What do tourism students know about sustainability and sustainable tourism? An exploratory study of Latin American universities. Blanca A. Camargo, PhD. International Tourism Program University of Monterrey (Mexico) Ulrike Gretzel, PhD. Institute for Innovation in Business and Social Research University of Wollongong

Focus on Latin America  Natural and cultural resources  Biodiversity  Cultural diversity  Economic & social inequities  Post-colonial  Through tourism  Uncontrolled tourism development

Education for sustainable tourism  Current studies address the content and delivery of sustainable tourism education (e.g. Deale et al., 2010; Isacsson and Gretzel, 2011; Jamal et al., 2010 ; Jurowski, 2010; Lewis, 2004)  There is a gap in the literature about what students actually know, think and feel about sustainable tourism (outcomes) of ST education)

Online Survey  Sample size: 175 students from tourism programs (bachelor level, no technical schools) in Latin America  Countries:  MéxicoCosta RicaColombia  BrazilArgentinaVenezuela  Gender: 75% female; 25% male  School year: 1 st year (13.9%), 2 nd year (15.7%), 3 rd year (28.3%), 4 th year (21.1%), and fifth year (21.1%).  : 60.8% had working experience in the tourism industry  53.5% less than one year; 23.8% between 1 and 2 years  Hotels and F&B most common areas where students worked (44.6% and 32.7%)

Results: Students’ knowledge of sustainable tourism 1.OVERALL KNOWLEDGE  The majority of participants (69%) stated they had “some knowledge” of sustainable tourism; 22% had “little knowledge”; and only 7% stated they had “extensive knowledge” 2.DEFINITION  Most participants (80%) defined ST as tourism that is “environmentally friendly”  Tourism in harmony with the environment  Procures the conservation of the environment  Respects the environment  Reduce, reuse, recycle

Sustainable tourism benefits  27% related sustainable tourism to economic factors  Income and economic growth of local community  Equitable distribution of resources  23% mentioned social aspects  Responsibility towards the well-being of local community  18% of all definitions touched upon cultural dimension  Respect for local customs; preservation of culture  Only 4% mentioned political aspects  Influence of government and public institution  Other  Long term approach (31%)  Participative (9%)

FAMILIARITY WITH SUSTAINABILITY RELATED CONCEPTS Sustainable developmentEquity (inter & intra- generational) ✗ Stakeholder participationSocial equity Poverty reduction ✔ Carrying capacity Climate change ✔ Carbon footprint ✗ Fair-tradeEnvironmental certification programs Codes of ethics and behaviorCultural diversity ✔ Greenhouse gasesParticipatory planning Sustainable tourism indicatorsEcosystems & biodiversity conservation Certification for Sustainable Tourism (CST) ✗ Sustainable developmentEquity (inter & intra- generational) ✗ Stakeholder participationSocial equity Poverty reduction ✔ Carrying capacity Climate change ✔ Carbon footprint ✗ Fair-tradeEnvironmental certification programs Codes of ethics and behaviorCultural diversity ✔ Greenhouse gasesParticipatory planning Sustainable tourism indicatorsEcosystems & biodiversity conservation Certification for Sustainable Tourism (CST) ✗

Importance of sustainable tourism  Most participants think sustainable tourism is very important  For themselves (82.5%)  For their community (63.7%),  For their country (71.9%),  For the tourism industry in their country (70.8%) ****76.6% think it is a very important subject to be taught in tourism programs.

Who should be responsible for sustainable tourism planning and management?  Almost half (45.6%) of the participants think that the national government bears most of the responsibility for implementing sustainable tourism in a destination  21.6% think it should be the responsibility of the tourism industry  19.9% put the responsibility on the local communities  Only 4.7% think it is the responsibility of the tourists.

Feelings of competence and empowerment  The students surveyed feel most competent in explaining the meaning and purpose of sustainable tourism as well as in identifying and classifying the impacts of tourism.  They feel least competent in terms of tools and techniques available for sustainable tourism and regarding techniques to foster community participation in tourism development.   As future tourism professionals, students felt they were able to make meaningful contributions to sustainable tourism but felt only somewhat empowered to actually influence sustainable tourism decision-making.

Conclusions  Most students are aware of the importance of sustainable tourism in practice and in tourism programs  However, significant knowledge gaps exist  Overall knowledge and familiarity with sustainable tourism  Key dimensions of sustainability beyond environmental  Specific concepts related to sustainable tourism  E.g. Equity, certifications, footprint, resources for sustainable tourism management  These findings are puzzling since 90% of the students stated they learned about sustainable tourism through university courses (followed by internet)

Questions?

THANK YOU! Blanca A. Camargo, PhD Ulrike Gretzel, PhD