Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-26T02:38:15.376Z Has data issue: false hasContentIssue false
  • English
  • Français

Exploring post-course outcomes of an undergraduate tourism field trip to the Antarctic Peninsula

Published online by Cambridge University Press:  29 January 2013

M.E. Johnston ,
J.P. Dawson ,
J. Childs  and
P. T. Maher
M.E. Johnston
Affiliation:
School of Outdoor Recreation, Parks and Tourism, Lakehead University, 955 Oliver Rd., Thunder Bay, ON, P7B 5E1, Canada (mejohnst@lakeheadu.ca)
J.P. Dawson
Affiliation:
Department of Geography, Institute for Science, Society and Policy, University of Ottawa, 75 Laurier Ave., Ottawa, ON, K1N 6N5, Canada
J. Childs
Affiliation:
Department of Geography, Brock University, 500 Glenridge Ave., St. Catharines, ON, L2S 3A1, Canada
P. T. Maher
Affiliation:
Outdoor Recreation and Tourism Management Program, University of Northern British Columbia, 3333 University Way, Prince George, BC, V2N 4Z9, Canada
Get access Rights & Permissions [Opens in a new window]

Abstract

A small number of educational programmes for university students include field experience in Antarctica. These programmes contain a range of educational objectives, approaches and academic assessment related to the field component and the intended on-site learning for students. However, it is possible that the on-site experiences of students in these programmes have an influence on later decisions and behaviour beyond the course itself in the years following participation. This paper investigates the possibility of such influence for students who participated in ship-based tourism field trips to the Antarctic Peninsula and adjacent locations (South Georgia, the Falkland Islands, and South Shetland Islands) and explores whether students link their participation to particular post-course outcomes. It examines how participants report being affected by a trip to the Antarctic Peninsula, particularly in terms of later decisions regarding learning, professional lives, and environmental behaviour. Influences noted by respondents include effects on choices made in relation to academic pursuits and career paths, as well as development of their environmental values through increased awareness of tourism impacts, Antarctic region sustainability issues, and global issues such as climate change.

