study tourism on the gold coast · 2018. 10. 29. · the gold coast, although this declined at time...

STUDY TOURISM ON THE GOLD COAST 2003

By Beverley Sparks, Liz Fredline and Chelsea Northrope


TECHNICAL REPORTS The technical report series present data and its analysis, meta-studies and conceptual studies, and are considered to be of value to industry, government and researchers. Unlike the Sustainable Tourism Cooperative Research Centre’s Monograph series, these reports have not been subjected to an external peer review process. As such, the scientific accuracy and merit of the research reported here is the responsibility of the authors, who should be contacted for clarification of any content. Author contact details are at the back of this report.

EDITORS Prof Chris Cooper University of Queensland Editor-in-Chief Prof Terry De Lacy Sustainable Tourism CRC Chief Executive Prof Leo Jago Sustainable Tourism CRC Director of Research National Library of Australia Cataloguing in Publication Data Sparks, Beverley. Study tourism on the Gold Coast 2003. Bibliography. ISBN 1 920704 25 6. 1. Griffith University. 2. Students, Foreign - Queensland - Gold Coast. 3. Tourism - Queensland - Gold Coast. 4. Gold Coast (Qld.). I. Fredline, Liz. II. Northrope, Chelsea. III. Cooperative Research Centre for Sustainable Tourism. IV. Title. 378.9432

Copyright © CRC for Sustainable Tourism Pty Ltd 2005 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 Brad Cox, Communications Manager [[email protected]] or Trish O’Connor, Publishing Manager [[email protected]].

Acknowledgements The authors would like to acknowledge the support of the Gold Coast City Council for funding this research through the STCRC. In addition, we are very grateful to the staff and students of Griffith University who provided their time to work on this project. The Department of Tourism, Leisure, Hotel and Sport Management was especially supportive in providing staff time and other resources to this project.

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CONTENTS

ABSTRACT _________________________________________________________________________ V SUMMARY _________________________________________________________________________VI CHAPTER 1 INTRODUCTION _________________________________________________________ 1 CHAPTER 2 METHOD ________________________________________________________________ 2

THE QUESTIONNAIRE__________________________________________________________________ 2 SAMPLE ____________________________________________________________________________ 2 PROCEDURE _________________________________________________________________________ 2

CHAPTER 3 RESULTS ________________________________________________________________ 3 DEMOGRAPHIC PROFILE _______________________________________________________________ 3

Gender and Age ___________________________________________________________________ 3 Residential Locality ________________________________________________________________ 4 Nationality________________________________________________________________________ 4 Area of Education __________________________________________________________________ 5

CHOOSING A STUDY DESTINATION _______________________________________________________ 7 Attributes of a Destination ___________________________________________________________ 7

LIVING ON THE GOLD COAST____________________________________________________________ 9 Emotional Responses _______________________________________________________________ 9 Positioning an Education Destination ___________________________________________________ 9 Satisfaction, Recommendations and Word of Mouth ______________________________________ 11 Information Sources for the Gold Coast ________________________________________________ 14

EXTRA-CURRICULAR LEISURE ACTIVITIES ________________________________________________ 15 Importance and Satisfaction with Activities on the Gold Coast ______________________________ 15 Participation in Activities on the Gold Coast ____________________________________________ 17

EMOTIONAL, ECONOMIC AND SOCIAL STATUS _____________________________________________ 17 Emotional Health _________________________________________________________________ 18 Economics_______________________________________________________________________ 19 Visitors from Overseas _____________________________________________________________ 21

CHAPTER 4 DISCUSSION ____________________________________________________________ 22 APPENDIX A: PRELIMINARY REPORT _______________________________________________ 23 APPENDIX B: TIME 1 VERSION OF COVER LETTER AND QUESTIONNAIRE_____________ 27 APPENDIX C: TIME 2 VERSION OF COVER LETTER AND QUESTIONNAIRE_____________ 39 APPENDIX D: COUNTRY OF ORIGIN STATISTICAL SUMMARY ________________________ 51 APPENDIX E: PRIZE DRAW ENTRY COUPON _________________________________________ 53 REFERENCES_______________________________________________________________________ 54 AUTHORS __________________________________________________________________________ 55

List of Tables TABLE 1: KEY TO COMPONENTS IN FIGURE 6 (SORTED BY TIME 1 MEAN) AND RESULTS OF PAIRED SAMPLE

T-TEST..................................................................................................................................................... 8 TABLE 2: ATTRIBUTES OF A STUDY DESTINATION (SORTED BY TIME 1 MEAN) AND RESULTS OF PAIRED

SAMPLE T-TEST. .................................................................................................................................... 10 TABLE 3: INFORMATION SOURCE USAGE BEFORE ARRIVAL (TIME 1) ON GOLD COAST AND DURING STAY

(TIME 2) (PERCENTAGES; N=61)............................................................................................................. 14

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List of Figures FIGURE 1: GENDER AND AGE GROUPS OF RESPONDENTS (PERCENTAGES; N=61)...................................................... 3 FIGURE 2: SUBURBS OF RESIDENCE OF STUDENTS STUDYING ON THE GOLD COAST (PERCENTAGES; N=61). ........... 4FIGURE 3: COUNTRY CONSIDERED AS HOME BY RESPONDENTS (PERCENTAGES; N=61). .......................................... 5 FIGURE 4: PROGRAMS OF STUDY BY RESPONDENTS AT GRIFFITH UNIVERSITY (PERCENTAGES; N=61). ................... 6 FIGURE 5: DISCIPLINE AREA OF STUDY OF RESPONDENTS AT GRIFFITH UNIVERSITY (PERCENTAGES; N=61). .......... 7FIGURE 6: COMPARISON BETWEEN IMPORTANCE (TIME 1) AND SATISFACTION (TIME 2) OF ASPECTS OF THE

GOLD COAST AS A DESTINATION TO LIVE AND STUDY (MEAN RATINGS; N=61)...................................... 8 FIGURE 7: FEELINGS TOWARDS THE GOLD COAST AS A DESTINATION TO LIVE WHILST STUDYING FOR TIME 1

AND TIME 2 (MEAN RATINGS; N=61). ..................................................................................................... 9 FIGURE 8: OPINIONS OF THE GOLD COAST AS A CITY BY THE RESPONDENTS FOR TIME 1 AND TIME 2 – PART A

(MEAN RATINGS; N=61)........................................................................................................................ 10 FIGURE 9: OPINIONS OF THE GOLD COAST AS A CITY BY THE RESPONDENTS FOR TIME 1 AND TIME 2 – PART B

(MEAN RATINGS; N=61)........................................................................................................................ 11 FIGURE 10: COMPARISON OF OVERALL SATISFACTION WITH STAY ON THE GOLD COAST BETWEEN TIME 1 AND

TIME 2 (PERCENTAGES; N=61). ............................................................................................................ 12 FIGURE 11: COMPARISON OF LIKELINESS TO RECOMMEND THE GOLD COAST AS A TOURIST DESTINATION TO

OTHERS BETWEEN TIME 1 AND TIME 2 (PERCENTAGES; N=61)............................................................. 12 FIGURE 12: COMPARISON BETWEEN “WORD OF MOUTH” OPPORTUNITIES ABOUT THE GOLD COAST BETWEEN

TIME 1 AND TIME 2 (MEAN RATINGS; N=61). ....................................................................................... 13 FIGURE 13: HELPFULNESS OF INFORMATION SOURCES USED TO OBTAIN INFORMATION ABOUT THE GOLD COAST

AT TIME 1 AND TIME 2 (PERCENTAGES; N=61)..................................................................................... 15 FIGURE 14: COMPARISON BETWEEN IMPORTANCE (TIME 1) AND SATISFACTION (TIME 2) WITH

EXTRA-CURRICULAR ACTIVITIES ON THE GOLD COAST (MEAN RATINGS; N=SEE ABOVE). ................... 16 FIGURE 15: PARTICIPATION IN EXTRA-CURRICULAR ACTIVITIES ON THE GOLD COAST (PERCENTAGES; N=61). .... 17FIGURE 16: EMOTIONAL HEALTH ISSUES OF RESPONDENTS WHILST STUDYING ON THE GOLD COAST TIME 1

AND TIME 2 (MEAN RATINGS; N=61). ................................................................................................... 18 FIGURE 17: TOTAL EXPENDITURE (IN AUS$) ON HOUSEHOLD ITEMS ASSOCIATED WITH MOVING TO

AUSTRALIA TO STUDY (TOTALS; N=61). .............................................................................................. 19 FIGURE 18: TOTAL EXPENDITURE (IN AUS$) ON TRANSPORT, EDUCATION AND OTHER MAJOR ITEMS

ASSOCIATED WITH MOVING TO AUSTRALIA TO STUDY (TOTALS; N=61). .............................................. 19 FIGURE 19: AVERAGE WEEKLY EXPENDITURE (IN AUS$) BY RESPONDENTS SINCE MOVING TO AUSTRALIA

(MEAN RATING; N=61). ........................................................................................................................ 20 FIGURE 20: COMPARISON BETWEEN EXPECTED (TIME 1) AND ACTUAL (TIME 2) AVERAGE WEEKLY INCOME OF

RESPONDENTS STUDYING ON THE GOLD COAST (MEAN RATING; N=61)............................................... 20 FIGURE 21: COMPARISON BETWEEN EXPECTED (TIME 1) AND ACTUAL (TIME 2) NUMBER OF VISITORS FROM

OVERSEAS THAT RESPONDENTS RECEIVED WHILE STAYING ON THE GOLD COAST (TOTALS; N=61). .... 21

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Abstract This study sought to gain insight to international students studying on the Gold Coast. In particular, data were obtained on student needs and perceptions on a range of attributes associated with a study destination. Similarly, the study investigated students’ participation in tourism activities while at the destination. Finally, information on what students spend their money on was also sought. A questionnaire was developed based on relevant literature and preliminary focus groups. The final questionnaire was distributed to commencing international students studying at Griffith University in 2003. The survey adopted a longitudinal approach and the sample was sent a questionnaire in March and June. The data reported in the study are for the matched sample (n=61) from Time 1 and Time 2. The results demonstrate that ‘Reasonable prices’, ‘Availability of accommodation’, and ‘Easy to get around’ were the top three important attributes of the study destination. For each of these attributes, actual satisfaction taken at Time 2 was rated somewhat lower than the level of importance. The Gold Coast was perceived to be an ‘enjoyable’, ‘youthful’, and ‘fun’ type of city. Overall, 64% of respondents were satisfied or very satisfied with the Gold Coast, although this declined at Time 2 when 48% indicated being satisfied or very satisfied. Nevertheless, respondents were still keen to recommend the destination to others as a place to live and study. The Internet and word of mouth were the two most common channels of information used to find out more about the Gold Coast both prior to the visit and when at the destination. While at the Gold Coast, the students reported that their most common leisure activities were shopping and swimming. Students reported spending considerable money on a number of items with most being spent on cars, followed by educational services, computers and furniture.

