cultural diversity across the international student population studying in Australia.

Results The Respondents T re were 5,991 responses to the survey. Missing data were removed from the analysis. Table 6 summarises the demographic variables for this survey. The majority of the sample (95.8 percent) had a student visa. Over 80 percent were considering applying for permanent residency. Approximately half of the sample studied in New South Wales (52.9 per cent), followed by 33.2 percent in Queensland, 10.3 percent in Victoria and 3.6 percent of sample were from other states. The majority of the sample (or 74.3 percent) anticipated their length of study in Australia would be one to four years. Most of the sample was under 30 years of age, with 30 percent aged from 18 to 21 years, 41.4 percent aged 22 to 25 years and 17.8 percent aged 26 to 29 years. There was a fairly even distribution of males (45.3 percent) and females (54.7 percent) in the sample.

The sample was heavily skewed towards university students with 89.2 percent of respondents studying at a university. Only 2.9 percent of the sample studied at an ELICOS institution and 6.5 percent of the sample were studying at a VET institution (either public or private). In comparison, higher education is 44.4 percent of all international student enrolments in Australia and ELICOS enrolments are 11.5 percent and VET enrolments is 32.5 percent of this market. Approximately 40 percent of the sample studied under-graduate degrees and 40 percent of the sample studied post-graduate (including masters and research higher degrees). Only nine percent were studying English language and 10.5 percent were studying certificate, diplomas or associate degrees. The data was skewed towards higher education (university) students as more universities agreed to participate in the study than ELICOS and VET institutions. In addition, universities tended to have larger international student populations and a well established student email distribution systems. The diversity between institutions and the student profile in the non-university sector may also make this method of distribution more difficult. It should

19

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES also be noted that some thentered their current pro

e international students studying at a university at the time of completing the survey gram via pathway programs from other non-university education sectors. The link

between programs and the student’s study pathway was not captured as part of this study. Future studies should consider alternative sampling methods and incentives to increase participation in the non-university sector of international education providers and their students. Only 6.8 percent of the respondents (n= 353) were not studying their full program in Australia. These students are typically on student exchange or Study Abroad students. Of these respondents, 27.7 percent were from European countries and 27.1 percent were from North America.

Table 6: Respondent profile

Demographics No. of Respondents Percent (%)

Institution type University VET ELICOS Other

4,612 89.2 334 6.5 150 2.9 72 1.4

Program of study

English language Vocational education and training Higher education Other

464 547

4,137 20

9.0 10.5 80.0 0.5

State/Territory of Study

New South Wales Queensland Victoria Western Australia Northern Territory Australian Capital Territory South Australia Tasmania

2,733 1,716

52.9 33.2

531 10.3 78 56

1.5 1.1

28 0.5 23 0.4 3 0.1

Anticipated length of study in Australia

Less than 1 month 1–3 months 4–6 months 7–12 months 1–2 years 3–4 years More than 4 years

36 0.7 77 1.5 194 3.8 313 6.1

1,894 36.6 1,946 37.7 708 13.7

Age

18–21 years 22–25 years 26–29 years Over 30 years

1,529 30.0 2,114 41.4 906 17.8 550 10.8

Gender

Male Female

2,335 45.3 2,819 54.7

As shown in Table 7, students from China were the largest group (at 27.7 percent of the sample), followed by

Malaysia (6.4 percent), Singapore (6.3 percent), Hong Kong (5.3 percent) and India (5 percent). Students from China represent 24.1 percent of all international students enrolled in Australia (AEI 2010); however the sample size for this study was slightly higher at 27.7 percent. In contrast, students from India had a slightly lower representation in this study. Students from India represent 18.2 percent of all international students enrolled in Australia (AEI 2010b); however the sample size for this study was only five percent. It should be noted that at

20

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES the time the survey went live, there was considerable negative media coverage about the treatment of Indian students in Australia and especially in Victoria. Overall, the large sample size for this study should accommodate

ased differences. In addition, the data were analysed in aggregate, as well as by country to identify differences between nationalities. A full list of respondents’ nationality is presented in Appendix C.

Table 7: Respondent nationality*

nationality-b

Nationality No. of Respondents

Percent (%)

China 1,414 27.7

Malaysia 328 6.4

Singapore 319 6.3

Hong Kong 270 5.3

India 253 5.0

Indonesia 199 3.9

Vietnam 198 3.9

Canada 195 3.8

Republic of Korea 194 3.8

United States of America 171 3.4

Taiwan 122 2.4

Thailand 105 2.1

Saudi Arabia 93 1.8

Germany 88 1.7

Iran 72 1.4

United Kingdom 69 1.4

France 64 1.3

Japan 63 1.2

Nepal 61 1.2

Pakistan 61 1.2 *Refer to Appendix C for a full list of nationalities

Travel behaviour One of the principal aims of this study was to gain a better understanding of the travel behaviour of international students studying in Australia. The survey revealed that 84.9 percent of respondents had travelled for pleasure way from the town or city where they studied. Of these respondents, 80.2 percent had visited a tourist

desa

tination in the state where they studied. A tourist destination was described as places like Rottnest Island, Barossa Valley, Blue Mountains, Uluru, Gold Coast, Cradle Mountain and Phillip Island. In the state or territory where they studied, other popular places to visit were the capital city (77.1 percent) and regional city (68.9 percent). Of all respondents, 61.2 percent had visited a capital city in another state and 63.9 percent had visited a tourist destination in another state. There is also potential for a repeat visitor market among international students, with 90.2 percent of respondents indicating they would maybe or definitely return to these places.

21

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES The travel destinations of international students studying in Queensland, New Wales and Victoria were

compared to determine if there were any state-based differences among international students. The other states were not included in this analysis due to the small sample size. Students studying in Queensland were significantly more likely to have visited a regional city (p=0.002) or tourist destination (p=0.000) in the state where they studied than students from Victoria and New South Wales. This perhaps reflects the concentration and proximity of regional tourist destinations in South East Queensland, such as the Sunshine Coast and Gold Coast

On their last pleasure trip away from the place where they studied, 38.2 percent of respondents stayed away

for one to three nights, 22.8 percent of re r to six nights and approximately one in four took a day-trip. Only 15 percent too efer to Figure 4). The mode of transport for this trip for most stud 4.7 percent) fo 4 per percent), train (11.9 percent) and boat (5.8 percent) (refer to Figure 5). Most travelled with friends (62.4 ercent), their family (14.7 perce er (14.5 percent). Only 8.4 percent travelled alone (refer to F re 6). As shown in Figure 7, most respo percent) spent less than $1,000 r last trip with 16 cent spending less than $100. Only 15. nt spent over $1,000.

spondents stayed away for fouk a trip longer than six nights (r

ents was a car (3 llowed by a plane (26. cent), bus (12 p

nt) or their partn igundents (84.2 on thei .1 per

8 perce

Day visit24.0%

1-3 nights .2%

2 weeks

More than 2 weeks5.9%

Figure 4: Length of visit on mo cent trip

38

4-6 nights 22.8%

1-9.1%

st re

Car 34.7%

Plane26.4%

Figure 5: Mode of transport used on most recent trip

Bus 12.0%

Train 11.9%

Other 5.1%

Boat 5.8%

Hitch hiking 4.1%

22


With friends 62.4%

With family 14.7%

With my partner

By myself

14.5%

8.4%

ure 6: Travel party on most recent trip

Fig

Less than $10016.1%

$100-$30023.1%

$301-$50021.3%

More than $1,00016.0%

$501-$1,00023.5%

Figure 7: Expenditures on most recent trip

ent) nd undertake paid work (43.1 percent). Only 5.9 percent intended to undertake unpaid work, such as

volunteering or an internship (refer to Figure 8). Please note that these activities do not total to 100 percent as respondents could selected multiple items, e.g. travel in Australia and paid work.

In terms of future travel plans, interstate travel was highly desired with 88.9 percent intended to visit an inter-state tourist destination and 83.6 percent intended to visit a capital city in another state/territory from where they studied. In the state/territory where they studied, 85.2 percent planned to visit a tourist destination, 71.2 percent planned to visit a regional city and 65.6 percent planned to visit the capital city.

Participants completed the survey in October or November 2009, so most students were approaching an

extended vacation period over the summer. They were asked about what they intended to do during their next holiday break. Over half (51.7 percent) intended to travel in Australia and only 21.4 percent intended to travel to other countries. There was also a large proportion that intended to return to their home country (41.9 perca

23


0

10

Travel in Australia Work (paid) Return to their homecountry

Travel to othercountries

Work (unpaid)

Activity

Figure 8: Plans for upcoming vacation period (i.e. Summer 2009/10)

20

Inte

As show in Figure 9, the summer travel plan for international students varies depending on their program type. ELICOS students are more likely to travel in Australia, higher education students are more likely to return home and VET students are more likely to work in comparison to each other.

30

40

50

60

ntio

n (%

)

55.4%52.4%

63.4%

24.9%

17.9%14.7%

47.7%41.1%

32.1%

46.1%

54.5%

41.2%

6.3% 6.5% 6.9%

0%

10%

20%

30%

40%

50%

60%

70%

Travel in Australia Travel to other countries Return home Paid w ork Unpaid w ork

Higher Education VET ELICOS

Figure 9: Comparison of plans for upcoming vacation period (i.e. Summer 2009/10), by program type

Some comments from the foc udying, working, travelling and

returning home:

I have been sightseeing with the school around WA. I would love to go to Sydney as I have an uncle there, after I finish my studies for a rest. I have been home once and plan to go back in November. I am working hard with study and also working in hospitality. I haven’t had time to travel. Summer is a good time to make money and we can work lots of hours, which means we can earn a lot of money to pay for our tuition. After finishing our studies we then will want to travel around Australia and see everything, but for the moment study comes first. We are planning to go to Cairns or Port Douglas for our next holiday. I want to go in the Christmas break, that is the only time we can have a long holiday, but the weather and conditions in the sea are not good; we have to go when we have our holidays.

us groups that describe the student’s views on st

24


Activities Encouraging students to engage in tourism activities both within the city or town where they study and during their trips away is important to maximise consumption of tourist products, and in turn, their economic impact on the destinations where they live and visit. Students were asked for one or multiple responses to the activities. Shopping for pleasure is the most popular activity in the town or city where they study (85.4 percent). This is followed by sightseeing (80.4 percent) and visiting natural attractions (78.9 percent), such as beaches or national parks. These three activities were also the most popular activities undertaken outside of the city or town where they study. Interestingly, visiting natural attractions (75.6 percent) is the most cited activity closely followed by sightseeing (73.3 percent). Table 8 and Figure 10 compare the popularity of these activities within and outside of the city or town of study. Shopping for pleasure was the third most frequently cited activity when away from the city or town where they study, with only approximately half (51.3 percent) of the respondents undertaking this activity when outside of the city or town where they study. Likewise, international students are less likely to participate in entertainment activities and events when away from their place of study. Given the importance of shopping as a leisure activity, we also asked respondents whether they thought ‘shops in Australia were opened when they wanted to visit them’. Over half of respondents (55 percent) disagreed or strongly disagreed with this statement (refer to Figure 11) indicating that shopping hours may need to be reviewed to satisfy the needs of the international student market.