Type
Research Article
Information
Polar Record , Volume 50 , Issue 2 , April 2014 , pp. 147 - 155
Copyright
Copyright © Cambridge University Press 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S. and Conchie, S.. 2007. Fieldwork is good: the student perception and the affective domain. Journal of Geography in Higher Education 31 (2): 299–317.Google Scholar
Cattadori, M., Florindo, F. and Rack, F.. 2011. Short– and long–term effects in the school system of a research immersion experience for science educators: an example from ANDRILL (Antarctic Geological Drilling). Geosphere 7 (6): 1331–1339.CrossRefGoogle Scholar
Cotton, D.R.E. and Cotton, P.A.. 2009. Field biology experiences of undergraduate students: the impact of novelty space. Journal of Biological Education 43 (4): 169–174.Google Scholar
Crosbie, K. and Splettstoesser, J.. 2011. Antarctic tourism, Antarctic introduction. In: Maher, P.T., Stewart, E.J. and Lück, M. (editors). Polar tourism: human, environmental and governance dimensions. New York: Cognizant Communication: 105–120.Google Scholar
Davies, J. 2001. Changing people: experience from teaching and learning about indigenous issues in environmental management. In: Ward, G.K. and Muckle, A. (editors). The power of knowledge, the resonance of tradition. Canberra: AIATSIS Research Program (Papers from the AIATSIS Indigenous Studies conference, September 2001): 69–95.Google Scholar
DeMartini, J.R. 1983. Sociology, applied work and experiential learning. Teaching Sociology 11 (1):17–31.Google Scholar
Dummer, T.J.B., Cook, I.G., Parker, S.L., Barrett, G.A. and Hull, A.P.. 2008. Promoting and assessing ‘deep learning’ in geography fieldwork: an evaluation of reflective diaries. Journal of Geography in Higher Education 32: 459–479.Google Scholar
Eijgelaar, E., Thaper, C. and Peeters, P.. 2010. Antarctic cruise tourism: the paradoxes of ambassadorship,’last chance tourism’ and greenhouse gas emissions. Journal of Sustainable Tourism 18: 337–354.Google Scholar
Gerber, R. and Chuan, G.K.. 2000. Power of fieldwork. In: Gerber, R. and Chaun, G.K. (editors). Fieldwork in geography: reflections, perspectives and actions. Boston: Kluwer Academic: 3–12.Google Scholar
Green, G. 2010. Students on Ice – learning in the greatest classrooms on earth. In: Lück, M., Maher, P.T. and Stewart, E.J. (editors). Cruise tourism in polar regions: promoting environmental and social sustainability? London: Earthscan: 93–105.Google Scholar
Hankins, K.B. and Yarborough, R.A.. 2008. Positionality and active learning: confronting privilege in a field–exercise design. Journal of Geography 107: 186–193.Google Scholar
Hirsch, P. and Lloyd, K.. 2005. Real and virtual experiential learning on the Mekong: field schools, e–Sims and cultural challenge. Journal of Geography in Higher Education 29 (3): 321–337.Google Scholar
Hope, M. 2009. The importance of direct experience: a philosophical defence of fieldwork in human geography. Journal of Geography in Higher Education 33 (2): 169–182.Google Scholar
Houser, C., Brannstrom, C., Quiring, S.M. and Lemmons, K.K.. 2011. Study abroad field trips improves test performance through engagement and new social networks. Journal of Geography in Higher Education 35 (4): 513–528. DOI: 10.1080/03098265.2010.551655.Google Scholar
Katula, R. A., and Threnhauser, E.. 1999. Experiential education in the undergraduate curriculum, Communication Education 48: 238–256.Google Scholar
Kelner, S. and Sanders, G.. 2009. Beyond the field trip: teaching tourism through tours. Teaching Sociology 37: 136–150.Google Scholar
Kent, M., Gilbertson, D.D. and Hunt, C.O.. 1997. Fieldwork in geography teaching: a critical review of the literature and approaches. Journal of Geography in Higher Education 21 (3): 313–332.Google Scholar
Kolb, D.A. 1984. Experiential learning: experience as the source of learning and development. Englewood Cliffs, N.J.: Prentice Hall.Google Scholar
Kriwoken, L.K., and Rootes, D.. 2000. Tourism on ice: environmental impact assessment of Antarctic tourism. Impact Assessment and Project Appraisal 18 (2): 138–150.Google Scholar
Maher, P.T. 2010. Footsteps on the ice: visitor experiences in the Ross Sea Region, Antarctica. Unpublished doctoral dissertation, Canterbury, New Zealand: Lincoln University, Department of Environment, Society and Design.Google Scholar
Maher, P.T., Vaugeois, N.L. and McDonald, D.. 2010. Examining the use of student extension tours to expose the costs and benefits of tourism to rural communities. Journal of Rural and Community Development 5 (1/2): 113–127.Google Scholar
Maher, P., Johnston, M.E., Dawson, J. and Noakes, J.. 2011. Risk and a changing environment for Antarctic tourism. Current Issues in Tourism 14 (4): 387–399.Google Scholar
McGuinness, M. and Simm, D.. 2005. Going global? Long haul field work in undergraduate geography. Journal of Geography in Higher Education 29 (2): 241–253.Google Scholar
Nuttall, M. 2010. Narratives of history, environment and global change: expeditioner–tourists in Antarctica. In: Hall, C.M. and Saarinen, J.. (editors). Tourism and change in polar regions. London: Routledge: 204–214.Google Scholar
Powell, R.B., Kellert, S.R. and Ham, S.. 2008. Antarctic tourists: ambassadors or consumers? Polar Record 44 (3): 233–241.Google Scholar
Stoltman, J.P. and Fraser, R.. 2000. Geography fieldwork: tradition and technology meet. In: Gerber, R. & Chaun, G.K. (editors). Fieldwork in geography: reflections, perspectives and actions. Boston: Kluwer Academic: 37–52.Google Scholar
Stonehouse, B. and Crosbie, K.. 1995. Tourist impacts and management in the Antarctic Treaty area. In: Hall, C.M., and Johnston, M.E. (editors). Polar tourism: tourism in the Arctic and Antarctic Regions. Chichester: John Wiley: 217–233.Google Scholar
Tracey, P. J. 2001. Managing Antarctic tourism. Unpublished doctoral dissertation, University of Tasmania, Institute of Antarctic and Southern Ocean Studie.Google Scholar
Walker, K. and Moscardo, G.. 2006. The impact of interpretation on passengers of expedition cruises. In: Dowling, R.K. (editor). Cruise ship tourism. CAB International.Google Scholar
Yarnal, B. and Neff, R.. 2007. Teaching global change in local places: the HERO research experiences for undergraduates program. Journal of Geography in Higher Education 31 (3): 413–426.Google Scholar