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Summary

Objectives The objective of the “Study Tourism” project was to gain a deeper understanding of the role the Gold Coast, as a destination, plays in the experience of studying in Australia. A questionnaire was sent out to international students commencing study on the Gold Coast campus of Griffith University at the beginning of the semester in March 2003 (Time 1) and a second version was sent out to the same cohort of students at the end of semester in June 2003 (Time 2). The questionnaire specifically explored the following aspects of “Study Tourism”:

• attributes that influence the choice of a study destination • emotional feeling towards the Gold Coast • satisfaction, recommendations and word of mouth relating to the Gold Coast experience • how information was gathered about the study destination • emotional issues relating to the Griffith University experience • extra-curricular activity participation and satisfaction • demographics, including age, gender, economic expenditure and income, general well-being, residential

locality, nationality, area of education and the number of expected and actual visitors from overseas.

Findings A total of 153 questionnaires were returned and completed at Time 1 (response rate of 31%) and 82 at Time 2 (response rate of 18%). A total of 61 students responded at both Time 1 and Time 2 (matched according to unique code used), thus, 40% of the original Time 1 respondents also responded at Time 2. Over 75 per cent of the students who responded to the questionnaire were aged between 21 and 30 years of age with the majority living in Surfers Paradise and suburbs immediately surrounding the university while in Australia. The most common countries of origin for the student sample were Europe (43%) and Asian (36%) with Norway and Sweden being the most common European countries of origin and Singapore being the most common Asian country. Respondents reported programs studied at Griffith University included Study Abroad (15%), Bachelor of Business (11%), Bachelor of Hotel Management (11%) and Master of International Tourism and Hospitality Management (7%). The study revealed that the most important attributes for people when choosing a place to live and study were those associated with access, security and cost of living. It appears the students felt positive about the Gold Coast as a city, viewing it as a fairly youthful, fun city, and are citing high levels of pleasure, excitement and relaxation. Overall, 64% of respondents were satisfied or very satisfied with the Gold Coast, although this declined at Time 2 when 48% indicated being satisfied or very satisfied. Nevertheless, respondents were still keen to recommend the destination to others as a place to live and study. Results identified a significant gap between students reported level of importance rating and level of satisfaction in regard to “affordable public transport” and “easy to get around” as well as “feeling safe from crime” and “friendly and helpful people/residents”. The internet, word of mouth and brochures were the most common sources of information used to find out more about the Gold Coast both prior to the visit and when at the destination. While at the Gold Coast the students reported that their most common leisure activities were shopping (98% participated) and swimming (80% participated) and they experienced highest satisfaction levels with the nature-based and outdoor activities such as visiting wildlife and national parks, and going bushwalking or hiking. Students generally reported feeling fairly positive with their emotional health whilst studying on the Gold Coast. Students reported spending the highest proportion of their weekly income on accommodation/rent (mean=$141.50 per week). Actual levels of income earned by students (average of $116 per week) were found to be less than half of what was expected (average of $239 per week). Nevertheless, students reported spending considerable money on a number of items with most being spent on cars, followed by educational services, computers and furniture. The actual number of friends (61) and relatives (43) that visited from the student’s home country were much lower than what the students expected originally (236 and 333 respectively).

Implications for industry/community/management agencies Based on the full report findings there are some implications as follows:

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Industry • Target marketing towards European (esp. Scandinavia) and Asian countries • Make use of word of mouth communication, Internet and brochures as marketing tools to promote the

Gold Coast • Promote nature-based activities to the international student market • Advertise outdoor and sporting activities in publications/media viewed by international students • Study Gold Coast in partnership with the GCCC and education providers could consider a campaign

highlighting the value of international students to the community • The provision of information on how to avoid falling victim to minor crime should be included in the

student induction process • Promote festivals and cultural events to this segment. For example, provide information of the Arts

Centre to students at induction

Community • International students value the interaction with local community. Encouragement of local residents to

welcome international students is desirable

Management agencies • Improve public transport availability and cost • Feeling safe is an issue for students and some information about general safety measures (such as taking

care of personal property) would be useful.

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Chapter 1

Introduction

The Gold Coast City Council and the School of Tourism and Hotel Management, Griffith University are working together with the Sustainable Tourism Cooperative Research Centre (STCRC) to develop a better understanding of the Gold Coast as a “Study Tourism” destination. The Gold Coast has developed into a significant educational destination with four major universities establishing campuses there. Bond University and Griffith University have large university campuses located on the Gold Coast with large international student populations. Central Queensland University and Southern Cross University both operate smaller campuses on the Gold Coast. All of the universities welcome large numbers of international students to study at their campuses. As an example, more than 700 international students commenced new studies on the Gold Coast campus of Griffith University in March 2003. Education as an export industry has grown dramatically for Australia over the past decade and now represents the 9th largest export industry. In 2000-01 international education generated $4.2 billion in export earnings for Australia (across all education sectors) (AVCC Fact Sheet, July 2002). On a state basis, Queensland currently hosts the third largest mass of international students, with the Gold Coast representing a significant education region. Recent research (AEI 2002) concluded that Australia should position its international education on the dimensions of “freedom/challenge/status”. The report presents the following statement, as characterising what is desired in an international education experience:

‘A place that offers new, exciting challenges everyday, both in my studies and in my personal life; where I am free to make my own decisions, have fun when I want to and be recognised for my achievements at all levels’ p.125.

A clear message from this research is that international students are seeking a destination that offers good educational experiences as well as lifestyle and personal growth. The Gold Coast, as a study destination, can assess how it performs against such a positioning statement as well as investigate opportunities to develop its image as a leading example of “freedom/challenge/status”. Hence, while some research exists at a national level about the attractiveness of Australia as a study destination, little is known about how the Gold Coast as a destination impacts upon the decisions of students moving here to study or how it contributes to their levels of satisfaction. The objective of the “Study Tourism” project is to gain a deeper understanding of the role the Gold Coast, as a destination, plays in the experience of studying in Australia. To provide preliminary information about the destination, a series of focus group sessions followed by mail out questionnaires were conducted with commencing international students at Griffith University. The primary aim of the focus groups was to identify key issues to be explored in the questionnaire (for a summary of focus group findings see Preliminary Report Appendix A).

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Chapter 2

Method The Questionnaire A self-complete questionnaire was mailed out to international students commencing study at Griffith University, Gold Coast campus, in the first semester of 2003. Two versions of the questionnaire were developed. The first version, herein labelled ‘Time 1’, was written to explore student expectations while beginning their studies at the start of semester. The second version, herein labelled ‘Time 2’, aimed at exploring satisfaction levels of the students’ experiences towards the end of the semester of study. Both versions of the questionnaire addressed the same questions; however the wording and response scales differed slightly. Space was provided for respondents to use a code unique to them so that we could match together responses from Time 1 to responses from Time 2. The questionnaire was printed in a 12-page booklet format and consisted of 20 questions divided into five sections. A letter explaining the objective of the project and highlighting the fact that the respondents would be sent a second questionnaire at a later stage accompanied each questionnaire (for a copy of the questionnaire and accompanying letter see Appendix 2 for Time 1 version and Appendix 3 for Time 2 version). The first section of the questionnaire obtained information about choosing a study destination, with Time 1 looking at the importance of attributes of a destination and Time 2 looking at satisfaction levels of those same attributes. The second section explored the experience of living on the Gold Coast whilst studying. The questions addressed emotional feelings towards the Gold Coast, the Gold Coast as an education destination, overall satisfaction, recommendations and word of mouth. Sources used to obtain information about the Gold Coast before and during the students’ stay were also explored. The third section obtained information about study experiences at Griffith University, specifically, personal growth issues and emotional feelings towards Griffith University as a place to study. However, these data will not be included in this report. The fourth section investigated the types of activities that students may participate in during their stay on the coast, with Time 1 looking at the importance of each activity and Time 2 looking at whether or not they participated in the activity and if so, the level of related satisfaction. Finally, the fifth section comprised several demographic items including respondents’ general well-being, economic expenditure and income, age, gender, residential locality, nationality, area of education and the number of expected and actual visitors from overseas.

Sample Based on the University’s statistical data for the Gold Coast campus (see Appendix D), a total of 710 international students commenced study on the Gold Coast campus in March 2003. Of those, 490 had current Australian postal addresses and were sent a questionnaire at Time 1. A total of 153 questionnaires were returned and completed, a return response rate of 31%. Of the 676 international students (still enrolled in study in June 2003, but originally commenced in March 2003) on the Gold Coast campus, 434 had Australian postal addresses and were sent a questionnaire at Time 2. A total of 82 completed questionnaires were completed and returned, a return response rate of 18%. Sixty-one students that responded in both Time 1 and Time 2 were matched according to the unique code used. Thus, of the original 153 responses that were received in Time 1, 40% of those same students also responded in Time 2.