Some comments from the focus groups that illustrate the types of activities international student’s undertaken

in their leisure time:

I have been to the Blue Mounta I arrived in Australia. I went there because it’s a famous place. We use the public barbeques at the beach on the weekends. We go with our friends—this is our entertainment and to socialise with each other as well. Also, it doesn’t cost us any money. I have been to the winery and Puffing Billy with my sister. The reason I decided to go was the tourist guide recommendations. The museum has a lot of free activities. I learnt to sew while I was there. An aboriginal woman showed me how to weave baskets. I found it very interesting.

Table 8: Leisure activities undertaken by international student respondents

ins. I was it in a brochure. I decided to go before

Ranking of activities within the city or town of study

Respondents who

undertook the activity

Ranking of activities Respondents outside of the city or town

where they studied who

undertook the activity

1. Shopping for

pleasure 85.5% 1. Visiting natural 75.6%

attractions

2. Sightseeing

80.4% 2. Sightseeing 73.3%

3. Visiting natural attractions4

78.9% 3. Shopping for pleasure

51.3%

4. Entertainment activities5

71.4% 4. Entertainment activities

48.7%

5. Attending events and festivals

67.1% 5. Attending festivals and events

34.9%

4 For example visiting beaches and national parks. 3 For example visiting a theme park, casino, bar or nightclub.

25


0

10

20

30

40

50

60

70

80

90

Within theplace of study

Part

icip

atio

n (%

)

Shopping for pleasure Sightseeing Natural attractions Entertainment Events and festivals

Activity

Outside theplace of study

Figure 10: Activities of popularity within and outside the place of study

Strongly disagree20.2%

Disagree34.8%

Neutral 21.8%

Agree19.9%

Strongly agree3.3%

Figure 11: Shops in Australia are open when I want to visit them

inte or 64.5 percent), particularly international students of the same nationality (41.9 percent). Ap oximately, one fifth of international students undertake these activities with other friends who are not stuund y themselves (5.7 percent). Only seven percent of international students typically und

Respondents indicated that they are most likely to undertake travel and leisure activities with other rnational students (

prdents or international students of other nationalities. There is a small group of students who typically ertake these activities bertake these activities with Australian students (refer to Figure 12).

26


International students from my nationality

41.9%

International students from other nationalities

22.6%

Other friends or relatives who are not students

22.1%

Australian students 7.0%

By myself 5.7%

Other 0.7%

AcThgentheir sa ce as well as whether they understand theto s (43.6 percent) followed by holiday apartments (23.5 percent) and backpacker hostels (22. percent). Camping was only preferred by 5.5 percent of respondents (refer to Figure 13). Approximately thrgoo nts perceived that general accommodation in Australia was good or very go in terms of being easy to book and convenient. One-third of respondents thought general accommodation as neutral, poor or very Austral r i rs iona

Figure 12: Leisure companions

commodation e survey asked international students about their preferred accommodation type. It also asked them to rate eral accommodation (e.g. hotels, motels and holiday apartments) and backpacker accommodation in terms of

fety, cleanliness, ease of booking, value for money and convenien needs of international students. Key findings from this analysis reveal that the majority of respondents prefer stay in hotels/motel2

ee in four respondents thought safety and cleanliness in general accommodation in Australia was good or very d. Approximately 64 percent of responde

od in Australia was good or very good value for money and two-thirds thought it w

ajorit neral accommodation in poor value for money. The mia was neutral, poor or very poo

y (68.1 percent) of n terms of unde

respondents thought getanding the needs of internat l students.

Hotel/Motel 43.4%

oliday a23.

Backpacker hostel 22.0%

Camping5.

5.8%

Figure 13: Preferred type of accommodation

H ppartment 3%

5%

Other

27


Comparison of general and backpacker accommodation The focus group analysis suggested that there were some negative perceptions and concerns about backpacker accommodation among international students. Based on this finding, the survey asked the respondents to rate general accommodation and backpacker accommodation separately. The key findings from that comparison revealed that approximately three in four of respondents thought safety (75.4 percent) and cleanliness (76.9 percent) in general accommodation in Australia was good or very good. In comparison, less than half of the respondents thought that backpacker accommodation safety (42.9 percent) and cleanliness (39.2 percent) was good or very good. Approximately one in five respondents perceived safety and cleanliness in backpacker accommodation as poor or very poor and approximately four in ten were neutral in their perception of safety and cleanliness in backpacker accommodation (refer to Figures 14 and 15). The perception of being easy to book, value for money and convenient was similar for both types of accommodation. ‘Understanding the needs of international students’ was perceived by the respondents as an issue for both accommodation types. An example from the focus groups that describes the expectations of international students in relation to accommodation:

The accommodation in hotels is $150 a night. With a 20 hour [per week income from] working, [on that] budget, it’s not realistic for a week’s holiday. Backpacking is not for us as we have higher expectations. There is a big accommodation gap—hotels and backpackers … Cheap for the backpackers and not very safe for us, then there are hotels which are very expensive which we can’t afford as students.

2

22.1

57.2

18.214

35.2

7.7

0.5

3.3

39.8

0

10

20

30

40

50

60

70

Very Poor Poor Netural Good Very Good

Rating

Perc

enta

ge (%

)

Accomodation General Backpacker Accommodation Figure 14: Safety perceptions of general and backpacker accommodation

2.6

20.1 19.318

32.2

70.4

4

0

10

20

30

Very Poor Poor Netural Good Very Good

Rating

Perc

en

57.6

38.940

60

70

tage

(%)

50

Accomodation General Backpacker Accommodation Figure 15: Cleanliness perceptions of general and backpacker accommodation

28


Visiting friends and relatives The majority of international students (or 93 percent) encourage their friends and family to visit Australia. The importance of story-telling about their Australian experience is highlighted in the fact that 68.2 percent of respondents felt that the stories they tell about Australia encourage their friends and family to visit. The majority of international students anticipate that at least one of their friends (83.4 percent) and family (85 percent) will visit Australia. Students most commonly indicated that they expect two friends and two family members to visit them. Interestingly, 12.2 percent thought that more than ten friends would visit them while studying in Australia and 6.4 percent thought that more than ten family members would visit them while studying in Australia (refer to Figures 16 and 17). Approximately 80 percent anticipated that their parents would, or may, visit Australia to attend their graduation (46.4 percent indicating yes and 34.3 percent indicating maybe).

Some comments from the focus groups relating to visiting friends and relatives were:

My parents came to Australia. We went to Sydney for a month, then back here [Perth] for two weeks. Also my sister and my cousin have visited. I’m planning to go to Sydney again as I have family there. They wanted to come, but I said, ‘no’. I do miss then, but if I want to see them I will go back home for a holiday. I would have to look after them if they came and I have to study and I have to work. I don’t have enough experien here to take care of them as they do not speak English, which would be a big problem. I would have to be 24 hours hands on looking after them. They mainly come to see me [so] we don’t travel as ’m still studying. We mainly go out to dinner and have

icult to balance school, working, socialising and looking after family. Time wise—it is very

ce

Ipicnics. It is quite diffdifficult. I want to go to the Gold Coast in December—my mum and girlfriend are coming across for a holiday. I love the beaches and the weather.

None 16.6%

1 friend10.6%

5-10 friends 17.0%

More than 10 friends12.2%

2 friends21.3%3 friends

13.7%

4 friends8.7%

Figure 16: Number of friends who intend to visit

29


None 15.0%

1 family member8.4%

2 family members24.5%

4 family members 12.5%

5-10 family members

17.3%

More than 10 family members

6.4%


Figure 17: Number of family who intend to visit Australia

Over half (57.5 percent) of the respondents indicated that they have already had friends and family from their

home country visit them while studying in Australia. For approximately one in five respondents, one friend had visited them. Similarly, for one in five respondents approximately one family member had visited them. A visit from two family members was most commonly cited for both friends and family at 22.6 and 25 percent respectively. Only 4.5 percent of respondents had more than 10 friends visit them as yet and only 1.6 percent had more than 10 family members visit them as yet (refer to Figures 18 and 19). In comparison to other studies, these VFRs figures are considerably higher. Access Economics (2009) based their economic modelling on Tourism Research Australia estimates that for every two formal students, one friend or relative visited Australia during the students’ stay in Australia. Therefore, the size and contribution of the VFRs market associated with international students to inbound international leisure tourism may be significantly larger than previously thought.

None 27.9%

1 friend21.7%

2 friends22.6%

3 friends 9.6%

4 friends5.9%

5-10 friends 8.1%

More than 10 friends4.5%

Figure 18: Number of friends and family who have visited Australia

30


None 24.5%


More than 10 family members

1.6%


5-10 family members

9.5%

1 family member20.2%

2 family members25.0%

Figure 19: Number of friends and family who have visited Australia

(ormo e month. Only 15.6 percent stayed less than one week (refer to Figure 20). The majority of visiting frierela r to Figure 21.

The majority of friends and family visiting the international student stayed in Australia for one to two weeks

40.3 percent). As shown in Figure 24, 23.9 per cent stayed more than two weeks and 20.1 percent stayed than onre

nds and family stayed with the student (47.3 percent), in a hotel/motel (27 percent) or with friends and tives (13.9 percent). Refe

Less than 1 week 15.6%

1-2 weeks 40.3%

2-4 weeks 23.9%

More than 1 month 20.1%

Figure 20: Visiting friends and relatives in Australia by length of stay

31


With the international student

47.1%

Hotel/motel 27.0%

With friends and relatives13.8%

Backpacker hostel 2.6%

Other 2.8%

Apartment 6.7%

ents and time. Importantly, safety and security concerns were the lowest ranked of all the barriers surveyed. Almost half (or 47.3 percent) of respondents felt they did not have enough money to travel and 38 percent of respondents felt that they do not have enough time to travel. Approximately one-quarter of respondents (25.5 per cent) agreed or strongly agreed that ‘there are good student packages in Australia’. The other two-thirds (74.5 per cent) were neutral, disagreed or strongly disagreed with this statement. Approximately half of the respondents (49.2 percent) felt there were not ‘good international student travel discounts available throughout Australia’ and one-third (33.1 percent) were neutral on this topic. Only 17.6 percent of respondents agreed or strongly agreed that there were ‘good international student travel discounts available throughout Australia’.

