Table Of ContentThe Influence of Educational Dimensions of Arctic Expedition
Cruising on Post-Cruise Environmental Attitude
by
Brittany Bess Sharon Manley
A Thesis
presented to
The University of Guelph
In partial fulfillment of requirements
for the degree of
Master of Science
in Tourism and Hospitality
Guelph, Ontario, Canada
© Brittany Bess Sharon Manley, December, 2015
Abstract
The Influence of Educational Dimensions of Arctic Expedition Cruising on Post-
Cruise Environmental Attitude
Brittany Manley Co-Advisors:
University of Guelph, 2015 Dr. Statia Elliot
Dr. Shoshanah Jacobs
Key words: Arctic, expedition cruising, knowledge transfer, eco-tourism
Cruising is a segment of tourism that is increasing at a faster rate than other
formats of leisure travel (CLIA, 2014;; Luck, 2007), especially in the Arctic region (Luck,
Maher & Stewart, 2010). Due to milder weather conditions in recent years, ships have
been able to access more regions during a longer operating season. In addition,
increasing participation in “last chance tourism” is confirmed to cause a further increase
in visitors (Eijgelaar, Thaper, & Peeters, 2010).
The educational impact of expedition cruising on cruisers has been researched in
Antarctica (Powell, Kellert & Ham, 2008) and Australia (Walker & Moscardo, 2006).
However, in the 30 years that expedition cruising has occurred in Canada’s Arctic, little
research has focused on the immediate influence of these immersive tourism
experiences on cruisers (Green, 2010). Arctic cruise lines have developed a range of
educational programs that address the presumed need of cruisers for an educational
experience. Pre-embarkation packages might include a variety of resources from
company-specific handbooks to suggested reading lists. Field staff may present
specialized lectures on destination-specific topics during time at sea, as well as lead
excursions on shore (Douglas & Douglas, 2004).
This study explores the educational dimensions of expedition cruising in five
phases and determines the relationship between expectations, program delivery, and
engagement. Motivations and expectations of cruisers were identified using entrance
surveys prior to embarking on the expedition. Motivations are found to be important to
cruisers when determining a cruise package to purchase.
The study investigates key motivations for Arctic cruising, and in forms on levels
of escape, socialization, learning, sightseeing and adventure. The study also determines
the level of importance educational programming has on cruiser expectations.
A qualitative approach included interview and observation on the vessel to
support survey findings. These assessed the level of education and experience that
each lecture guide had in his/her area of specialization, as well as the lecture content
and delivery. Analysis included a manifest content analysis of the questions posed
during lecture sessions and excursions, measured against an adapted Bloom’s
Taxonomy scale.
The unique backdrop of the Arctic and a mixed method research approach can
add to cruising literature on environmental education reform. This research provides
valuable insight into the educational motivations of expedition cruisers. Learning
opportunities are an important component of the cruise experience, which has potential
to positively impact cruiser attitude and knowledge post-cruise. These findings will
encourage cruise companies to improve their educational offerings (i.e. preparedness,
program quality, level of engagement) to meet the expectations of their clientele, thereby
transferring critical knowledge of environmental stewardship.
ii
Acknowledgements
I would like to express my deep gratitude to my co-advisors, Dr. Statia Elliot and
Dr. Shoshanah Jacobs for their patient guidance, enthusiastic encouragement
and useful critiques of my thesis. I would also like to thank my committee
member, Dr. Stephen Smith, for his advice and knowledgeable insight.
I could not have done any of this work without funding. I would like to thank
Shoshanah Jacobs, the Northern Scientific Training programming and the
University of Guelph for providing me this unique opportunity.
This thesis could have not been completed without the partnership with
Adventure Canada, who allowed me to conduct research aboard their cruises.
Thank you for welcoming me on the ship and providing an enjoyable experience
to collect data.
To Mom, Dad, Sylvia, John, my family and friends in Ontario, B.C and abroad
who have supported me over the years. Thank you.
In particular, my brother, Scott Manley and Steph Morgan for the unconditional
support and advice.