Procedure The questionnaire was sent out to international students commencing study on the Gold Coast campus at the beginning of the semester in March 2003 (Time 1) and a second version was sent out to the same cohort of students at the end of semester in June 2003 (Time 2). A prize draw of shopping vouchers was offered as an incentive with each version to encourage responses from the students, with 98% of respondents entering into the draw in Time 1 and 96% in Time 2 (see Appendix E for a copy of the prize draw entry coupons).

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Chapter 3

Results The data from both versions were entered into SPSS v10.1 and cases were identified using the unique code developed by the respondent. In the event that two or more codes were the same, an additional identifier was added to the end of the code (i.e. a, b, c, etc) and subsequent questionnaires were matched up to the correct code according to the demographic data. Analysis mainly consisted of descriptive and graphical accounts and comparisons between Time 1 and Time 2 data to see whether the students’ expectations were met and how satisfied they were with their experiences on the Gold Coast. Analysis was performed on the matched responses (i.e. those that responded in Time 1 and Time 2 for which the codes were matched). The results of this report are divided into five sections and describe the results of 61 questionnaires in which the respondents were a match between Time 1 and Time 2. As this study was designed to track students at the commencement of their program and at the end of the same semester, the only data reported here is for the matched sample, n=61. 'Demographic Profile' section of this chapter presents a demographic profile of the respondents who made up the final matched sample in the study. This section provides information on age, gender, area of residence while in Australia, education program studied and country of birth. 'Choosing a Study Destination' section outlines those factors students consider important when choosing a study destination and then the level of satisfaction felt with these factors. 'Living on the Gold Coast' section presents students’ experiences of living on the Gold Coast. Once again measures were taken at two points of time and compared. The report details students’ emotional response toward the Gold Coast as well as their perception of the region based on descriptors such as innovative, prestigious, and modern. This section also reports on the overall satisfaction with the destination and the likelihood of recommending or discussing the destination with others. This section concludes with a report on the information sources used by students prior to arriving and during their stay on the Gold Coast. 'Extra-curricular Leisure Activities' section reports on extra-curricular activities by focussing mainly on the participation and satisfaction with a variety of leisure activities. The last section of this chapter, 'Emotional, Economic and Social Status', reports on other aspects such as emotional well-being, economic data and expectations of people visiting.

Demographic Profile In the following section, questions were asked of the respondents regarding demographic information such as age, gender, suburb of residency, nationality and area of education.

Gender and Age Figure 1 illustrates the gender and age compositions of the respondents. The sample comprised 61 students; 29 males (48%) and 32 females (53%) and over 75% of respondents were aged between 21-30 years. Only 13% of the sample was under 20 years of age and 12% were aged between 31 and 40 years. There were no respondents over the age of 40 years.

Figure 1: Gender and age groups of respondents (percentages; n=61).

0 10 20 30 40 50 60 70 80

Male

Female

Under 20

21-30

31-40

Percentage (%)

Gender Age

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Residential Locality Figure 2 shows which Gold Coast suburbs the respondents reside in. A comparison between Time 1 and Time 2 is shown in the graph and discrepancies between the two indicate student movement from one suburb to another within the semester time frame. Surfers Paradise was found to be the most popular suburb to live in at both Time 1 and Time 2 (30% and 31% respectively), followed by Parkwood, Labrador, Southport and Main Beach. As a whole, the northern suburbs surrounding the university campus seem to be slightly more popular than the southern suburbs, representing 51% (Time 1) and 53% (Time 2) of the population. Comparison Between Time 1 and Time 2 Measures Many respondents did not move residence between Time 1 and Time 2. Those suburbs that remained static in the south were Main Beach, Merrimac, Burleigh Heads, Burleigh Waters and Chevron Island, and in the north, Parkwood, Ashmore, Brisbane and Arundel. All other suburbs experienced some movement between Time 1 and Time 2. Students moved from the suburbs of Biggera Waters, Gaven, Robina and Palm Beach and into Labrador, Southport, Pacific Pines and Surfers Paradise.

Figure 2: Suburbs of residence of students studying on the Gold Coast (percentages; n=61).

0 10 20 30 40

ParkwoodLabrador

SouthportAshmore

Biggera WatersPacific Pines

BrisbaneArundelGaven

RobinaMain Beach

Surfers ParadiseMerrimac

Palm BeachBurleigh HeadsChevron Island

Burleigh Waters

Percentage (%)

Time 1Time 2

Northern Suburbs

Southern Suburbs

Nationality Figure 3 illustrates the country considered to be home by the respondents. On a combined basis, students from European and Asian countries represented the highest proportion of respondents with 43% and 36% respectively; this was followed by the Americas (13%) and Other (8%) countries. The individual Scandinavian countries of Norway and Sweden were by far the most common nationality with 16% and 15% respectively. This was followed by Singapore (10%), the United States (8%), Canada (5%) and Malaysia (5%). See Appendix 3 for further details on nationality.

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Figure 3: Country considered as home by respondents (percentages; n=61).

0 5 10 15 20

UKSpain

GermanyFrance

The NetherlandsNorwaySwedenRussia

United StatesCanada

TaiwanIndia

ThailandJapan

MalaysiaSingapore

ChinaIndonesia

Hong KongKorea

South AfricaChile

MauritiusFiji

Percentage (%)

Europe North America Asia Other

Area of Education The most common programs of study at Griffith University reported by the respondents were Study Abroad (15%), Bachelor of Business (11%), Bachelor of Hotel Management (11%) and Master of International Tourism and Hospitality Management (7%) as illustrated in Figure 4. Other programs related to business, marketing, science and engineering were also reported, but to a lesser degree. The discipline area that the respondents study within was reported in Figure 5, with the School of Tourism and Hospitality Management the most common, representing 28% and the School of Engineering representing 10%.

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Figure 4: Programs of study by respondents at Griffith University (percentages; n=61).

0 2 4 6 8 10 12 14 16

Study Abroad

Exchange

Bachelor of Business

Bachelor of Int. Business

Master of Business Administration

Master of Business Administration Int.

Bachelor of Hotel Management

Master of Int.Tourism and Hosp Mang

Bachelor of Marketing Management

Master of Marketing Management

Master of Professional Accounting

Bachelor of IT w ith Honours

Master of Information Technology

Bachelor of Communication

Bachelor of Journalism

Bachelor of Arts in Psychology

Bachelor of Multimedia

Bachelor of Design Studies

Bachelor of Digital Design

Bachleor of Science

Bachelor of Biomedical Science

Bachelor of Nursing

Bachelor of Electrical Engineering

Bachelor of Civil Engineering

Master of Structural Engineering

Unspecif ied

Percentage (%)

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Figure 5: Discipline area of study of respondents at Griffith University (percentages; n=61).

0 5 10 15 20 25 30

Business

Tourism & Hospitality Management

Engineering

Marketing & Management

Information Technology

Nursing

Graduate School of Management

Accounting & Finance

Environmental & Applied Sciences

Arts

QLD College of Art

Health Sciences

Various

Gold Coast (unspecified)

Percentage (%)

Choosing a Study Destination

Attributes of a Destination The first section of the questionnaire sought to gain some insight into the levels of importance (Time 1) and levels of satisfaction (Time 2) for a number of predetermined attributes of a study destination. These attributes covered issues such as feeling safe from crime, feeling welcome by community members, transport, destination attractiveness and cost of living (see Table 1 for details of questions). Importance First, the questionnaire sent out to commencing students at Time 1 in March 2003 asked them about the importance of a range of aspects associated with choosing a destination to live and study. These ratings appear in Table 1 sorted by level of importance. The most important aspects (mean rating of 6 plus) about a destination to this cohort of students are (in descending order) “Reasonable prices”, “Availability of accommodation”, “Easy to get around”, “Nice affordable accommodation”, “Affordable public transport”, “Feeling safe from crime”, and “Friendly helpful people) (Figure 6). Satisfaction Second, at Time 2 in June 2003, we asked the same sample how satisfied they were with the range of aspects about the destination (see Question 1 - Time 2 in key below). Table 1 shows the means for satisfaction levels. The gap between importance and satisfaction was then calculated by subtracting the former from the latter. The largest negative gaps (which indicate that the Gold Coast is not living up to expectations) are for accessibility, public transport, and reasonable prices. The highest levels of satisfaction were observed for the beach, cleanliness of the city, good weather and friendly residents. Comparison Between Time 1 and Time 2 Measures Next we compared the mean score ratings for the level of importance and level of satisfaction. Paired sample t-tests were performed to test for any statistical differences. As several tests were performed a more stringent significance level was applied (p < 0.01). Table 1 reports the means and statistically different ratings, whereas Figure 6 illustrates the pattern of mean ratings. The levels of reported satisfaction were lower than the ratings

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given for importance for several attributes including public transport (Q6 and Q7), accommodation (Q9 and 10) and pricing (Q11). Another important result is the lower satisfaction with “feeling safe from crime” (Q1) and “art and cultural attractions” (Q16). In contrast, “the beach” (Q14) was rated with higher satisfaction at Time 2 than the initial rating for importance.

Key to Question 1: wording and scales Time 1 Question

wording How important are the following aspects to you in choosing a destination to live and study?

Scale Level of Importance: 1=Very Unimportant, 2= Unimportant, 3=Somewhat Unimportant, 4=Neutral, 5=Somewhat Important, 6=Important, 7=Very Important

Time 2

Question wording

Please indicate your level of satisfaction with each of the following aspects as you have experienced them so far during your visit to the Gold Coast.