Table 9: Barriers to student travel

Figure 21: Where visiting friends and relatives stayed

Interest, benefits and barriers to travelling in Australia The results of this survey indicate that the majority of international students are interested in travelling in Australia. Only 5.4 percent were not interested in travelling in Australia. Almost three-quarters of respondents (73.3 per cent) felt that travelling in Australia helps them learn about the Australian ‘way of life’. The majority of respondents disagreed or strongly disagreed with the statements that ‘Australia is a boring tourist destination’ (73.8 percent) and ‘There is nothing to do in Australia’ (71.9 percent).

Table 10 shows the main barriers to international student travel are concerns about money followed by study commitm

1. Concerns about money

2. Study commitments

3. Lack of time

4. No student travel discounts

5. Work commitments

6. No student travel packages

7. Safety and security concerns

32


Funding and time for studying, living and travelling in Australia Respondents were asked to estimate their overall expenditure to complete their program of study in Australia. They were instructed that this is amount should include program fees and other charges, and living, recreational and tourism expenses. It should exclude return airfares to their home country. As shown in Table 11, based on the estimates provided by participants in this study, the weighted average annualised expenditure is $42,531 per student. Further details on the calculation of this figure are provided in Appendix D. On average, international students estimated they worked 6.4 hours per week. Using an estimated average hourly rate of $17.64 (based on the casual award rates in retail and hospitality) and assuming 48 working weeks per year, their income from working was estimated at $5,419 per year. Working income therefore contributed an estimated 12.7 percent to their total annual expenditure. The balance of average annual expenditure of $37,112 is assumed to be funded principally from savings and from family sources, and therefore viewed as export dollars.

Table 10: Annualised expenditure by program duration

Program Duration Assumed Duration Annualised Expenditure in Years A$

4–6 months 0.5 43,508 7–12 months 0.9 43,880 1–2 years 1.5 44,327 3–4 years 3.25 40,640 Over 4 years 5.0 41,414 Weighted Average 42,531

Respondents were also asked to estimate (in percent) their sources of funding for: • program fees • living expenses, and; • travel and recreation activities.

As shown in Figure 22, on average, the family was the highest contributor to funding all three components of

the student’s stay in Australia. Scholarships, personal savings and loans were also contributors to funding program fees. Income from working and personal savings tended to be used to fund general living expenses and travel and leisure activities. Scholarships also contributed to general living expenses. Most students did not use loans to fund program fees, general living expenses or travel and leisure activities.

70.9

23.4

14.511.8

8.7

63.9

6.6

25.0

57.6

11.4

29.8

5.1

31.7

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

From family Scholarship Personal savings Loan Income from working

Per

cent

(%)

19.616.8

Program Fees Living Expenses Travel and Recreation

Figure 22: Sources of funding for program fees, living expenses and travel and recreation

33

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES On average, most respondents studied more than 30 hours per week (31.7 percent) with some studying, on

average, 11–20 hours per week (27.1 percent) and 21–30 hours per week (25 percent). Approximately half (51.2 percent) of respondents did not work and 46.3 percent worked at least 20 hours per week. Only 2.4 percent worked more than 20 hours per week. Most respondents indicated that they had some recreation and personal time, however this was limited to less than ten hours for one-third of the respondents (33.9 percent), and 11–20 hours another third (31.9 percent). Interestingly, approximately one-in-ten (or 11.9 percent) of respondents had 21–30 hours of recreational and personal time and a further one-in-four (or 22.4 percent) had more than 30 hours of recreational and personal time.

As shown in Table 12, during their recreation and personal time, on average, respondents spent approximately one-third of their time meeting with friends and one-third their time relaxing. Shopping for pleasure (15.4 percent) and travel and tourism activities (13.6 percent) were also popular activities, but took up a lesser proportion of their time in comparison to meeting with friends and relaxing.

Table 11: Percentage of recreation and personal time spent on each activity

Activity Percentage of Recreation and Personal Time

Meeting with friends 32.1% Relaxation 31.5% Shopping for pleasure 15.4% Travel and tourism activities 13.6% Other 16.6%

Country profiles The following sub-section provides a snapshot of the travel behaviour and the VFRs market for the various nationalities in the international student marketplace. Profiles are presented for the following nationality

roupings: g • China (n = 1,414)

• India sub-continent including India, Bangladesh, Pakistan and Sri Lanka (n = 404)

• Korea (n = 194)

• Europe, including Czech Republic, Frances, Germany, Hungary, Italy, Norway, Poland, Russian Federation, Slovakia, Sweden, Switzerland and United Kingdom (n = 361)

• North America, including students from the United States and Canada (n = 366).

This analysis reveals that there are several differences between their groups, which impacts on their tourism

market potential. A summary of these findings for each gr p is presented in the following sub-sections. Refer to Appendix E for graphs comparing all

China (n= 1,414) Travel behaviour As shown in Figure re likely to typically travel with other international students from their nationality (63 41.9 percent). They are less likely to travel with international stude other friends or relatives who are not students (13.6 percent) than al rcent and 22.1 percent respectively). Chinese students are more likely to stay d less likely to stay in backpacker hostels and go camping than all in majority (80.7 percent) of Chinese students had travelled away fro er this was less than all international students at 84.9 percent. Chinese students were more likely to take a y-trip and travel by bus and less likely to stay away overnight. They tend to be more likely to travel by car or plane than all international students (refer to Figures 25 and 26). They also tended to spend slightly less than all international students, however this perhaps reflects their short trips (refer to Figure 27). On their most recent trip, Chinese students were more likely to have travelled with friends than all international students, and less likely to have travelled by themselves or with their partner or

ounationality groups.

23, Chinese students are mo.4 percent) than all international students (

er cent) andnts from other nationalities (12.3 pl international students (22.6 pe

in hotel/motel and holiday apartments anternational students (refer to Figure 24). The

m the town or city where they study, howevda

34

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES family. Almost three-quarters of them (74.5 percent) travelled with friends compared tinternational students (refer to Figure 28). As shown in Figure 29, on their next holiday

o 62.4 percent for all break (being summer

opulation. In terms of ctual visitation, however, Chinese students were less likely to have a friend or family member already visit

them (49.6 percent for Ch al students). Friends and family from China visiting and more likely to stay in a hotel/motel compar al d family of Chinese students stayed in Australia a similar length of ti friends and fam all international students, with 16 percent staying les ek, 39.7 percent ing one to two w .3 percent staying two to four weeks and 22 percent an one month to Figure 31).

2009/10), Chinese students were more likely to travel (60.5 percent) and work (52.9 percent) in Australia than all international students (51.7 percent and 43.1 percent respectively).

Visiting friends and relatives Chinese students are slightly more likely to encourage their friends and family to visit Australia (94.6 percent) than all international students (92 percent). The majority (88.5 per cent) thought their parents would maybe, or definitely, come for their graduation, which was more than all international students (80.7 percent). Most Chinese students anticipated at least one friend (83.2 percent) and one family member (89.7 percent) to visit them during their study in Australia. This is similar to the general international student pa

inese students compared to 57.5 percent for all internation the Chinese students are less likely to stay with the student

ed to all internation students (refer to Figure 30). The friends anme to the ily of

s than one we stay eeks, 22staying more th (refer

41.9%

22.6% 22.1%

7.0% 5.7%0.7%

12.3% 13.6%

0.8%

20%

30%

40%

50%

60%

70%

students International studentsfrom other

nationalities

Other friends orrelatives who are not

students

Australian students By myself Other

63.4%

4.6% 5.3%

0%

10%

Internationalfrom my nationality

All international students China Figure 23: Chinese student travel companions

43.4%

48.4%50%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

28.0%

23.3% 22.0%

16.9%

5.5%3.7%

5.8%3.0%

Hotel/Motel Holiday appartment Backpacker hostel Camping Other

All international students China

Figure 24: Chinese student accommodation preferences

35


24.0%

29.4%

38.2%

34.4%

22.8%24.7%

20%

25%

30%

35%

40%

5%

10%

15%9.1%

6.2% 5.9% 5.3%

0%Day visit 1-3 nights 4-6 nights 1-2 weeks More than 2 weeks


inese student length of visit recent trip

Figure 25: Ch on most

34.7%

0%

20%

25%

3

3

0%

5%

26.3% 26.4%

13.4%12.0%

23.1%

5.9% 5.8%

17.4%

4.1%5.9%

5.1%

15% 11.9%8.0%

5%

10%

Car Plane Bus Train Boat Hitch hiking Other


ure 26: Chinese student mode of transport used on most recent trip Fig

74.5%

70%

80%62.4%

60%

30%

40%

50%

14.7% 10.2% 14.5%7.8%

10%

20% 8.4% 7.5%

0%With friends With family With my partner By myself


Figure 27: Chinese student travel party on most recent trip

36


16.0%

20.1%21.3% 21.4%

22.6%

16.1%

23.1%

21.3%

23.5%

20%

25%

14.6%15%

10%

0%

5%

Less than $100 $100-$300 $301-$500 $501-$1,000 More than $1,000

All international students China Figure 28: Chinese student expenditure on most recent trip

5.9%

60.50%52.90%

44.30%51.7%

43.1% 41.9%

21.4%30%

40%

50%

60%

70%

17.60%

7.90%

0%

10%

20%

Travel in Australia Work (paid) Return to their homecountry

Travel to othercountries

Work (unpaid)


Figure 29: Chinese student plans for upcoming vacation period (i.e. Summer 2009/10)

37.8%

7.0%2.1% 1.4%2.8%2.6%

6.7%13.8%

27.0%

47.1%

15.2%

36.5%

0%5%

10%15%20%25%30%35%40%45%50%

With theinternational

student

Hotel/motel With friends andrelatives

Apartment Backpacker hostel Other


Figure 30: Where VFRs of Chinese student stayed while in Australia

39.7%

22.0%

15.6%

40.3%

23.9%20.1%

16.0%

22.3%

0%5%

10%15%

20%25%

30%35%

40%45%

Less than 1 week 1-2 weeks 2-4 weeks More than 1 month


Figure 31: Length of stay in Australia for Chinese student VFRs

37


India (n= 404) Travel behaviour Most Indian students (82.9 percent) have travelled away from the town or city where they study, however they are less likely to travel than international students in general (84.9 percent). They are less likely to travel with other Indian students (refer to Figure 32) and stay in at hotel/motel (refer to Figure 33) than the all international students. They are more likely to stay in other accommodation, particularly with friends and relatives, than international students. Their most recent trip away from the place where they study was more likely to be a day-trip and less likely to take an overnight trip compared to all international students, with approximately one in three Indian students taking a day-trip compared to one in four to all international students.(refer to Figure 34). On this trip, Indian students were most likely to get there by car (53.4 percent) and less likely to travel by plane (9.8 percent) than all international students (refer to Figure 35). They were more likely to intend to return to a destination they had visited in Australia (47.2 percent) compared to international students, in general (43.4 percent).