And finally to my husband Martin, thank you for your amazing amount of
patience, understanding, support and encouragement.
iii
Table of Contents
Abstract ………………………………………………………………………..... ii
Acknowledgements ……………………………………………………………. iii
Table Of Contents ………………………………..……………………………. iv
List of Tables and Figures …………………………………………………… vi
List of Appendices …………………………………………………………….. viii
Chapter 1: Introduction ………………………………………………………. 1
1.1 Research Aims ………………………………………………………….. 2
Chapter 2: Background & Literature Review……………………………... 4
2.1 Motivations …………………………………………………………………. 4
2.2 Motivations to Cruise………………………………………………………. 5
2.3 Attitude Change Theory and Model ……………………………………... 9
2.4 Expedition Cruise Ships …………………………………………………... 13
Chapter 3: Methodology……………………………………………………… 15
3.1 Research Overview ……………………………………………………….. 15
3.2 Methodology ……………………………………………………………..….16
3.2.1 Pre-cruise Survey: Cruiser Motivations and Current Knowledge.... 16
i) Cruiser Motivations and Expectations ………………………………. 17
ii) Pre-trip Knowledge and Opinions of the Arctic ….………………… 18
ii.i) Knowledge of the Arctic …………….………………………. 19
ii.ii) Attitudes ……………………………………………………… 21
a) General Views Toward the Natural Environment …. 21
b) Opinions toward Arctic Resource Management …... 22
iii) Behaviours ……………………………………………………………. 23
3.2.2 Assessment of Educational Programming ………………..……….. 23
i) Semi-structured Interviews with Passengers …………………........ 24
ii) Semi-structured Interviews with Expedition Staff …………………. 26
iii) Participant Observation ……………………………………………… 27
3.2.3 Post-trip Survey: Effectiveness of Knowledge Transfer …………... 28
i) Self-Reported Knowledge Gain …………………………………….. 29
ii) Impact of Expedition ………………………………………………….. 29
3.3 Ethical Issues ……………………………………………………………….. 29
3.4 Analysis of Data ……………………………………………………………. 31
3.5 Budget ……………………………………………………………………….. 33
Chapter 4: Results ……………………………………………………………. 34
4.1 Arctic Expedition Study Context …………………………………………… 34
4.2 Researcher’s Observation Procedure …………………………………….. 35
4.3 Arctic Visitor Profile …………………………………………………………. 35
4.4 Expedition Cruiser Motivations and Expectations ……………………….. 36
i) Quantitative Results ………………………………………………….. 36
iv
ii) Open-ended Survey Question.………………………………………. 38
iii) Semi-structured Interview …………………………………………… 41
4.5. Assessment of Educational Programming ………………………………. 43
i) Expedition Staff ………………………………………………………... 43
ii) Planned Educational Programming ………………………………… 44
4.6 Passenger Engagement ……………………………………………………. 48
i) Participant Observation ………………………………………………. 49
ii) Questions Posed During Lectures ………………………………….. 50
iii) Passenger Engagement Report by Expedition Staff …………….. 51
4.7 Effectiveness of Knowledge Transfer …………………………………….. 53
i) Knowledge ……………………………………………………………... 53
i.i) Arctic Knowledge Quiz ………………………………………. 53
i.ii) Self-Reported Knowledge Gain ………………….………… 55
i.iii) Knowledge Gain Reported by Cruisers …………………... 56
ii) Attitudes ……………………………………………………………….. 58
ii.i) Arctic Resource Management Issues …………………….. 58
ii.ii) General Views Toward the Natural Environment ……….. 60
ii.iii) Attitude Change Reported by Cruisers ………………….. 62
iii) Behaviours ……………………………………………………………. 64
Chapter 5: Summary, Discussion and Conclusion ……………………… 67
5.1 Summary …………………………………………………………………… 67
5.2 Discussion of the Findings ……………………………………………….. 68
i) Different Motivations for Arctic Cruisers ……………………………. 68
ii) Educational program offered by the cruise company …………….. 70
iii) Passenger Engagement …………………………………………….. 71
iv) Effectiveness of Knowledge Transfer ……………………………… 71
5.3 Implications ………………………………………………………………… 73
5.4 Limitations and Recommendations for Further Research …………….. 75
5.5 Conclusion …………………………………………………………………. 76
Appendices ……………………………………………………………………… 77
References ……………………………………………………………………….86
v
List of Tables and Figures
Tables
Table 1 Cruising Motivations Reported by Interviewees…………………….. 6
Table 2 Motivations to Take an Expedition Cruise…………………………… 18
Table 3 Knowledge of the Arctic………………………………………………...19
Table 4 Statements Regarding General Views Toward the Natural
Environment…………………………………………………………….. 21
Table 5 Opinions Toward Arctic Resource Management……………………. 22
Table 6 Participation in Environmentally Responsible Activities……………. 23
Table 7 Questions Asked in Pre-cruse Survey and Post-cruise Survey…... 28
Table 8 Cruisers’ Self-Reported Knowledge Gain………………………….... 29
Table 9 Procedures in Quantitative and Qualitative Data Analysis………… 31
Table 10 Summary of Data Collected…………………………………………. 34
Table 11 Summary of Arctic Visitor Profile……………………………………. 36
Table 12 Passenger Motivations for Arctic Cruising…………………………. 37