Scale Level of Satisfaction: 1=Very Dissatisfied, 2= Dissatisfied, 3=Somewhat Dissatisfied, 4=Neutral, 5=Somewhat Satisfied, 6= Satisfied, 7=Very Satisfied

Table 1: Key to components in Figure 6 (sorted by Time 1 Mean) and results of paired sample T-Test. Time 1

Mean Time 2 Mean

Gap t df P (sig. 2-tailed)

Q11. Reasonable prices 6.43 4.48 -1.95 9.546 60 .000 Q10. Availability of accommodation 6.25 5.00 -1.25 5.725 60 .000 Q7. Easy to get around 6.23 4.02 -2.21 9.105 60 .000 Q9. Nice affordable accommodation 6.10 4.95 -1.15 5.192 59 .000 Q6. Affordable public transport 6.08 3.90 -2.18 9.645 60 .000 Q1. Feeling safe from crime 6.07 4.84 -1.23 5.334 59 .000 Q4. Friendly and helpful people/ residents 6.03 5.61 -0.42 2.832 60 .006 Q12. Range of interesting things to do 5.84 4.79 -1.05 5.134 60 .000 Q13. Good weather 5.66 5.57 -0.09 0.361 60 .719 Q2. Clean well-kept city 5.61 5.75 0.14 -0.877 60 .384 Q8. Great scenic beauty 5.52 5.33 -0.19 0.993 60 .325 Q3. Lots of recreational opportunities 5.44 5.18 -0.26 1.415 60 .162 Q14. The beach 5.31 6.22 0.91 -5.350 59 .000 Q15. Shopping opportunities 5.10 4.97 -0.13 0.499 60 .620 Q5. Friendly bus drivers 4.87 4.25 -0.62 2.055 60 .044 Q16. Art and cultural attractions 4.87 4.16 -0.71 3.155 60 .003 Q17. Good dining opportunities 4.84 5.05 0.21 -1.148 60 .256 Q18. Availability of my preferred food options 4.67 4.75 0.08 -0.287 60 .775

(NOTE: Shading indicates a significant result, i.e. p<0.01) Figure 6: Comparison between importance (Time 1) and satisfaction (Time 2) of aspects of the Gold Coast

as a destination to live and study (mean ratings; n=61).

3

4

5

6

7

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10Q11 Q12 Q13Q14 Q15Q16 Q17 Q18

Time1(Importance)Time 2(Satisfaction)

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Living on the Gold Coast

Emotional Responses The next question in the survey sought to obtain information on feelings associated with the Gold Coast as a destination to live and study (see Question 2 - Time 1 and Time 2). Generally, it appears the students felt fairly positive about the Gold Coast, reporting reasonably high levels of pleasure, excitement, relaxation, satisfaction and a feeling of delight, and low levels of annoyance, disappointment, boredom and frustration (Figure 7). Comparison Between Time 1 and Time 2 Measures Figure 7 indicates no major difference between the responses for Time 1 and Time 2. A slight increase in agreement with feeling “disappointed” and “bored” is shown together with a general decrease in feeling “relaxed”, “delighted” and “satisfied”.

Key to Question 2: wording and scales Question wording

When you think about the Gold Coast as a destination to live while you study, how do you feel?

Time 1

Scale Level of Agreement: 1=Strongly Disagree, 2= Moderately Disagree, 3=Slightly Disagree, 4=Neutral, 5=Slightly Agree, 6=Moderately Agree, 7=Strongly Agree

Question wording

Now that you have experienced life on the Gold Coast while studying, how do you feel?

Time 2

Scale As above

Figure 7: Feelings towards the Gold Coast as a destination to live whilst studying for Time 1 and Time 2 (mean ratings; n=61).

0

1

2

3

4

5

6

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Positioning an Education Destination Question 3 was designed in an effort to identify the images that students have of the Gold Coast and to try and reflect some of the descriptors they would use to describe the region. Descriptors were partially devised to reflect some of the work of AEI (2001), which suggests Australia should be positioned on the basis of “freedom/status/challenge”, and also from images discussed in the preliminary focus groups conducted with international students at Griffith University. Figure 8 and Figure 9 illustrate that generally, the students felt that the Gold Coast is a city that is “enjoyable”, “friendly”, “youthful” and “fun”. Comparison Between Time 1 and Time 2 Measures Based upon comparison of the means at Time 1 and Time 2 only four of the attributes were significantly lower in Time 2. Lower ratings were found for “enjoyable”, “fun”, “full of choices” and “stimulating” (Table 2). However, the gaps shown in the table indicate that the differences are significant but not substantial.

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Please take a moment to think about the Gold Coast as a city, and then complete the following statements: “The Gold Coast is a city that is …”

Time 1


Question wording

Please take a moment to think about the Gold Coast as a city which you have lived in, and then complete the following statements: “The Gold Coast is a city that is …”

Time 2

Scale As above

Table 2: Attributes of a study destination (sorted by Time 1 Mean) and results of paired sample T-Test.

Time 1 Mean Time 2 Mean Gap T df p (sig. 2-tailed)

Enjoyable 5.90 5.26 -0.64 5.260 60 .000 Youthful 5.89 5.57 -0.32 2.019 60 .048 fun 5.87 5.30 -0.57 3.907 60 .000 Friendly 5.64 5.26 -0.38 2.611 60 .011 Welcoming 5.62 5.23 -0.39 2.422 60 .018 Confident 5.18 4.77 -0.41 2.547 60 .013 full of choices 5.07 4.39 -0.68 3.070 60 .003 Successful 5.05 4.82 -0.23 1.307 60 .196 Modern 5.05 4.69 -0.36 1.888 59 .064 high quality 5.03 4.67 -0.36 2.335 58 .023 Stimulating 4.97 4.48 -0.49 2.987 60 .004 Dynamic 4.93 4.64 -0.29 1.653 60 .104 Focused 4.92 4.67 -0.25 1.340 60 .185 Innovative 4.64 4.48 -0.16 .803 60 .425 good value for money 4.64 4.44 -0.2 1.022 60 .311 Prestigious 4.48 4.21 -0.27 1.342 60 .185 leading edge 4.38 4.08 -0.3 1.987 60 .051

(NOTE: Shading indicates a significant result, i.e. p<0.01) Figure 8: Opinions of the Gold Coast as a city by the respondents for Time 1 and Time 2 – Part A (mean

ratings; n=61).

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Figure 9: Opinions of the Gold Coast as a city by the respondents for Time 1 and Time 2 – Part B (mean ratings; n=61).

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Satisfaction, Recommendations and Word of Mouth In this section we report on questions where respondents were asked to indicate overall levels of satisfaction with their stay (Question 4a), whether they would recommend the destination (Question 4b) and whether they talked much about the Gold Coast to others, i.e. word of mouth (Question 5). Satisfaction Figure 10 illustrates that in general, the majority of respondents were somewhat satisfied, satisfied or very satisfied with their stay on the Gold Coast. Comparison Between Time 1 and Time 2 Measures Less than 10% of respondents in Time 1 and 15% in Time 2 expressed dissatisfaction with their stay at the Gold Coast. These data show a small increase in “dissatisfaction” in Time 2 with the respondents’ stay on the Gold Coast, together with a decrease in “satisfaction” (Figure 10). Overall, however, 64% were either satisfied or very satisfied at Time 1 and 48% were either satisfied or very satisfied at Time 2.

Key to Question 4a: wording and scales Question wording

Please consider your visit, so far, to the Gold Coast and answer the following question: Overall, based on your initial experiences, how satisfied are you with your stay at the Gold Coast?

Time 1

Scale Level of Satisfaction: 1= Dissatisfied [Very Dissatisfied, Dissatisfied and Somewhat Dissatisfied were recoded into just “Dissatisfied”], 2=Neutral, 3=Somewhat Satisfied, 4= Satisfied, 5=Very Satisfied

Question wording

Please consider your visit to the Gold Coast as a whole and answer the following question: Overall, how satisfied are you with your stay at the Gold Coast?

Time 2

Scale As above

11


Figure 10: Comparison of overall satisfaction with stay on the Gold Coast between Time 1 and Time 2 (percentages; n=61).

Overall, how satisfied are you with your stay at the Gold Coast?

01020304050

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Recommendations Figure 11 illustrates that in general, the majority of respondents were either likely or very likely to recommend the Gold Coast as a tourist destination to others. Comparison Between Time 1 and Time 2 Measures The same trend can be seen in the reported likelihood of respondents’ to recommend the Gold Coast as a tourist destination to others as that identified for overall satisfaction (Figure 11), with a decreased incidence of likelihood to recommend and an increased incidence of being unlikely to recommend the Gold Coast. However, 74% were either likely or very likely to recommend the Gold Coast as a tourist destination to others at Time 1 and 64% were either likely or very likely to recommend at Time 2.

Key to Question 4b: wording and scales Time 1 Question

wording Please consider your visit, so far, to the Gold Coast and answer the following question: Based on your initial experiences, how likely are you to recommend the Gold Coast as a tourist destination to others?

Scale Level of Likeliness: 1= Unlikely [Very Unlikely, Unlikely and Somewhat Unlikely were recoded into just “Unlikely”], 2=Neutral, 3=Somewhat Likely, 4= Likely, 5=Very Likely

Time 2

Question wording

Please consider your visit to the Gold Coast as a whole and answer the following question: How likely are you to recommend the Gold Coast as a tourist destination to others?

Scale As above

Figure 11: Comparison of likeliness to recommend the Gold Coast as a tourist destination to others between Time 1 and Time 2 (percentages; n=61).

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Word of Mouth The word of mouth phrase that the respondents agreed with most was “I mention the Gold Coast region as a great place to study to others quite frequently” (Q2) with a mean of just under 5 (Slightly Agree) for both Time 1 and Time 2 as shown in Figure 12. The phrase that was reported as scoring the lowest rating was “Although I have visited this region, I tell others that I do not recommend it” (Q11) with a mean of just under 2 (Moderately Disagree) for Time 1 and just under 3 (Slightly Disagree) for Time 2. Comparison Between Time 1 and Time 2 Measures Overall, there appears to be no difference between the level of agreement for “word of mouth” opportunities about the Gold Coast for Time 1 and Time 2 (Figure 12). There is however, a slight deviation in telling others that “I do not recommend it [the Gold Coast]” (Q11), between Time 1 and Time 2, indicating an increase in negative “word of mouth” statements by the respondents.