As shown in Figure 36, most Indian students went on this trip with friends (62.1 percent), howe r they were more likely to travel w rtner (10 ercent) than international students, i hows that Indian students tended to have similar expenditure on their l trip to all international students, with slightly more spending less than less than $100 and slightly less spending over $501. During their next student vacation period (being summer 2009/10), Indian students were more likely to travel in Australia and undertake paid work and less likely to return to India or travel in other countries than all international students (Figure 38).

Visiting friends and relatives Most (95.5 percent) Indian student encouraged their friends and family to visit Australia and this was higher than all international students (92 percent), however they were less certain about whether their parents would visit Australia for their graduate with 37.1 per cent indicating yes and 45.8 indicating maybe compared to 46.4 percent indicated yes and 34.3 percent indicating maybe across all international students. The majority of Indian students expected at least one family member (91.4 percent) and one friend (84.6 percent) to visit them in Australia, with 21.6 percent expecting three family members and two friends to visit them. Most Indian students had at least one family member (78.3 percent) and one friend (70.3 percent) already visit them. Two family members and two friends had already visited for 45.8 percent of Indian students.

As shown in F , however friends and family visiting Indian students were more likely to tay with friends and relatives and less likely to stay in hotel/motels than all international students. They were also more likely to stay for longer in Australia with 38.5 percent staying more than one month (refer to Figure 40).

vepith their family (19.3 per cent) and less likely to travel with a pa

n general (14.7 percent and 14.5 percent respectively). Figure 37 sast

igures 39, most visiting friends and relatives stayed with the Indian student s

22.6% 22.1%

7.0% 5.7%

0.7%

28.0%25.2%

28.0%

9.4%7.4%

2.0%

41.9%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Internationalstudents from my

nationality

Internationalstudents from other

nationalities

Other friends orrelatives who are

not students

Australian students By myself Other

All international students India

Figure 32: Indian stud nt travel companions

e

38


43.4%37.8%

23.3% 22.8% 22.0% 21.0%

5.5%7.3% 5.8%

11.1%

0%5%

10%15%20%25%30%35%40%45%

Hotel/Motel Holiday Backpacker hostel Camping Other appartment


Figure 33: Indian student accommodation preference

24.0%

33.8%38.2% 39.8%

22.8%18.9%

9.1%

0%

15%

20%

25%

30%

35%

40%

3.0% 5.9% 4.5%

5%

10%

Day visit 1-3 nights 4-6 s 1-2 weeks More than 2weeks

night


Figure 34: Indian student length of visit on most recent trip

34.7%

53.4%

0%

10%

20%

30%

40%

50%

60%

26.4%

9.8%12.0%14.2%

11.9%

4.7% 5.8%

10.5%

4.1% 4.4% 5.1% 3.0%



Figure 35: Indian student mode of transport on most recent trip

39


62.4% 62.1%

14.7%19.3%

14.5% 10.0%8.4%

8.6%

0%

10%

20%

30%

40%

50%

70%

60%

With friends With family With my partner By myself


Figure 36: Indian student travel party on most recent trip

16.0%

20.0%

22.7%24.2%

21.8%

11.4%

16.1%

23.1%21.3%

23.5%

10%

15%

20%

25%

30%

5%

0%


All international students India Figure 37: Indian student expenditures on most recent trip

55.4%51.7%

43.1% 41.9%

64.1%

50%

60%

70%

30.0%

15.6%

21.4%

0%

10%

20%

30%

40%

Travel in Australia Work (paid) Return to their home country Travel to other countries


Figure 38: Indian student plans during upcoming vacation period (i.e. Summer 2009/10)

47.9%

13.0%

29.6%

5.9%1.2% 2.4%2.8%2.6%

6.7%13.8%

27.0%

47.1%

0%

10%

20%

30%

40%

50%

60%

With theinternational student

Hotel/motel With friends and Apartment Backpacker hostrelatives

el Other


Figure 39: Where VFRs of Indian student stayed while in Australia

40


8.9%

23.6%

29.0%

38.5%

15.6%

40.3%

23.9%20.1%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%



Figure 40: Length of stay in Australia for Indian student VFRs

orea (n= 194) Travel behaviour Korean students tend to travel with other international students, however they were less likely to travel with other Korean students and more likely to travel with students from other nationalities than international students (refer to Figure 41). Korean students were more likely to have taken a trip away from the town or city where they study at 90.7 percent compared to 84.9 percent for all international students. Korean students typically stayed in hotel/motels (46.9 percent) and holiday apartments (27.3 percent) and they were slightly less likely to stay in backpacker hostels and go camping than all international students (refer to Figure 42). They are also more likely to travel for more than two weeks and less likely to have taken a day-trip on their last trip, with 9.7 percent of Korean students travelling for more than two weeks on their last trip compared to only 5.9 percent for all international students. Only one in five Korean students took a day-trip on their last trip compared to one in four for all international students (refer to Figure 43).

As shown in Figure 4

their last trip compared t re likely to travel with family and less likely to travel with friends (refer to Figure 46). They were also more likely to spend over $501 (refer to Figure 47), on this trip than all international students. Korean students tended to have similar plans for their next vacation period (being summer 2009/10) as international students, in general, with the majority planning to travel (52.6 percent) and/or work (47.4 percent) in Australia. Approximately one third (37.6 percent) planned to return to Korea during the period.

K

4, Korean students were more likely to travel by plane and less likely to travel by car ono all international students (refer to Figure 45). They were mo

41


Visiting friends and relatives Korean students were similar to international students, in general, in terms of encouraging their friends and family to visit at 92.3 percent. Over half (52.1 percent) of the Korean students were certain (indicating ‘yes’) that their parents would visit Australia for their graduate and this was more than all international students (45.8 percent). Most Korean students expected at least one friend and/or one family member would visit Australia, with 22.8 percent expecting two friends and 28 percent expecting two family members to visit them. Approximately three-quarters (73.7 percent) had a friend or family member already visit them, with approximately 64 percent had one to three friends and/or family members visit them already. Most friends and family members who visited Korean students stayed with them (52.4 percent), and this was higher than for all international students (refer to Figure 48). Friends and family of Korean students were also less likely to stay with other friends and family than for all international students (7 percent for Korean friends and family compared to 13.8 percent for all international students). Most friends and family of Korean stud ts stayed in Australia for one to tw istent with the general international student popu

eno weeks during this visit and this length of stay was conslation (refer to Figure 49).

7.0% 5.7%

0.7%

22.7%

7.7%5.7%

0.0%

22.1%22.6%

41.9%

29.9%34.0%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


nation

Internationalstudents from


Australianstudents

By myself Other

ality other nationalities not students

All international students Korea

Figure 41: Korean student travel companions

43.4%46.9%

23.3%27.3%

22.0% 19.1%

0%

15%20%

25%30%

35%

40%45%

50%

5.5% 3.1% 5.8% 3.6%

5%10%



Figure 42: Korean student accommodation preferences

42


24.0%

20.6%

38.2% 37.7%

22.8%23.4%

9.1% 8.6%5.9%

9.7%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Day visit 1-3 nights 4-6 nights 1-2 weeks More than 2 weeks


Figure 43: Korean student length of visit on most recent trip

34.7%

25.9%26.4%

37.0%

12.0%8.7%

11.9%

17.3%

5.8%3.7% 4.1% 4.3% 5.1%

3.1%

0%

5%

10%

15%

20%

25%

30%

35%

40%



Figure 44: Korean student mode of transport on most recent trip

62.4%70%

53.6%

0%

10%

20%

30%

40%

50%

60%

14.7%

21.7%

14.5% 14.5%

8.4%10.2%



Figure 45: Korean student travel party on most recent trip

43


30%

16.0%14.3%

17.7%

20.6% 21.1%

16.1%

23.1%21.3%

23.5%

0%

5%

10%

15%

20%

25%


26.3%


Figure 46: Korean student expenditures on most recent trip

52.6%47.4%

37.6%

19.6%

51.7%

43.1% 41.9%

21.4%

0%

10%

20%

30%

40%

50%

60%



Figure 47: Korean student plans for upcoming vacation period (i.e. Summer 2009/10)

52.4%

28.0%

3.5% 5.6% 3.5%2.8%2.6%6.7%

13.8%

27.0%

47.1%

7.0%

0%

10%

20%

30%

40%

50%

60%





Figure 48: Where Korean student VFR stayed while in Australia

14.0%

41.2%

23.8%23.9%20.1% 21.0%

15.6%

40.3%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%



Figure 49: Length of stay in Australia for Korean student VFRs

44


Europe (n= 361) Travel behaviour As shown in Figure 50, the typical travel companion for European students varied greatly from the general international student population, and contrasts dramatically from the Chinese, Indian and Korean profiles. They were less likely to travel with other international students of their nationality and more likely to travel with friends and relatives who are not students, and students from other nationalities and Australia. Interestingly, they are also less likely to travel alone. A backpacker hostel is their preferred accommodation choice with 38.8 percent preferring this type of accommodation. This is well above the average for all international students at 22.2 percent. They are also more likely to go camping and less likely to prefer to stay at a hotel/motel or holiday apartment than all international students (refer to Figure 51). European students are most likely to have travelled in Australia (92.5 percent) and to return to places they have visited (53 percent) than all international students (84.9 percent and 43.4 percent respectively). On the last trip away from the town or city where they study, they were more likely to tak han one week (refer to Figure 52) and travel by car or p dents.