Table 13 Passenger Motivations for Arctic Cruising: Open-ended Question.39
Table 14 Quotations from Semi-structured Interview – Motivation…………. 42
Table 15 Education and Experience of the Resource Staff on Trip Three… 44
Table 16 Planned Educational Programming…………………………………. 47
Table 17 Cruisers’ Self-Reported Knowledge Gain………………………….. 56
Table 18 Self-Reported Knowledge Gain from Respondents in Post-trip
Survey………………………………………………………................ 57
Table 19 Attitudes Toward Arctic Resource Management………………...... 59
vi
Table 20 Pre-trip and Post-trip Comparison of General Views Toward the
Natural Environment ………………………………………………… 61
Table 21 Attitude Change Responses from Post-trip Survey……………….. 63
Table 22 Comparison of Pre-trip and Post-trip Behaviours…………………. 65
Figures
Figure 1 Elaboration Likelihood Model………………………………………… 11
Figure 2 Modified Bloom’s Taxonomy Scale………………………………….. 27
Figure 3 Results of Pre-trip and Post-trip Survey Response by Question…. 55
vii
List of Appendices
Appendix A – Semi-structured Interview Questions with Cruisers…………. 77
Appendix B – Semi-structured Interview Questions with Expedition Staff…. 77
Appendix C – Example of Where to Rank Questions………………………... 78
Appendix D – Questions Posed During Presentations………………………. 79
Appendix E – All Responses from Open-ended Question in Pre-trip Survey.81
viii
Chapter 1: Introduction
"It is an expedition. That's what an expedition means. A long line of everybody on a sort of a
boat. I think. And we are going to discover something". ~ A.A. Milne, Winnie the Pooh
Cruising is a high growth segment of tourism that is increasing faster than
other formats of leisure travel (Douglas & Douglas, 2010). In the Arctic and
Antarctic regions, tourism has increased rapidly in the past two decades (Maher
& Meade, 2008). Due to a trend of milder weather conditions causing the
breakup of ice to occur earlier in the year, cruise ships are able to access more
regions for a longer operating season. In addition, increasing participation in “last
chance tourism” is projected to cause a further increase in visitors to the Polar
Regions (Lemelin et al, 2010). According to the International Association of
Antarctica Tour Operators (IAATO), the 2012-2013 Antarctic cruise operating
seasons saw 34,354 tourist compared to 7,547 in 2002-2003 (IAATO, 2013), a
450% increase. Though there is no umbrella organization managing the data
associated with Arctic tourism and trends are further obscured by a lack of
distinction between Arctic and sub-Arctic destinations and method of travel, all
indications point toward increasing participation (Lemelin and Johnston, 2008).
Expedition cruising is a specialized niche requiring considerations beyond
the passenger experience to address issues of safety, ship logistics,
sustainability and—of specific interest here—knowledge transfer and education
of the cruisers. While research has extensively studied cruising from an
environmental and operational perspective (i.e. Maher and Stewart, 2010), few
studies have addressed the educational dimensions of expedition cruising (see
1
Green, 2010;; Walker & Moscaro, 2006).
Arctic and Antarctic cruise lines have developed a range of educational
programs to address the presumed desire of cruisers for an educational
experience. Pre-embarkation packages might include a variety of resources from
company-specific handbooks to suggested reading lists. On board, programs of
specialized lectures on destination-appropriate topics are offered during time at
sea or in poor weather conditions. Lecture staff members are often employed to
lead excursions on shore to provide further information. Upon disembarkation
cruisers can leave with packages of information and photographs provided by the
cruise company.
While educational programming is happening in practice, there is little
research on the motivations and expectations of the cruisers, or the effectiveness
of knowledge transfer from the programming to the cruiser.
1.1 Research Aims
The aim of this research project is to investigate the motivations of
passengers to take an Arctic expedition cruise, and to examine the impacts of the
educational programming on cruisers’ attitudes and conservation behaviours.
The study explores four questions:
Q1. Are motivational factors for engaging in Arctic expedition cruising different
from other cruising motivations?
Q2. What on-ship cruising activities is the expedition company offering to meet
cruiser’s educational expectations?
2
Description:Ontario, Canada. © Brittany Bess Sharon Manley, December, 2015 of escape, socialization, learning, sightseeing and adventure. The study also