Key to Question 5: wording and scales Time 1 Question

wording Please take a moment to reflect on the Gold Coast as a region to live while you study at Griffith. Now thinking about the Gold Coast as a destination, please answer the following questions.


Time 2

Question wording

Please take a moment to reflect on the Gold Coast as the region you have lived in while studying at Griffith. Now thinking about the Gold Coast as a destination, please answer the following questions.

Scale As above

Key to Question components in Figure 12. Q1. Since I have arrived in this region for study purposes, I have mentioned the name of the Gold Coast

very rarely to others. Q2. I mention the Gold Coast region as a great place to study to others quite frequently. Q3. I rarely have occasion to mention the Gold Coast region as a study destination to others. Q4. I’ve told more people about the Gold Coast region as a study destination than I’ve told about other

regions. Q5. I seldom miss an opportunity to tell others about the Gold Coast region. Q6. I’ve told very few people about this region. Q7. I tell other people about this region I tend to talk about the region in great detail. Q8. I seldom do more than mention the name of this region to others. Q9. Once I get talking about this region, it’s hard for me to stop. Q10. I have only good things to say about this region. Q11. Although I have visited this region, I tell others that I do not recommend it.

Figure 12: Comparison between “word of mouth” opportunities about the Gold Coast between Time 1

and Time 2 (mean ratings; n=61).

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Information Sources for the Gold Coast In this section, the students were asked whether they used particular types of information sources to obtain information about the Gold Coast and if so, how helpful they found each of them to be (Question 6). Use of Information Sources In general, the Internet and word of mouth were the most popular ways to gain information about the Gold Coast and radio and exhibitions/travel shows were the least popular form (Table 3). Comparison Between Time 1 and Time 2 Measures Before arrival (Time 1) and during their stay (Time 2), respondents’ accessed information about the Gold Coast mainly through the Internet and word of mouth (Table 3). “Television” and “radio” were used more frequently to gain information whilst staying on the Gold Coast (Time 2), whereas, not surprisingly, “education agents” were used more frequently before arrival (Time 1).


Finally, for this section, we are interested to know how you obtained information about the Gold Coast. Please indicate whether or not you used the following sources and how helpful they were to you?

Time 1

Scale Yes/No; Level of Helpfulness: 1=Not at all Helpful, 2=Helpful, 3=Very Helpful Question wording

Finally, for this section, we are interested to know how you obtained information about the Gold Coast during your stay. Please indicate whether or not you used the following sources and how helpful they were to you?

Time 2

Scale As above

Table 3: Information source usage before arrival (Time 1) on Gold Coast and during stay (Time 2) (percentages; n=61).

Source of Information Information sources used before arrival (Time 1)

Information sources used during stay (Time 2)

No % Yes % No % Yes % Internet 21.3 78.7 16.4 83.6 Word of mouth 27.9 72.1 16.4 83.6 Newspapers 73.8 26.2 41 59 Magazines 68.9 31.1 59 41 Television 67.2 32.8 24.6 75.4 Radio 86.9 13.1 60.7 39.3 Brochures 35 65 21.3 78.7 Books 50.8 49.2 50 50 Exhibitions/ travel shows 70 30 75.4 24.6 Education agent 37.7 62.3 59 41

(NOTE: Shading indicates a positive response greater than 50 %.) Helpfulness of Information Sources Of those respondents who used the above sources to find out information about the Gold Coast (“Yes” responses in Table 3), the level of helpfulness of those sources was rated according to the scale shown in Key 6. The most useful sources of information overall were seen to be education agents, radio, word of mouth and books. Comparison Between Time 1 and Time 2 Measures In general, newspapers, radio and word of mouth sources increased in their ratings of helpfulness, but other sources showed a decrease in ratings from Time 1 to Time 2 when students were actually staying on the Gold Coast (Figure 13).

14


Figure 13: Helpfulness of information sources used to obtain information about the Gold Coast at Time 1 and Time 2 (percentages; n=61).

0 20 40 60 80 100

InternetWord of mouth

NewspapersMagazinesTelevision

RadioBrochures

BooksExhibitions/ travel shows

Education agent

InternetWord of mouth

NewspapersMagazinesTelevision

RadioBrochures

BooksExhibitions/ travel shows

Education agent

Percentage (%)

Not at all helpfulHelpfulVery helpful

Time 1 Time 2

Extra-Curricular Leisure Activities Importance and Satisfaction with Activities on the Gold Coast In this section of the questionnaire, we were interested in gaining an understanding of the importance placed on extra-curricular leisure activities by the students (Time 1) and how satisfied they were with the activities they had participated in during their stay on the Gold Coast (Time 2). Importance First, the questionnaire asked respondents about the importance of participating in a range of activities (see Question 9 - Time 1 in key below). The five most important activities to this cohort of students were (in descending order) “Visiting national parks”, “Going bushwalking or hiking”, “Visiting wildlife parks or zoos”, “Participating in adventure activities” and “Going surfing”. The lowest rated activities were “Visiting casinos”, “Playing golf” and “Going fishing” (Figure 14 – Time 1). (Note: Ratings for importance in Time 1 were included only if the same respondent had participated in the activity in Time 2). Satisfaction At Time 2, we asked how satisfied the students were with the activities (if they did in fact participate in them) on the Gold Coast (see Question 9 - Time 2 in key below). The five activities which this cohort of students were most satisfied with were (in descending order) “Visiting wildlife parks or zoos”, “Visiting national parks”, “Going bushwalking or hiking”, “Playing other outdoor sports” and “Visiting theme parks ” (Figure 14 – Time 2). Although the activity which the students were least satisfied with was “Visiting museums/art galleries”, it was still given a mean rating of “Somewhat Satisfied”. Comparison Between Time 1 and Time 2 Measures Figure 14 shows that overall levels of satisfaction (Time 2) with the activities were higher than the importance (Time 1) throughout the entire range of activities with all satisfaction ratings generally falling between

15


“5=Somewhat Satisfied” and “6=Satisfied”. An interesting result can be seen in the large difference between the importance (Time 1) and satisfaction (Time 2) of casinos, golf and fishing.

Key to Question 9: wording and scales

Question wording

We are interested in finding out what sort of activities you would like to participate in during your stay at the Gold Coast. Please indicate how important each activity is to you.

Time 1

Scale Level of Importance: 1=Very Unimportant, 2= Unimportant, 3=Somewhat Unimportant, 4=Neutral, 5=Somewhat Important, 6=Important, 7=Very Important

Question wording

Please indicate your level of satisfaction with each of the following activities as you have experienced them so far during your visit to the Gold Coast. If you did not participate in the activity, please indicate so by circling the number 8.

Time 2

Scale Level of Satisfaction: 1=Very Dissatisfied, 2= Dissatisfied, 3=Somewhat Dissatisfied, 4=Neutral, 5=Somewhat Satisfied, 6= Satisfied, 7=Very Satisfied

Figure 14: Comparison between importance (Time 1) and satisfaction (Time 2) with extra-curricular

activities on the Gold Coast (mean ratings; n=see above).

0 1 2 3 4 5 6 7

Going shopping (n=60)

Sampling local produce (n=39)

Attending festivals/ fairs/ cultural events (n=41)

Visiting art/ craft workshops (n=24)

Visiting museums/ art galleries (n=23)

Attending performing arts/ concerts (n=32)

Visiting friends and relatives (n=46)

Going to night clubs (n=47)

Visiting wineries (n=30)

Visiting casinos (n=40)

Participating in adventure activities (n=23)

Playing other outdoor sports (n=36)

Playing golf (n=15)

Going fishing (n=20)

Going on guided tours/ excursions (n=33)

Visiting wildlife parks or zoos (n=36)

Visiting theme parks (n=39)

Visiting historical sites (n=24)

Visiting aboriginal sites (n=18)

Visiting botanical/ public gardens (n=28)

Going bushwalking or hiking (n=37)

Visiting national parks (n=45)

Going diving (n=17)

Going surfing (n=29)

Going swimming (n=49)

Time 1 (Importance)Time 2 (Satisfaction)

(NOTE: The value of n varies in the above Figure 14 as the data is based on actual participation in each individual activity).

16


Participation in Activities on the Gold Coast Figure 15 indicates the levels of participation by students in extra-curricular leisure activities while they were studying on the Gold Coast. The top five activities that this cohort of students participated in were (in descending order) "Going shopping” (98%), “Going swimming” (80%), “Going to night clubs” (77%), “Visiting friends and relatives” (77%) and “Visiting national parks” (74%). The activities with the lowest participation rate were (in ascending order) “Playing golf” (25%), “Going diving” (29%), “Visiting aboriginal sites” (30%), “Going fishing” (33%) and “Visiting museums/art galleries” (38%) (Figure 15).

Figure 15: Participation in extra-curricular activities on the Gold Coast (percentages; n=61).

0 20 40 60 80 100

Going shopping

Sampling local produce

Attending festivals/ fairs/ cultural events

Visiting art/ craft workshops

Visiting museums/ art galleries

Attending performing arts/ concerts

Visiting friends and relatives

Going to night clubs

Visiting wineries

Visiting casinos

Participating in adventure activities

Playing other outdoor sports

Playing golf

Going fishing

Going on guided tours/ excursions

Visiting wildlife parks or zoos

Visiting theme parks

Visiting historical sites

Visiting aboriginal sites

Visiting botanical/ public gardens

Going bushwalking or hiking

Visiting national parks

Going diving

Going surfing

Going swimming

Percentage (%)

NoYes

Emotional, Economic and Social Status In this section, questions were asked of the respondents regarding their emotional health, economic expenditure and income, and the number of expected and actual visitors from overseas.

17


Emotional Health This question obtained information on the emotional health of the respondents (see Question 10 - Time 1 and Time 2). Generally, it appears the students felt fairly positive about their emotional health whilst studying on the Gold Coast, reporting moderate to strong agreement with feeling capable to make decisions (Q4), being able to face up to problems (Q8) and feeling reasonably happy (Q12) (Figure 16). Comparison Between Time 1 and Time 2 Measures Overall, there appears to be no difference between the level of agreement for emotional health issues for the students at Time 1 and Time 2 (Figure 16).