Over half of all European students (54.9 percent) travelled with friends on their last trip, however on average, this was less than all international students (67.9 percent). They were also less likely to travel with family (8.9 percent) than international students, in general (14.7 percent), but more likely to travel with their partner (27.6 percent for European students compared to 14.5 percent for international students, in general). Refer to Figure 54. European students tended to spend a similar amount on this trip compared to all international students, with some European students spending a little less in the $501–$1,000 category but a little more in the $1,001–$2,000 category (refer to Figure 55). During their next vacation period (being summer 2009/10), most (61.2 percent) planned to travel in Australia, which was higher than for all international students (51.7 percent). Only 30.7 percent planned to return to their home country during this period, which was less than all international students (41.9 percent). Refer to Figure 56.

Visiting friends and relatives European students were more likely to encourage friends and family to visit than all international students at 97.8 percent compared to 92 percent. However, they were less likely to anticipate their parents coming for graduation with only 21.9 percent indicating ‘yes’ and 30.7 percent indicating ‘maybe’ to this item. Si ilarly, 75.7 percent thought th ne friend wou visit them in Australia. O Australia already. Approximately 23 percent had two friends and/or friend visit them in Australia already. When visiting, friends and family members of European students were more likely to stay with the student (58.3 percent) and stay for longer periods than all international students (refer to Figure 57 and 58), with most staying two to four weeks (45.6 percent) or more than one month (20.1 percent).

e a short break for one to three nights or a longer trip of more tlane than bus (refer to Figure 53) than all international stu

mldat at least one family member and 81.4 percent thought that at least o

nly 63.2 percent had a friend or family member visit them ins

7.0% 5.7%

0.7%

33.2% 34.9%

13.6%

0.3%

22.1%22.6%

41.9%

3.0%

15.0%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


nationality


other nationalities

Other friends orrelatives who

are not students students

ther Australian By myself O

All international students Europe

Figure 50: European student travel companions

45


43.4%

28.8%

23.3%

12.0%

22.0%

38.8%

5.5%

15.1%

5.8% 5.3%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%



Figure 51: European student accommodation preferences

24.0%

15.1%

38.2%

42.6%

22.8% 21.1%

9.1%

12.1%

5.9%

9.1%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


All international s ents tud Europe

Figure 52: European student length of visit on most recent trip

34.7%37.4%

26.4%28.6%

12.0%

0%

5%

10%

15%

20%

25%

30%

35%

40%

9.2%11.9% 11.5%

5.8% 5.8% 5.1% 4.8%4.1% 2.7%



Figure 53: European student mode of transport on most recent trip

46


62.4%

54.9%

14.7%8.9% 14.5%

27.6%

8.4%8.6%

0%

10%

20%

30%

40%

70%

50%

60%



Figure 54: European student travel party on most recent trip

30%

16.0%18.0%

23.9%

21.0%

17.9%19.2%

16.1%

23.1%21.3%

23.5%

0%

5%

10%

15%

20%

25%


All international students Europe ropean student expenditures on most recent trip Figure 55: Eu

61.2%

41.6%

30.7% 32.7%

51.7%43.1% 41.9%

21.4%

0%

10%

20%

30%

40%

50%

60%

70%



Figure 56: European student plans for upcoming vacation period (i.e. Summer 2009/10)

58.2%

17.5%

7.9% 5.3% 4.8% 6.3%2.8%2.6%

6.7%13.8%

27.0%

47.1%

0%

10%

20%

30%

40%

50%

60%

70%





Figure 57: Where European student VFRs stayed while in Australia

47


4.8%

24.6% 25.0%

15.6%

40.3%

23.9%20.1%

45.6%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%



Figure 58: Length of stay in australia for European student VFRs

North America (n= 366) Travel behaviour North American students had the greatest diversity of travelling companions. Although 27.6 percent travelled with other North American students, they were also more likely to travel with Australian students and less likely to travel with other students from their nationality compared to all international students (refer to Figure 59). Their preferred accommodation type was hotel/motel (39.4 percent), but similar to European students, they were more likely to stay at the backpacker hostel (35.5 percent) or go camping (9.9 percent) than all international students (refer to Figure 60). They were more likely to have travelled away from the town or city where they study (94.8 percent) than all international students (84.9 percent). North American students tended to be more certain about places they would re-visit with 55.3 percent indicated ‘yes’ and 34.6 percent indicating ‘maybe’ when asked about returned to places they had visited. In comparison to all international students, only 43.4 percent indicated ‘yes’ and 46.8 percent indicating ‘maybe’ they would return to places they had already visited.

Almost half of the North Am on their last trip. They were also more likely to take an overnight trip of less th two weeks and travel by car or plane and less likely to take a day-trip and travel by bus than all international students (refer to Figure 61 and 62). Over half of the North American students (56.8 percent) went on this trip with their friends, but they were less likely to travel with their friends or family compared to all international students (refer to Figure 63). They were also more likely to travel with their partner (27.5 percent) on this trip than all international students (14.5 percent). As shown in Figure 64, North American students tended to spend similar amounts on this trip compared to all international students, with a slightly higher proportion spending in the $101 to $300 and $301 to $500 categories. During their next vacation period (being summer 2009/10), almost half (49.1 percent) of the North American students planned to return home, which is higher than all international students (41.9 percent). Only 44.8 percent planned to travel in Australia. They were also more likely to travel in other countries compared to all international students (refer to Figure 65). Less than one-third (30.6 percent) planned to work in Australia during this period. Refer to Figure 65.

Visiting friends and relatives Similar to all international students, most (95.4 percent) encourage their friends and family to visit Australia, however approximately only third-quarters expected a friend or family member to visit and only 61 percent thought that their parents would come (34.2 percent) or might (26.8 percent) visit Australia for their graduation. Over half (59.3 perc ely 48 percent had one or two people visiting them already. As shown in Figures 66, friends and family members visiting international students are more likely to stay with the student and less likely to stay with friends and relatives than all international students. They are also more likely to stay two to four weeks, and less likely to stay less than two weeks or more than four weeks, than all international students (refer to Figure 67).

erican students took a short break of one to three nights an

ent) have already had a friend or family member visit them. Approximat

48


7.0% 5.7%

0.7%

23.0%21.0%

6.0%

0.3%

22.1%22.6%

41.9%

22.1%

27.6%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


nationality


other nationalities


not students

Australianstudents

By myself Other

All international students North America

Figure 59: North American student travel companions

43.4%

39.4%

23.3%

11.0%

22.0%

35.5%

5.5%

9.9%

5.8% 4.2%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%



Figure 60: North American student accommodation preferences

24.0%

10.5%

38.2%

47.1%

22.8%

27.0%

0%

5%

20%

25%

30%

35%

40%

45%

50%

11.6%

5.9%3.8%10%

15% 9.1%



Figure 61: North American student length of visit on most recent trip

49


34.7%

41.0%

26.4%

33.9%

12.0%9.5% 11.9%

5.4% 5.8% 4.8% 4.1% 3.5% 5.1%1.9%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%



American student mode of transport on most recent trip

Figure 62: North

62.4%56.8%

14.7%

6.4%14.5%

27.5%

8.4%9.3%

0%

10%

20%

30%

40%

50%

60%

70%



Figure 63: North American student travel party on most recent trip

16.0%

10.4%

25.1%26.8%

13.8%

16.1%

23.1%21.3%

23.5% 23.9%

10%

15%

20%

25%

30%

0%Less than $100

5%

$100-$300 $301-$500 $501-$1,000 More than $1,000


Figure 64: North American student expenditures on most recent trip

50


44.8%

30.6%

49.7%

30.9%

51.7%

43.1% 41.9%

21.4%

0%

10%

20%

30%

40%

50%

60%



Figure 65: North American students plans for upcoming vacation period (i.e. Summer 2009/10)

53.0%

27.2%

2.8%6.0% 5.5% 5.5%2.8%2.6%

6.7%13.8%

27.0%

47.1%

0%

10%

20%

30%

40%

50%

60%





Figure 66: Where North American student VFRs stayed while in Australia

10.6%

35.0%

12.0%15.6%

40.3%

23.9%20.1%

42.4%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%



Figure 67: Length of stay in Australia for North American student VFRs

51


Chapter 8

DISCUSSION AND IMPLICATIONS

The report has highlighted some major opportunities for Australia’s tourism operators in the rapidly growing international education market. It has been found that international students travel extensively within Australia regardless of nationality. Because of the large sample size (over 5,500), the research were able to analyse travel behaviours by country. The report is the first of its kind to provide meaningful insights into a range of market sources and reveal the diversity among international students.

It is apparent that the international student market represents a significant opportunity for the Australian tourism industry. There appear to be two sub-markets associated with international students: (1) international students themselves, and (2) their VFRs. Each of these markets present potential benefits for Australia’s tourism industry. The findings from this study suggest that international students are opportunistic travelers, w end towards day-trip provided by the participants in this study, the VFRs market associate with international students constitutes a significantly higher proportion of international leisure visitor arriva to Australia than was previously thought. Attending graduations appears to be an important motivation to travel to Australia for the parents of international students. These findings suggest that there are opportunities for tourism product and destination management and marketing organisations to tailor their products and develop packages to better service these markets. As well as implement marketing campaigns to ignite interest in travel among international students such actions should increase the number of trips taken by the student during their stay in Australia and to motivate their VFRs to visit them during and following their study in Australia.

The report has highlighted some important commonalities across the travel behaviours of international

students, notably their enthusiasm for seeing Australia and telling others about it. This provides evidence that international students are valuable advocates for Australia via word of mouth, most obviously amongst friends and relatives. This potential stresses the critical interdependencies between motives for travel including education, visiting friends and relatives and recreation. This study also suggests that, across all nationalities, the size of the visiting friends and relatives market associated with international students is larger th previously indicated and warra nce to maintaining and increasing international visitor arrivals to Australia. The international student alumni may also be a source of repeat visitation to Australia.

In addition to the many commonalities, the various source markets have some distinct characteristics. Friends

and relatives visiting Indian students in Australia have a longer average length of stay than VFRs for other international students, with over one-third staying for over a month, than the friends and relatives of other international students. Indian students also travel extensively within Australia along with their VFRs, though typically on shorter trips and by car. By contrast Chinese students travel extensively with friends rather than family and most commonly with other Chinese students. These differences between China and India may be indicative of different family structures with the prevailing China one child policy contrasting with the typically larger Indian family groups.

Another key difference in the travel patterns of students by nationality is the tendency of European and North

American students to use backpacker-style accommodation, whereas students from Asian countries make use of other accommodation types such as hotels/motels and rented units and apartments.

ho ts and short breaks undertaken within friendship groups. Based on the estimates

d ls

annts greater attention by the tourism industry, particularly given its importa

52


Further Research This research has taken an important step by highlighting the differences and similarities between the travel behaviours of students studying in different spheres within the postsecondary education system. The report offers some preliminary estimates about the income and spending of international students on study, work and travel. The research has also started to identify demographic and behavioural differences between students studying at different levels and for different periods (i.e. higher education, VET and ELICOS); these differences however require some further investigation in future research. Cross-sectoral comparisons are becoming increasingly important in light of the Australian Government’s emphasis on strengthening linkages between e public and private educould nded pathway into university and those who are studying wit view to acquiring a VET qualification for immediate entry into the workforce. Such insights are required urgently in light of the changes underway to the Government’s MODUL listing of priority occupations for migration which are likely to have a major impact on enrolment patterns, particularly in the VET sector. It is yet to be seen whether the huge growth of international VET enrolments will be sustained. Frequent research updates will be needed to provide timely analysis of this fast changing environment.

Future research could also focus on providing an accurate assessment of the economic contribution of international students with a detailed breakdown of income and expenditures as they relate to study, work and travel. It would help to address current disagreements that have been played out in the media about the magnitude of the overall economic contribution of international students. Such research would provide a stronger evidence-based underpinning for studies on international student travel behaviour. Likewise, comparing the travel behaviou nform our understanding o

In order to advance these prospects, further dialogue is required between leaders in the tourism and

international education industries. It is clear that tourism and travel plays a role in the international student’s experience of studying in Australia and both sectors could benefit from a closer working relationship to facilitate positive outcomes for international students, whilst also advancing the economic stimulus provided by this market to the Australian economy.

thcation sectors and between government VET providers (e.g. TAFEs) and universities. Future research

also place greater emphasis on distinctions between students who are studying in VET as an inteh a

r of domestic and international students may provide evidence which cf the tourism needs of this sizeable consumer group.

an i

53


APPENDIX A—STUDENT VISA DEFINITIONS

Main course of study Definition

English Language Intensive Courses for Overseas Students (ELICOS)

applies to either; stand-alone English language courses that lead to a certificate I, II, III, IV or stand-alone English language courses that result in no formal Australian award

Primary or secondary school course

applies to primary, junior secondary or senior secondary school courses, and approved secondary school exchange programs

Vocational education and training (VET)

applies to Certificates I, II, III or IV (except ELICOS), diploma, advanced diploma, vocational graduate certificate or vocational graduate diploma courses

Higher education applies to a Bachelor degree, associate degree, graduate certificate, graduate diploma, or Masters by coursework

Postgraduate research

applies to Masters by research or a doctoral degree

Non-award applies to non-award foundation studies, or other full-time courses or components of courses not leading to an Australian award

A sAID and Defence u applies to students sponsored by AusAID or the Australian Department of Defence undertaking full-time courses of any type

Student Guardians parents or relatives can apply for a visa to stay in Australia as the guardian of a student who is studying in Australia

Source: Australian Government, Department of Immigration and Citizenship. Retrieved from http://www.immi.gov.au/students/students/chooser/ on 4 January 2009.

54


APPENDIX B—INTERNATIONAL STUDENT TRAVEL SURVEY

55

International Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In Australia

Thank you for volunteering to participate in this survey into the tourism and travel activities of international students in Australia.

We are interested in your opinions and experiences during your stay in Australia.

This research is being undertaken by Griffith, Southern Cross and Victoria universities and is funded by the Sustainable Tourism Cooperative Research Centre (CRC) project.

You must be an international student that is currently living temporarily in Australia for the primary purpose of education and studying at a registered English language, TAFE, vocational education and training or university provider.

$3,000 IN PRIZES

Remember, if you complete the survey you are eligible to enter a prize draw for 13 Coles-Myer vouchers with a total value of $3,000.

So, let's get started.

1. Welcome

Other


Please tell us about your tourism activities and experiences in Australia.

1. Within the city or town where you study, have you done any of the following activities? Tick one or more boxes.

2. Outside the city or town where you study, have you done any of the following activities? Tick one or more boxes.

3. Who do you typically undertake these activities with? Tick one box.

2. Activities

*

*

*

Shopping for pleasure

gfedc

Sightseeing

gfedc

Visiting natural attractions (such as beaches and national parks)

gfedc

Entertainment activities (such as visiting a theme park, casino, bar/nightclub)

gfedc

Attending events and festivals

gfedc

Shopping for pleasure

gfedc

Sightseeing

gfedc

Visiting natural attractions (such as beaches and national parks)

gfedc

Entertainment activities (such as visiting a theme park, casino, bar/nightclub)

gfedc

Attending events and festivals

gfedc


nmlkj

International students from other nationalities

nmlkj

Australian students

nmlkj

Other friends or relatives who are not students

nmlkj

By myself

nmlkj


Please give us your views on accommodation in Australia.

4. What is your view on backpacker accommodation in Australia? It does not matter whether you have stayed or not in this type of accommodation. Tick one box for each line.

5. What is your view on other types of accommodation (e.g. hotels, motels, holiday apartments) in Australia? It does not matter whether you have stayed or not in this type of accommodation. Tick one box for each line.

3. Accommodation

*

Very Poor Poor Neutral Good Very Good

Safety nmlkj nmlkj nmlkj nmlkj nmlkj

Cleanliness nmlkj nmlkj nmlkj nmlkj nmlkj

Easy to book nmlkj nmlkj nmlkj nmlkj nmlkj

Value for money nmlkj nmlkj nmlkj nmlkj nmlkj

Convenient nmlkj nmlkj nmlkj nmlkj nmlkj

Understands the

needs to international

students

nmlkj nmlkj nmlkj nmlkj nmlkj

*

Very Poor Poor Neutral Good Very Good

Safety nmlkj nmlkj nmlkj nmlkj nmlkj

Cleanliness nmlkj nmlkj nmlkj nmlkj nmlkj

Easy to book nmlkj nmlkj nmlkj nmlkj nmlkj

Value for money nmlkj nmlkj nmlkj nmlkj nmlkj

Convenient nmlkj nmlkj nmlkj nmlkj nmlkj

Understands the

needs to international

students


Other

International Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In Australia6. While travelling in Australia I prefer to stay at... Tick one box.

*

Backpacker hostel

nmlkj

Hotel/Motel

nmlkj

Holiday apartment

nmlkj

Camping

nmlkj

Other (please specify)

nmlkj


Please tell us your level of agreement with the following statements.

7. Tick one box for each line.

8. Since arriving in Australia, have you travelled for pleasure away from the town or city where you are studying? Tick one box.

4. The Tourist Experience

* Strongly disagree Disagree Neutral Agree Strongly Agree

There are good

international student

travel discounts

available throughout

Australia.


The stories I tell about

Australia encourage

my friends and family

to visit here.


I do NOT have enough

time to travel.nmlkj nmlkj nmlkj nmlkj nmlkj

Travelling in Australia

is safe.nmlkj nmlkj nmlkj nmlkj nmlkj


is expensive.nmlkj nmlkj nmlkj nmlkj nmlkj

There is nothing to do

in Australia.nmlkj nmlkj nmlkj nmlkj nmlkj

There are good

student travel

packages in Australia.


I do NOT have enough

money to travel.nmlkj nmlkj nmlkj nmlkj nmlkj

Shops in Australia are

open when I want to

visit them.


Australia is a boring

tourist destination.nmlkj nmlkj nmlkj nmlkj nmlkj


helps me learn about

the Australia 'way of

life'.


*

Yes

nmlkj

No

nmlkj


Please tell us about places you have visited in Australia.

9. Apart from your normal place of residence while studying, what overnight trips have you taken? Tourist destinations are places like Rottest Island WA, Barossa Valley SA, Blue Mountains NSW, Uluru (Ayers Rock) NT, Gold Coast QLD, Cradle Mountain TAS and Phillip Island VIC. Tick one box in each line.

10. Do you plan to return to any of these places? Tick one box.

5. Places You Have Visited

*

YES NO

Capital City of the State where I study. nmlkj nmlkj

Regional City in the State where I study. nmlkj nmlkj

Tourist Destination in the State where I study. nmlkj nmlkj

Capital City in another state. nmlkj nmlkj

Tourist Destination in another state. nmlkj nmlkj

*

Yes

nmlkj

No

nmlkj

Maybe

nmlkj

If yes, where and why?


Thinking about your most recent tourist visit in Australia that was away from the city or town where you study, please answer the following questions.

11. How long was the visit? Tick one box.

12. What transport did you use? Tick one box.

13. Who did you travel with? Tick one box.

6. On Your Most Recent Tourist Visit

*

*

*

Day visit

gfedc

1-3 nights

gfedc

4-6 nights

gfedc

1-2 weeks

gfedc

More than 2 weeks

gfedc

Car

gfedc

Bus

gfedc

Plane

gfedc

Boat

gfedc

Train

gfedc

Hitch hiking

gfedc


gfedc

By myself

gfedc

With my partner

gfedc

With friends

gfedc

With family

gfedc

Other

Other

International Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In Australia14. How much did you spend? Tick one box.

*

Less than $100

nmlkj

$101-$300

nmlkj

$301-$500

nmlkj

$501-$1,000

nmlkj

$1,001-$2,000

nmlkj

More than $2,000 (please specify amount)

nmlkj


Please tell us about the places you plan to visit in the future.

15. Where do you plan to visit as a tourist? Tourist destinations are places like Rottest Island WA, Barossa Valley SA, Blue Mountains NSW, Uluru (Ayers Rock) NT, Gold Coast QLD, Cradle Mountain TAS and Phillip Island VIC. Tick one box in each line.

16. On my next holiday break, I intend to... Tick one or more boxes.

7. Future Travel Plans

*

YES NO

Capital City of the State where I study. nmlkj nmlkj

Regional City in the State where I study. nmlkj nmlkj

Tourist Destination in the State where I study. nmlkj nmlkj

Capital City in another state. nmlkj nmlkj

Tourist Destination in another state. nmlkj nmlkj

*

Return to my home country

gfedc

Work (paid)

gfedc

Work (unpaid)

gfedc

Travel in Australia

gfedc

Travel to other countries

gfedc


gfedc


Please tell us about what limits your travel in Australia.

17. Indicate your level of agreement with the following items. Tick one box per line.

8. Limits to Travel

*

Strongly disagree Disagree Neutral Agree Strongly Agree

Lack of time nmlkj nmlkj nmlkj nmlkj nmlkj

Concerns about money nmlkj nmlkj nmlkj nmlkj nmlkj

Study commitments nmlkj nmlkj nmlkj nmlkj nmlkj

Money nmlkj nmlkj nmlkj nmlkj nmlkj

Work commitments nmlkj nmlkj nmlkj nmlkj nmlkj

Safety and security

concernsnmlkj nmlkj nmlkj nmlkj nmlkj

No student travel

discountsnmlkj nmlkj nmlkj nmlkj nmlkj

No student travel

packagesnmlkj nmlkj nmlkj nmlkj nmlkj

Not interested in

travelling in Australianmlkj nmlkj nmlkj nmlkj nmlkj

Other


Please tell us about friends and family who have visited you or intend to visit you while you are in Australia.