Looking back over the last month, including today, please consider the following statements …….

Time 1


Question wording

Looking back over the last month, including today, please consider the following statements …….

Time 2

Scale As above

Key to Question components in Figure 16. Q1. I have been able to concentrate on whatever I am doing Q2. I have lost sleep over worrying about university Q3. I have felt I am playing a useful part in things Q4. I have felt capable of making decisions Q5. I have felt constantly under strain Q6. I have felt I couldn't overcome my difficulties Q7. I have been able to enjoy my normal day-to-day activities Q8. I have been able to face up to my problems Q9. I have been feeling unhappy and depressed Q10. I have been losing confidence in myself Q11. I have been thinking of myself as a worthless person Q12. I have been feeling reasonable happy, all things considered Q13. I have felt 'part' of the university and the Gold Coast

Figure 16: Emotional health issues of respondents whilst studying on the Gold Coast Time 1 and Time 2

(mean ratings; n=61).

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Economics Total Expenditure This question looks at the total expenditure on major “once only” items associated with moving to Australia and setting up to live here. Figure 17 illustrates the total expenditure on household items and Figure 18 shows total expenditure on transport, education and other major items. Total expenditure amounts were added across Time 1 and Time 2 as respondents were asked only to indicate those additional items that they had purchased since completing to first questionnaire at Time 1. Of expenditures associated with the household, it is clear from Figure 17 that students are spending a large proportion of their money on computers (AUS $35,610) and non-electrical furniture ($29,100). Cars are the most popular form of transport, with total expenditure for this cohort in excess of $200,000 ( Figure 18). Students are also spending a large amount on educational expenses ($38,692.95) and other major items ($12,670). Other major items commonly included mobile phones, clothes, sporting goods, trips away and gym membership.

Figure 17: Total expenditure (in AUS$) on household items associated with moving to Australia to study (totals; n=61).

$3,798.00

$29,100.00

$8,398.00$8,217.00

$2,976.00$7,378.00$7,081.00

$35,610.00

$5,275.00$5,200.00

$0.00$5,000.00

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$200,540.00

$3,074.00

$38,692.95$18,500.00$12,670.00

$0.00

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Car Motorbike Bicycle EducationalExpenses

Other MajorExpense

Weekly Expenditure This question examines average weekly expenditure by the students since they arrived in Australia and was calculated at both Time 1 and Time 2. Figure 19 shows that students are spending the highest proportion of their weekly income on accommodation/rent with an average of $143/week at Time 1 and $140/week at Time 2 and the least proportion

19


on personal services with an average of $21/week at Time 1 and $17/week at Time 2. Comparison Between Time 1 and Time 2 Measures There is an overall reduction in the average amount spent per week for all aspects of living expenditure between Time 1 and Time 2. The only category for which there is an increase is for “Other”, these items commonly included magazines, film processing, travelling money and cigarettes.

Figure 19: Average weekly expenditure (in AUS$) by respondents since moving to Australia (mean rating; n=61).

$0.00$20.00$40.00$60.00$80.00

$100.00$120.00$140.00$160.00

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Income This question examined average weekly income that students expected to earn (Time 1) and the income students did earn (Time 2) whilst studying on the Gold Coast. Figure 20 shows that at Time 1 students expected to earn an average of AUS $239/week, whereas at Time 2, they had actually earned an average of $116/week. Comparison Between Time 1 and Time 2 Measures There is an obvious reduction in the amount that the students were able to earn whilst studying, $116 at Time 2 was less than half the $239 expected at Time 1 (Figure 20).

Figure 20: Comparison between expected (Time 1) and actual (Time 2) average weekly income of respondents studying on the Gold Coast (mean rating; n=61).

$239.26

$116.11

$0.00

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$100.00

$150.00

$200.00

$250.00

$300.00

Time 1 (Expected) Time 2 (Actual)

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Visitors from Overseas This section looks at the number of visitors that the students expected to have from overseas (Time 1) and the actual number of visitor they did have (Time 2) while they were staying on the Gold Coast. Figure 21 shows that at Time 1 the students expected at total of 236 friends and 333 relatives to visit from overseas, and at Time 2, they had actually had a total of only 61 friends and 43 relatives visit. However, it should be noted that the Time 2 collection was taken midyear and many visitors may have been coming later in the calendar year. Comparison Between Time 1 and Time 2 Measures There was considerable difference between the number of visitors the students expected at Time 1 and the number that they received at Time 2 (Figure 21).

Figure 21: Comparison between expected (Time 1) and actual (Time 2) number of visitors from overseas that respondents received while staying on the Gold Coast (totals; n=61).

050

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Time 2(Actual)

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Chapter 4

Discussion This study aimed to provide initial insight into the factors international students studying on the Gold Coast considered important and how satisfied they were with the destination. This study tracked the same students from the commencement of a study program to the end of their first semester of study. This longitudinal data enabled tracking the levels of satisfaction with the destination. Overall, the study revealed interesting data about the attributes that were perceived as important in a study destination. The most important attributes for people when choosing a place to live and study were those associated with access, security and cost of living. For these attributes the importance ratings tended to be higher than reported satisfaction levels. Lowest satisfaction levels were reported with transport issues and art and cultural attractions. For students living on the Gold Coast we asked about their general emotional responses to the destination. In all cases these were quite positive at Time 1 and 2 indicating people found the Coast to be pleasurable and relaxing yet exciting. The study also sought to get impressions of the Gold Coast as a city. Generally, the Gold Coast was viewed as a fairly youthful and fun city. In contrast, the ratings were lower when it came to the Gold Coast being perceived as a prestigious or leading edge city, perhaps indicating that students form perceptions of the destination based on available and tangible evidence. An opportunity may exist to highlight some of the leading edge achievements of the City. Most ratings did not change over the period, indicating a fairly consistent view of the Gold Coast. Those areas where ratings did fall were in the enjoyable and fun area, which may be partially due to increases in study load experienced over the semester period. In general, satisfaction with the Gold Coast is quite reasonable, although this declined between Time 1 and Time 2. This again may be related to study loads increasing throughout the semester as mentioned earlier. Nevertheless, respondents were still keen to recommend the destination to others as a place to live and study. In addition, word of mouth opportunities about the Gold Coast were generally positive and did not change significantly over the semester period. Students reported that they frequently mentioned to others that the Gold Coast region is a great place to study. The Internet and word of mouth were the two most common channels of information used to find out more about the Gold Coast both prior to the visit and when at the destination. Before arriving on the Gold Coast, education agents that represent the universities were considered most helpful, followed by radio and word of mouth. Obviously, recommendations by education agents and other acquaintances (i.e. friends, family, schools, etc.) in their home country are a valuable tool in promoting the Gold Coast as a study destination. Word of mouth was also rated as the most helpful information source whilst students were living on the Gold Coast, followed by the use of brochures. This indicates that marketing tools like brochures and personal recommendations are an effective means of attracting customers, especially in the case of international students. While on the Gold Coast the students reported that their most common leisure activities were shopping and swimming, whilst the least popular activities were golf, diving, fishing and visiting aboriginal sites and museums/art galleries. Interestingly, the students rated the highest importance and levels of satisfaction with the nature-based and outdoor activities such as visiting national parks, bushwalking, seeing wildlife, surfing and adventure sports. Although the economic data collected in this study were very basic and relied on self-report information, it is clear that students contribute quite a bit to the economy. They reported spending considerable amounts money on a number of items with the most being spent on cars, followed by educational services, computers and furniture. Actual levels of income earned by students (average of $116 per week) were found to be less than half of what was expected (average of $239 per week). This is most likely due to a high expectation of available time to work, whereas in reality, with an increasing study load the students find they have much less time available to work. The majority of students that responded to the questionnaire were aged between 21 and 30 and lived in Surfers Paradise or suburbs immediately surrounding the university. For this sample, Study Abroad, Business, and Tourism and Hospitality Management programs were the most popular areas of study at Griffith University. The most common countries of origin of students were from Norway and Sweden, followed by Singapore and the United States. The actual number of friends and relatives that visited from the student’s home country was much lower than students originally expected. This may be an indication of the lack of time available on behalf of the student to host such visitors or lack of money to pay for travel on behalf of the visitors.

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Appendix A: Preliminary Report By Beverley Sparks, Liz Fredline and Chelsea Northrope

Introduction The Gold Coast City Council and the School of Tourism and Hotel Management, Griffith University are working together with the Sustainable Tourism CRC to develop a better understanding of the Gold Coast as a ‘Study Tourism’ destination. The Gold Coast has developed into a significant educational destination with four major universities establishing campuses at the Gold Coast. Bond University and Griffith University have large university campuses located on the Gold Coast with student populations of 2,562 and 9,500 respectively. Central Queensland University and Southern Cross University both operate smaller campuses at the Gold Coast. All of the universities welcome large numbers of international students to study at their campuses. As an example, more than 700 international students commenced new studies on the Gold Coast campus of Griffith University in March 2003.

Education as an export industry has grown dramatically for Australia over the past decade and now represents the 9th largest export industry. In 2000-01 international education generated $4.2 billion in export earnings for Australia (across all education sectors) (AVCC 2002). On a state basis, Queensland currently hosts the third largest mass of international students, with the Gold Coast representing a significant education region. Recent research (AEI 2001) concluded that Australia should position its international education on the dimensions of ‘freedom/challenge/status’. The report presents the following statement, as characterising what is desired in an international education experience:

‘A place that offers new, exciting challenges everyday, both in my studies and in my personal life; where I am free to make my own decisions, have fun when I want to and be recognised for my achievements at all levels’ p125.

A clear message from this research is that international students are seeking a destination that offers good educational experiences as well as lifestyle and personal growth. The Gold Coast, as a study destination, can assess how it performs against such a positioning statement as well as investigate opportunities to develop its image as a leading example of ‘freedom/challenge/status’. Hence, while some research exists at a national level about the attractiveness of Australia as a study destination, little is known about how the Gold Coast, as a destination, impacts upon the decisions of students moving here to study or how it contributes to their levels of satisfaction.