18. Do you encourage your friends and family to visit Australia? Tick one box.

19. How many friends and family members from your home country intend to visit you, but have not come to Australia yet? Select one number for each box.

20. Will your parents come to Australia for your graduation? Tick one box.

21. Have friends and family from your home country already visited you in Australia? Tick one box.

9. Visiting friends and family from my home country

*

*

Number of people

Friends

Family

*

*

Yes

nmlkj

No

nmlkj

Yes

nmlkj

No

nmlkj

Maybe

nmlkj

Yes

nmlkj

No

nmlkj


Please tell us about the friends and family that have already visited you in Australia.

22. How many friends and family members from your home country have already visited you? Select one number for each box.

23. Where did they stay? Tick one box.

24. How long did they stay in Australia? Tick one box.

10. Friends and Family That Have Already Visited You

*

Number of people

Friends

Family

*

*

With me

nmlkj

With friends and relatives

nmlkj

Backpacker hostel

nmlkj

Hotel/motel

nmlkj

Apartment

nmlkj


nmlkj

Less than 1 week

nmlkj

1-2 weeks

nmlkj

2-4 weeks

nmlkj

More than 1 month

nmlkj


Please tell us about your budget and lifestyle while living in Australia.

25. The money for my program fees comes from... Enter a % amount in each line so that they total 100%.

26. The money for my general living expenses comes from... Enter a % amount in each line so that they total 100%.

27. The money for my travel and recreation comes from... Enter a % amount in each line so that they total 100%.

28. How many hours per week do you spend? Select the number of hours for each activity.

11. Your Budget and Lifestyle

*

Income from working

in Australia (%)

Personal savings (%)

From family (%)

Scholarship (%)

Loan (%)

*

Income from working

in Australia (%)


From family (%)

Scholarship (%)

Loan (%)

*

Income from working

in Australia (%)


From family (%)

Scholarship (%)

Loan (%)

*

Hours

Studying

Working

Recreation and

personal time

International Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In Australia29. What do you do during your recreation and personal time? Enter a % amount in each line so that they total 100%.

30. Please estimate the OVERALL cost to complete your program of study in Australia. Enter an amount in Australian dollars. Exclude your return airfare to your home country. Include any program fees and other charges, and living, recreational and tourism expenses.

*

Meet with friends (%)

Shopping for pleasure (%)

Relaxation (%)

Travel and tourism acitivities (%)

Other (%)

*

Amount A$


Please tell us about your program of study.

31. What program are your studying? Tick one box.

32. What type of institution are you studying at? Tick one box.

33. What is the name of your institution?

12. Your Program

*

*

*

English language

nmlkj

Certificate

nmlkj

Diploma

nmlkj

Associate degree

nmlkj

Under-graduate degree

nmlkj

Post-graduate degree

nmlkj

Research Higher Degree (RHD) or PhD

nmlkj


nmlkj

ELICOS

nmlkj

University

nmlkj

State college/TAFE

nmlkj

Private college (vocational)

nmlkj


nmlkj

International Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In Australia34. In which state/territory are you studying? Tick one box.

35. Are you studying in Australia for your full program? Tick one box.

36. What is your anticipated length of study in Australia? Tick one box.

*

*

*

New South Wales

nmlkj

Australian Capital Territory

nmlkj

Victoria

nmlkj

Tasmania

nmlkj

South Austalia

nmlkj

Western Australia

nmlkj

Northern Territory

nmlkj

Queensland

nmlkj

Yes

nmlkj

No

nmlkj

Less than 1 month

nmlkj

1-3 months

nmlkj

4-6 months

nmlkj

7-12 months

nmlkj

1-2 years

nmlkj

3-4 years

nmlkj

More than 4 years

nmlkj


Please tell us about yourself.

37. What is your home country? Select one from the list.

38. What is your age? Tick one box.

39. What is your gender? Tick one box.

40. What type of Australian visa do you have? Tick one box.

13. About You

*

*

*

*


Under 18

nmlkj

18-21

nmlkj

22-25

nmlkj

26-29

nmlkj

Over 30

nmlkj

Male

nmlkj

Female

nmlkj

Student visa

nmlkj

Tourist visa

nmlkj

Working Holiday visa

nmlkj


nmlkj

International Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In AustraliaInternational Student Tourism and Travel In Australia41. Are you considering applying for permanent residency in Australia? Tick one box.

Yes

nmlkj

No

nmlkj

Maybe

nmlkj


Thank you for completing this survey.

42. TO ENTER THE $3,000 PRIZE DRAW There are 13 prizes of Coles-Myer vouchers with the value of: 1x $1,000 2x $500 10x $100 The prize draw will occur on Monday 30 November 2009 at 12pm. Winners will be notified via email. One entry per participant. Participants can win only one prize. To enter the prize draw, please enter your email address below.

14. Thank you


74


75

APPENDIX C—NATIONALITY OF SURVEY RESPONDENTS Nationality Number of Respondents Percent of Sample (%) Bangladesh 42 0.8 Brazil 46 0.9 Brunei Darussalam 16 0.3 Burma (Myamar) 18 0.4 Canada 195 3.8 Chile 31 0.6 China 1414 27.7 Colombia 40 0.8 Czech Republic 10 0.2 Egypt 3 0.1 Fiji 10 0.2 France 64 1.3 Germany 88 1.7 Hong Kong 270 5.3 Hungary 7 0.1 India 253 5.0 Indonesia 199 3.9 Iran 72 1.4 Italy 19 0.4 Japan 63 1.2 Kenya 15 0.3 Lebanon 10 0.2 Malaysia 328 6.4 Mauritius 34 0.7 Mexico 26 0.5 Nepal 61 1.2 New Zealand 1 0.0 Norway 24 0.5 Pakistan 61 1.2 Papua New Guinea 15 0.3 Peru 20 0.4 Philippines 47 0.9 Poland 11 0.2 Republic of Korea 194 3.8 Russian Federation 24 0.5 Saudi Arabia 93 1.8 Singapore 319 6.3 Slovakia 10 0.2 Sri Lanka 48 0.9 Sweden 25 0.5 Switzerland 10 0.2 Taiwan 122 2.4


Nationality Number of Respondents Percent of Sample (%) Thailand 105 2.1 Turkey 12 0.2 United Arab Emirates 13 0.3 United Kingdom 69 1.4 United States of America 171 3.4 Vietnam 198 3.9 Zambia 3 0.1 Zimbabwe 12 0.2 Other countries 161 3.2 Nationality not stated 889 0.0

Total 5991.0 100.0

76


APPENDIX D—INTERNATIONAL STUDENT EXPENDITURES

The expecte was identifie ng o over four years. Stude stimates of likely expenditur nclude fees and living c ut excluding airfares to and from Au ome responses were consideratio nrealistic and the data we eaned to remove these. The method as considered to be stic is detailed below. Du all response numbers program dur four months have b excluded. Respondents w so excluded from the analysis if t as lower than the mi m amount or more tha maximum amount by program dur hown in Table 13). Missing data also removed from the sis.

Data Cleaning Due to the w ions in living costs and the resultant bands are br specially for categories four and five an length variations of two years wh e the program duration is o three years duration.

To identi mum possible expenditure it was a ed: • low re a minimum of A$10,000 per an • stud was rent free with family or frie• min nditure was of A$5,000 nnum.

To identi m possible expenditure it was as ed • high ere up to A$50,000 per annum • livi re up to A$50,000 per annum • cap enditure (cars, furniture etc) was of 5,000 in a program of on r or less and A$50,000

on l programs.

Possible evels of capital expenditure for a modation purchase wer nsidered but thought to skew the dat arge an extent. It was assumed th sponses outside these ra d been the result of a misinterpreta spondents or extraordinary pur es (e.g. houses). On this s responses outside the range shown were excluded.

Table 12: Expenditure ranges included

d length of study d in seven categories rangi from less than one month tnts provided e e to i osts bstralia. S n u re clof calculating what w reali e to smations of lower thanheir expenditure w

een nimu

ere aln the

ation (as s were analy

ide possible variat fees oad e that sp er ver

fy mini ssum fees we nument living nds imum casual expe per a

fy maximu sum fees w

ng costs weital exponger

A$2 e yea

higher l ccom e coa to too l at re nges hation by re in Table 13

chas basi

Progra n m Duratio Minimum re ExpendituA$

Maximum Expenditure A$

4–6 months 5, 000 75,000 7–12 months 8,750 125,000 1–2 years 15 ,000 250,000 3–4 years 45 ,000 450,000 Over 4 years 75 ,000 650,000

In Table for expenditure across the pr m durations are provided

le 13: Expenditure f s by program duration

14 the results ogra .

Tab igure

Program Duration

N Mean Median St DA$ A$

ev A$

4–6 months 162 21,754 19,000 14,274

7–12 months 269 39,492 35,000 22,027

1–2 years 1766 66,491 60,000 33,843

3–4 years 1626 132,082 120,000 65,114

Over 4 years 553 207,071 200,000 103,244 After cleansing data are therefore reported for 73 percent of the sample. It was also necessary to annualise the

figures and the expenditures were therefore adjusted to represent a 12 month program. The expected duration is provided in Table 15 together with the annualised expenditure. Shorter programs were assumed to be at the

77

INTERNATIONAL EDUCATION VISITATION—TOURISM OPPORTUNITIES longer end of the expected duration and the three to four year program was assumed to be 75 percent of students on a three ye this is the most rad

In Table 1 ised expenditures are provide program duration.

: Annualised expe ure by program duratio

ar program as common duration for underg uate degrees.

5 the annual d by

Table 14 ndit n

Program Duration Assumed D tion ura Annualised Expenditure in Years A$

4–6 months 0.5 43,508 7–12 months 0.9 43,880 1–2 years 1.5 44,327 3–4 years 3.25 40,640 Over 4 years 5 41,414 Weighted Average 42,531

On average, international students estimated they worked 6.4 hours per week. Using an estimated average hourly rate of $17.64* and assuming 48 working weeks per year, their income from working was estimated at $5,419 per year. Working income therefore contributed an estimated 12.7 percent to their total annual expenditure. The balance of average annual expenditure of $37,112 is assumed to be funded principally from savings and from family sources, and therefore viewed as export dollars.

* Based on the casual award rates in retail and hospitality and an average age of 19 years for undergraduate

students and of over 21 for postgraduate students.

78


APPENDIX E—COMPARISON OF INTERNATIONAL STUDENT TRAVEL BEHAVIOUR BY NATIONALITY

7.0%4.6%

9.4%7.7%Australian students

5.7%

12.3%

5.3%

28.0%

28.0%

7.4%

33.2%

34.9%

13.6%

23.0%

21.0%

34.0%

.9%

6%

10% 20% 30% 40% 50% 60% 70%

nationalities

0.7%0.8%

2.0%

5.7%

0.0%0.3%

6.0%

0.3%

3.0%By myself

Other

13.6%22.1%

22.7%Other friends or relatives who are notstudents

22.1%

25.2%29International students from other

22.6%

27.15.0%


41.9%63.4%

0%

All international students China India Korea Europe North America

Figure 68: Travel companions by nationality

5.5%

5.8%

28.0%

16.9%

3.7%

4.2%

3.0%

37.8%

22.8%27.3%

21.0%1%

7.3%

19.

3.1%

3.6%

12.0%

15.1%

35.5%

9.9%

23.3%

43.4%48.4%

46.9%

5.3%

8%

11.0%

50% 60%

Hotel/Motel

Holiday appartment

Bac

Other 11.1%

kpacker hostel

Camping

38.8%

22.0%

28.

39.4%

0% 10% 20% 30% 40%

All international students China India Korea Europe No

Figure 69: Accomm referen tionalit

rth America

odation p ces by na y

79


9.1%

5.9%

34.4%

24.7%

6.2%

5.3%4.5%e than 2 weeks

33.8%

15.1%10.5%

24.0%29.4%

20.6%

0% 5% 10% 15% 20% 25% 30

Day visit

39.8%

3.0%

23.4%

9.7%

42.6%

1%

47.1%

27.0%

38.2%

22.8%

37.7%

% 35% 40% 45% 50%

1-3 nights

4-6 nights

1-2 weeks

Mor

9.1%3.8%

12.1%11.6%

18.9%

8.6%

21.


Figure 70: Length of visit on most recent trip by nationality

11.9%

5.8%

4.1%

5.1%

13.4%

23.1%

5.9%

17.4%

5.9%

8.0%

53.4%

9.8%

14.2%

4.7%

10.5%

4.4%

3.0%

8.7%

17.3%

3.7%

4.3%

3.1%

37.4%

28.6%

9.2%

11.5%

5.8%

2.7%

4.8%

41.0%

33.9%

9.5%

5.4%

4.8%

3.5%

1.9%

12.0%

26.4%

34.7%26.3%

37.0%

25.9%

0% 10% 20% 30% 40% 50% 60%

Car

Plane

Bus

Train

Boat

Hitch hiking

Other


Figure 71: Mode of transport on most recent trip by nationality

80


8.4%

10.2%

7.8%

7.5%

62.1%

19.3%

10.0%

8.6%

14.5%

10.2%8.6%

9.3%

By myself

54.9%

8.9%

27.6%

56.8%

6.4%

27.5%

62.4%

14.7%

14.5%

74.5%

53.6%

21.7%

0% 10% 20% 30% 40% 50% 60% 70% 80%

With friends

With family

With my partner


Figure 72: Travel party on most recent trip by nationality

23.5%

16.0%

21.3%

21.4%

22.6%

14.6%

20.0%

22.7%

24.2%

21.8%

11.4%

20.6%

26.3%

21.1%

18.0%

23.9%

21.0%

17.9%

19.2%

10.4%

25.1%

26.8%

23.9%

13.8%

16.1%

23.1%

21.3%

20.1%

14.3%

17.7%

0% 5% 10% 15% 20% 25% 30%

Less than $100

$100-$300

$301-$500

$501-$1,000

More than $1,000

All international students China India Korea Europe North America Figure 73: Expenditures on most recent trip by nationality

81


21.4%

5.9%

52.90%

44.30%

17.60%

7.90%

64.1%

55.4%

30.0%

15.6%

5.7%

37.6%

19.6%

5.2%

61.2%

41.6%

30.7%

32.7%

5.5%

44.8%

30.6%

49.7%

30.9%

4.9%

51.7%

43.1%

41.9%

60.50%

52.6%

47.4%

0% 10% 20% 30% 40% 50% 60% 70%

Travel in Australia

Work (paid)

Return to their home country

Travel to other countries

Work (unpaid)


Figure 74: Plans for upcoming vacation period (i.e. Summer 2009/10) by nationality

6.7%

2.6%

2.8%

37.8%

15.2%

7.0%

2.1%

1.4%

47.9%

13.0%

29.6%

5.9%

1.2%

2.4%

7.0%

3.5%

5.6%

3.5%

58.2%

17.5%

7.9%

5.3%

4.8%

6.3%

53.0%

27.2%

2.8%

6.0%

5.5%

5.5%

13.8%

27.0%

47.1%36.5%

28.0%

52.4%

0% 10% 20% 30% 40% 50% 60% 70%

With the international student

Hotel/motel

With friends and relatives

Apartment

Backpacker hostel

Other


Figure 75: VFRs stayed while in Australia by nationality

82


20.1%

39.7%

22.3%

22.0%

8.9%

23.6%

29.0%

38.5%

23.8%

21.0%

4.8%

24.6%

45.6%

25.0%

10.6%

35.0%

42.4%

12.0%

15.6%

40.3%

23.9%

16.0%

14.0%

41.2%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Less than 1 week

1-2 weeks

2-4 weeks

More than 1 month


Figure 76: Length of stay in Australia for VFRs by nationality

83


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Australian Government. (2010c). Total working holiday and work & holiday visas granted: 2004–05 Through To 2008–09. Retrieved from www.immi.gov.au on 4 January 2010.

Babin, B., & KuemLim, K. (2001). International students’ travel behaviour: A model of the travel-related consumer dissatisfaction process. Journal of Travel and Tourism Marketing, 10(1), pp.93–106.

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Field, A. (1999). The college student market segment: A comparative study of travel behaviors of international and domestic students at a Southeastern University. Journal of Travel Research, 37, pp.375–381.

Gillard, J. (2009, May 26). International education: Its contribution to Australia. [speech]. Retrieved from www.deewr.gov.au on 16 November 2009.

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85


AUTHORS Michael Davidson Professor Michael Davidson is currently Director of the Centre of Tourism, Sport and Service Innovation and

er Head of Griffith University’s Department of Tourism, Leisform ure, Hotel and Sport Management in Australia (2005–2007). Previously he was the Director of the Kabacoff School of Hotel, Restaurant, and Tourism

inistration, University New Orleans (2000–2005) and was the Foundation Head of Griffith’s Adm School of Tourism and Hotel Management (1990–1996). His research interests examine the impact of organisational

re and climate on service quality, opcultu erational and marketing performance, employee motivation and turnover in the hospitality industry. He started his career in hotels and became a general manager of a five star

in the Southern England. He has uhotel ndertaken many research and consultancy projects, in the UK, US and Australia, published widely, and serves on editorial boards and is a reviewer for a number of journals.

il: [email protected]

he ta ire and Oxford Brookes universities. In the period since he joined Griffith

Oper School. His research interests are in consumer behaviour related to the

inter

Hugh Wilkins Hugh Wilkins, PhD is an Associate Professor in the Griffith Business School. Prior to joining Griffith University

ught in the UK at StaffordshUniversity he has been Head of School of Tourism and Hotel Management and is currently Director of Offshore

ations for the Griffith Businessservice sector with a particular focus on tourism and hotel management. He has a number of publications in

national journals within these areas. Email: [email protected]

Brian King Brian King is Professor of Tourism Management and Director in the Office of the Pro Vice-Chancellor (Institutional Services) at Victoria University. He is also Chair of the International Centre of Excellence for Tourism & Hospitality Education (THE-ICE), an elected Fellow of the International Academy for the Study of Tourism (IAST) and founding joint Editor-in-Chief of the Journal Tourism, Culture and Communication. He has been actively involved in leadership roles within tourism education for 30 years and has a longstanding interest and involvement in the relationship between international education and tourism. He has published widely in the area of tourism education in developed and developing countries at both vocational and higher education levels. He has a particular interest in the emergence of a pluralistic system of post-secondary education for tourism in Australia bringing Universities, Hotel Schools and Vocational Education and Training (VET) providers with the tourism industry. Email: [email protected]

Perry Hobson

Hobson is an AssociaPerry te Professor in the School of Tourism and Hospitality Management at Southern Cross

Educ een the Editor-in Chief of the Journal of Vacation Marketing for over ten years,

Foun f the Academic Board of the Blue Mountains International Hotel School and Australian

on th ss Institute (Melbourne). He

also Universities for Tourism and Hospitality Education

posit d Austria.

University (SCU). He is also the Director of the International Centre for Excellence in Tourism and Hospitality ation (THE-ICE). He has b

and was until recently also the co-Editor of the Journal of Hospitality & Tourism Education. Perry is the ding Chair o

International Hotel School (Leura/Canberra) which are part of Laureate Hospitality Education group. He also sits e academic boards of the Think Education Group (Sydney), and William Angli

is currently the President of APacCHRIE (a regional association of hospitality and tourism educators), and was twice elected Chair of the Council of Australian

(CAUTHE). He has also held full-time academic positions in USA and Hong Kong, and also held visiting ions in The Netherlands an

Email: [email protected]

86


Stephen Craig-Smith Associate Professor Stephen Craig-Smith is the Deputy Head of the Tourism School at the University of

nsland. He haQuee s been actively involved in Tourism Degree Education for 30 years and has a research interest

Mem and hospitality higher degree education provision. in Tourism Curriculum. He is an Inaugural Fellow of CAUTHE and is a Queensland Ministerial Advisory Panel

ber on tourismEmail: [email protected]

Sarah Gardiner

Gardiner is a PhD candidate in the Department of Marketing at Sarah Griffith University, Australia. Pricommencing her PhD studies, she worked as a Senior Industry Development Officer Tourism for the Gold

or to Coast

City Council. In this role, she was responsible for planning and implementing tourism and economic opment projdevel ects in the Gold Coast region. Sarah has completed a Bachelor of Business with Honours and

Bachelor of Exercise Science. Her current research interests are in the areas of consumer behaviour and public y relating to tourism and epolic vent planning and development. She is also particularly interested in youth and

Generation Y travel. il: [email protected] u.au

87


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