The objective of the ‘Study Tourism’ project is to begin to gain a deeper understanding of the role the Gold Coast as a destination plays in the experience of studying in Australia. To provide preliminary information about the destination, a series of focus group sessions followed by mail out questionnaires are being conducted with international students at Griffith University.

This interim report details some preliminary findings from the initial focus groups which were primarily used to provide information and input to the survey questionnaire design.

Method A total of three focus group sessions were conducted at the beginning of the first semester in February/March 2003. These were aimed at identifying key issues that face international students commencing their study at Griffith University as well as initial impressions and feelings about the Gold Coast as a study destination. Newly enrolled international students participating in orientation were invited to participate in a focus group session. The first two focus groups were moderated by Professor Beverley Sparks and the third by Chelsea Northrope, with 9, 2 and 9 participants in each group respectively. Students were invited to discuss a range of issues relating to their experiences to date with the Gold Coast and Griffith University.

Following a suggestion from the students themselves, a follow up focus group session will be held approximately 8 weeks after the initial sessions to discover whether the students’ experiences have met with their expectations of the Gold Coast and Griffith University.

Outcomes The outcomes from the first focus group sessions held at the beginning of semester are reported below.

The Gold Coast as a Destination The majority of the students considered the Gold Coast to be a friendly and relaxed place to live with great

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weather, surfing and beaches. The rainforest and Hinterland also rated highly in what was attractive to them about the Gold Coast. For those students studying tourism and hospitality programs, the Gold Coast was particularly attractive because it offers the possibility of finding work in the tourism industry during and after their study is completed.

Many of the participants commented on the level of friendliness experienced in their first few days living on the Gold Coast. A typical example of this is reflected in the following quote:

‘Everybody has been friendly, you just have to say hello to someone you are sitting by on the bus and they will pull the plug and start talking to you, so I think it is very good.’ Importantly this level of friendliness seems to influence the decision making of students when selecting a

study destination, as illustrated by the following comment: ‘…. Working in Singapore is very stressful, [so] for the first time we thought we just go [to the Gold Coast] for a holiday and now we really liked it here, it was so relaxed and very friendly and I decided to do my studies here.’ Most participants had some prior knowledge of the Gold Coast with a dominant view being it is a tourist

destination with nice beaches and good weather. ‘I think it is the climate. Because I have been on the Gold Coast for almost 2 years … I think it was the reason why we came here because of the climate. Because I am from Russia and where I lived it is very cold, it’s like minus 30 [degrees].’ Several participants had also heard about the theme parks, which are seen as a bonus attraction but not unique

to the Gold Coast and can be seen elsewhere. Nevertheless, several participants felt they contributed to the Gold Coast being perceived as an exciting destination.

Many of the students came to the Gold Coast from much more populated regions (e.g. Spain, Thailand, India) and found there was some adjustment to do. In particular they felt that the Gold Coast was very quiet with little nightlife compared to the large foreign cities they have come from. One student told how in their home country, they like to go out and eat at 3am and that this was not possible here on the Gold Coast. Surfers Paradise was viewed by some as being ‘exciting’ by some and by others as being too crowded and overrun with teenagers.

It was also suggested by one participant that there are not many activities on the Gold Coast for visitors aged between 40-50 years. One student found when their parents came to visit them from overseas, they were bored with nothing to do and the ‘Seniors on the Gold Coast’ magazine was not useful as it was aimed at a much older generation.

The experience of studying overseas was partially to make contacts and as one participant put it: ‘But one thing that I hope to get here is a lot of international connections and I jokingly used to say that it is always nice to meet other cultures, but I also enjoy letting other cultures meet me. I also see this as an opportunity, that who knows what comes out of this.’

The Public Transport System The main issue identified from all three focus group sessions was the perception of a less than perfect public transport system. Several students expressed strongly that they were very unhappy with the current system. One participant stated that the cost was seen to be too expensive for international students and the existing two-week prepaid pass card was unrealistic at $60. The students expressed their concern with the time it takes the bus driver to process tickets and many have experienced buses arriving late due to this delay. There was confusion as to why students can get considerable concessions in other states of Australia, but not in Queensland and why the cost is higher to students on the Gold Coast than in Brisbane.

Another important issue is the apparent the lack of bus connections to locations off the main roads and the limited frequency of buses, especially on the weekends and at night when the students need to get to work and a taxi is too expensive. Several students expressed their concern over the friendliness of the bus drivers after unpleasant experiences where the bus driver was rude. The lack of a map of the entire Gold Coast bus network was identified and one student has gone as far as taking digital pictures of several maps and combining them as one to overcome this shortage.

So to sum up, as one respondent put it: ‘[the transport is] hard because, when I first arrived I asked for a map of the whole bus network and I was very surprised to learn that it doesn’t exist. There was nowhere you can get it, you can just get the timetable to show where you are going.’

Facilities for International Students Some students found that accommodation was easy to obtain on the Gold Coast and quite cheap compared to their home country, whereas others found it expensive and hard to find. One factor affecting the ability to find accommodation was the difficulty in applying through real estate agents, as international students usually don’t have all the necessary paperwork required, making the application process complicated. Again, with food and

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phone calls, some found that these were cheap and others thought they were expensive, depending on which parts of the world they came from. Those that found living in Australia cheaper were generally from European countries and those that found it expensive were generally from Asian countries such as Singapore, Taiwan and India.

The majority of students have discovered that finding a job is quite difficult on the Gold Coast, and in general, Australian’s are scared that foreign people are going to take their jobs. Also, having to be a permanent resident makes it more difficult for international students that are only staying in Australia for a short time to find work.

Australia as the Drawcard Students chose to study in Australia as opposed to other countries for many reasons including; the friendly people, the Aussie lifestyle, low cost of living, can practice speaking English, to see koalas and kangaroos, feels like an escape from all the world troubles, opportunity to meet other cultures and form a network of friends and it was easier to apply for study compared to other countries, particularly the USA. Australian identities such as Crocodile Dundee, Steve Irwin and Rex Hunt Fishing were also mentioned as being of interest to some of the students.

Several students mentioned the difficulty of obtaining study visas as in their home country, the Australian Embassy was very busy and only open for a limited time of the day and because of visa delays some students missed out on scholarships to Australia. One student also mentioned that there seems to be a bit of a racism problem in Australia, but had not yet experienced this at Griffith.

Choosing Griffith University Many students indicated that they had received offers from other universities in Australia, and chose Griffith University mainly because of it’s location in a tourism-centered area. However, a couple of students stated that Griffith University had been specifically recommended to them as the best place to study for tourism. Most participants in the focus groups were in the tourism and hospitality field and recognized Griffith University as being in a place that can offer practical experience in hospitality and tourism, particularly in international hotel and tourism management. Some students also expressed that the intensive course duration was attractive to them, as it meant less time and monetary costs. A degree or similar at Griffith University was also seen as an advantage as it is a university system that is recognised worldwide.

The enrolment information from Griffith University was not always easy to understand and as pointed out by one student from Europe, there was a lot of new and different terminology used. It was discovered that many students had been confused by enrolment procedures, as they could not understand the brochure. They thought that the whole process appeared to be too complex and needed clarification. Another immigration issue was raised as to the amount of ‘residency points’ tourism courses offer compared to students studying nursing or accountancy to which students receive more points for studying those programs.

Activities Interested In and Participating In The most popular activities of interest to the students were surfing and diving, theme parks, visiting the Hinterland and exploring nature in general, including seeing kangaroos and koalas. Many students indicated they would also like to see the rest of Australia, in particular the eastern coast of Australia and Melbourne, Sydney, Perth and Tasmania.

‘It could have been a good thing to have a session, an informal optional session [during orientation], where a representative from the tourism [Bureau came and spoke to us] … and that they have a showing of what to do, because we come here with no idea and what we know is the surfing and the beaches.’

Recommendations

For the Gold Coast City Council The strongest recommendation made by the students was to improve the Gold Coast public transport system. This included providing lower bus fares for students and the introduction of a cheaper prepaid semester pass than is currently available. This pass should also coincide with a more efficient ticket/pass processing system as students have expressed the problem of waiting in long lines for each person to purchase a ticket. Another equally important issue was the need for expanding existing bus routes to include more locations and increased frequency of bus times, especially on weekends and at night when students need to travel for work. It was recommended that the bus drivers could be more helpful to people new to Australia or the Gold Coast by explaining how the bus system works, or possibly develop a brochure that covers this. In addition, the need for a full map of the entire Gold Coast bus network was also suggested. One student suggested developing a cultural centre on the Gold Coast, similar to those in Fiji and New Zealand that showcases how the ‘natives’ of the country live. More cultural activities would be valued.

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Rather than focusing marketing strategies on the theme parks, the Gold Coast should develop it’s beautiful beaches and shores as a special attraction, as some students identified these as being found nowhere else in the world and are worth promoting. It was suggested that the information kiosk in Surfers Paradise should offer general tourism brochures in multiple languages, rather than just in English and Japanese.

For Griffith University The students expressed a need for an information session on tourism to be conducted sometime in their Orientation week. It was suggested the university organise a representative from the GCCC or the Gold Coast Tourism Bureau to give a talk about general tourism opportunities in the Gold Coast region and what there is to offer international students. It would be helpful if the university developed a system to help find employment for international students. This could be in the form of an employment service specialising in finding paid work, work experience and volunteer work suited to international students. The students indicated that such a situation has many advantages to both them and the employers, for example, helping to improve English, the ability to speak another language and the willingness of students to do volunteer or low paid work. This service could also help in placement assistance when students have completed their studies and are looking for work in Australia. One student indicated that there was confusion over the word ‘enrolment’ and recommended that student administration should include a definition of what it means in university brochures that are sent to commencing international students.

Future Research: Stage 2 – the questionnaire Following the focus group sessions, key issues that were identified were filtered into the first stage of the Gold Coast Study Questionnaire, which was mailed out on 5 March 2003. The final questionnaire covers the importance of various attributes of a study destination, emotional responses to, and perceptions of, the Gold Coast, tourist activities explored, and economic commitments made since moving to the Gold Coast.

Of the 710 international students on the Gold Coast campus, 490 had Australian postal addresses and were sent a questionnaire. A total of 150 completed questionnaires were completed and returned, a response rate of 30%. A longitudinal investigation is to be undertaken and a second questionnaire will be sent out at the end of semester in June to the same cohort of students. The data from both versions will be analysed and compared to see whether the students’ expectations were met and how satisfied they were with their experiences on the Gold Coast and at Griffith University.

Focus Group Moderator Guide These questions are designed to ensure we cover the area appropriately, feel free to probe participant responses as appropriate.

Objective: to gain a deeper understanding of the role the GC as a destination plays in the experience of studying in Australia

Introduction to group Thank you for coming along today and participating our research focus group. We are interested in getting your views about a range of topics but mainly to do with the Gold Coast as a region and place to study. I would like to audiotape this session so I can go over the discussion later and make sure I don’t miss something.

‘switch on tape’

Warm up question Let’s start by discussing your experiences of getting to the GC – can people tell me where they came from and what it was like getting to and establishing themselves on the GC.

Key questions • When making the decision to study in Australia did the GC as a destination play a role in your decision?

If so, how? • What is it about the GC that makes it a good place to study? • What do you expect from the GC as a destination to study? • What words would you use to describe the GC? • The GC has many tourist attractions (natural and built) can you tell me about any that you are aware of? • Outside of University what are the sorts of things you like to do? • Have you had friends or relatives study at the GC?

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Appendix B: Time 1 Version of Cover Letter and Questionnaire 5th March 2003 Dear Griffith University student We are conducting an important research project to investigate the experiences and satisfaction of international students located on the Gold Coast. This project is funded by the Gold Coast City Council, the CRC for Sustainable Tourism and Griffith University. We have selected your name from our enrolment record and will be seeking your cooperation in completing two questionnaires: the first one is included with this letter and a second, similar one will be sent to you in June later this year. The overall objective of our project is to collect information that will help us in making the study and life experiences of international students on the Gold Coast positive. Please note that this questionnaire is anonymous and voluntary. As an additional INCENTIVE, all those who complete the questionnaire have the chance to enter into a prize draw to win one of three MYERS/GRACE BROS SHOPPING VOUCHERS WORTH $100 each. (Please see the prize coupon enclosed for further details and conditions of entry.) To enter the prize draw, all you need to do is: 1. Fill in the questionnaire 2. Fill in your details on the enclosed prize coupon 3. Place the prize coupon in the SMALL envelope and seal 4. Place the SMALL envelope and the questionnaire into the ‘reply paid’ envelope 5. Pop the ‘reply paid’ envelope in the post! Good Luck! All information gathered is completely confidential, and will be analysed and reported in an aggregated format. You will remain completely anonymous at all times (we ask that you do not write your name on the questionnaire). Questionnaires will be separated from the small sealed envelopes containing the prize coupon information by university staff, so you will not be associated with the questionnaire in any way. Names will not be kept other than the three prize winners (for purpose of prize disbursement only). Names will not be provided to any other parties. If you wish to complete the questionnaire, but do not wish to enter the prize draw, please just return the questionnaire. If you have any concerns about the questionnaire that you wish to discuss, please do not hesitate to contact Prof Beverley Sparks by email on [email protected] or by phone on (07) 5552 8766 or Dr Liz Fredline by email on [email protected] or by phone on (07) 5552 8887. We very much value your views and hope you can find the time to complete this questionnaire.

Professor Beverley Sparks Dean International

Dr Liz Fredline Senior Lecturer

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mailto:[email protected]



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SURVEY INSTRUCTIONS This study is designed to find out more about your experience at the Gold Coast and Griffith University. There are no right or wrong answers and we would like you to complete the questionnaire based on your thoughts and feelings. Please read each item carefully and answer ALL questions by circling (or ticking) the answer that you think best applies to you. Once you have finished the survey, please post it back to us in the return self-addressed envelope that is provided for you in this package. As we would like to match up your responses on this survey with those you will be asked to provide in the future, a unique personal code will be used instead of your name. We do not want to be able to identify you as this is an anonymous and confidential survey. Please create an anonymous code using the following information:

HOW TO CREATE YOUR CODE EXAMPLE: • The day (in the month) of your birthday 02/11/69 • The last two digits of the year you were born 02/11/69• The first letter of your mother’s given name Mother’s name = Jane CODE = 0269J

PLEASE PRINT YOUR CODE HERE:

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SECTION A: CHOOSING A STUDY DESTINATION First, we would like to know how important certain aspects of a destination are to you. 1. How important are the following aspects to you in choosing a destination to live and study?

Very Unimportant Unimportant Somewhat

Unimportant Neutral Somewhat Important Important Very

Important

Feeling safe from crime 1 2 3 4 5 6 7

Clean well-kept city 1 2 3 4 5 6 7

Lots of recreational opportunities 1 2 3 4 5 6 7

Friendly and helpful people/ residents 1 2 3 4 5 6 7

Friendly bus drivers 1 2 3 4 5 6 7

Affordable public transport 1 2 3 4 5 6 7

Easy to get around 1 2 3 4 5 6 7

Great scenic beauty 1 2 3 4 5 6 7

Nice affordable accommodation 1 2 3 4 5 6 7

Availability of accommodation 1 2 3 4 5 6 7

Reasonable prices 1 2 3 4 5 6 7

Range of interesting things to do 1 2 3 4 5 6 7

Good weather 1 2 3 4 5 6 7

The beach 1 2 3 4 5 6 7

Shopping opportunities 1 2 3 4 5 6 7

Art and cultural attractions 1 2 3 4 5 6 7

Good dining opportunities 1 2 3 4 5 6 7

Availability of my preferred food options 1 2 3 4 5 6 7

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SECTION B: LIVING ON THE GOLD COAST In this section, we want to ask you some questions about your experience so far while living on the Gold Coast. First, we are focusing on the Gold Coast as a place to live and study. 2. Now, when you think about the Gold Coast as a destination to live while you study, how do you feel?

I feel … Strongly Disagree

Moderately Disagree

Slightly Disagree Neutral Slightly

Agree Moderately

Agree Strongly

Agree

Pleased 1 2 3 4 5 6 7

Frustrated 1 2 3 4 5 6 7

Excited 1 2 3 4 5 6 7

Annoyed 1 2 3 4 5 6 7

Contented 1 2 3 4 5 6 7

Disappointed 1 2 3 4 5 6 7

Bored 1 2 3 4 5 6 7

Relaxed 1 2 3 4 5 6 7

Delighted 1 2 3 4 5 6 7

Satisfied 1 2 3 4 5 6 7

Active 1 2 3 4 5 6 7

Lonely 1 2 3 4 5 6 7

Elated 1 2 3 4 5 6 7

Other (please describe):

3. Next, please take a moment to think about the Gold Coast as a city, and then complete the following statements:

The Gold Coast is a city that is …

Strongly Disagree

Moderately Disagree


Agree Moderately

Agree Strongly

Agree

Innovative 1 2 3 4 5 6 7

Dynamic 1 2 3 4 5 6 7

Stimulating 1 2 3 4 5 6 7

Enjoyable 1 2 3 4 5 6 7

Leading edge 1 2 3 4 5 6 7

Prestigious 1 2 3 4 5 6 7

Successful 1 2 3 4 5 6 7

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Strongly Disagree

Moderately Disagree


Agree Moderately

Agree Strongly

Agree

Modern 1 2 3 4 5 6 7

Friendly 1 2 3 4 5 6 7

High quality 1 2 3 4 5 6 7

Full of choices 1 2 3 4 5 6 7

Welcoming 1 2 3 4 5 6 7

Youthful 1 2 3 4 5 6 7

Focused 1 2 3 4 5 6 7

Confident 1 2 3 4 5 6 7

Fun 1 2 3 4 5 6 7

Good value for money 1 2 3 4 5 6 7

other (please describe):

4. Please consider your visit, so far, to the Gold Coast and answer the following questions:

Very Dissatisfied Dissatisfied

Somewhat Dissatisfied Neutral

Somewhat Satisfied Satisfied

Very Satisfied

Overall, based on your initial experiences, how satisfied are you with your stay at the Gold Coast?

1 2 3 4 5 6 7

Very Unlikely Unlikely Somewhat

Unlikely Neutral Somewhat Likely Likely Very

Likely

Based on your initial experiences, how likely are you to recommend the Gold Coast as a tourist destination to others?

1 2 3 4 5 6 7

5. Please take a moment to reflect on the Gold Coast as a region to live while you study at Griffith. Now thinking about the Gold Coast as a destination, please answer the following questions:

Strongly Disagree

Moderately Disagree

Slightly Disagree Neutral Slightly Agree Moderately

Agree Strongly

Agree Since I have arrived in this region for study purposes, I have mentioned the name of the Gold Coast very rarely to others.

1 2 3 4 5 6 7

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Strongly Disagree

Moderately Disagree

Slightly Disagree Neutral Slightly Agree Moderately

Agree Strongly

Agree I mention the Gold Coast region as a great place to study to others quite frequently.

1 2 3 4 5 6 7

I rarely have occasion to mention the Gold Coast region as a study destination to others.

1 2 3 4 5 6 7

I’ve told more people about the Gold Coast region as a study destination than I’ve told about other regions.

1 2 3 4 5 6 7

I seldom miss an opportunity to tell others about the Gold Coast region.

1 2 3 4 5 6 7

I’ve told very few people about this region. 1 2 3 4 5 6 7

When I tell other people about this region I tend to talk about the region in great detail.

1 2 3 4 5 6 7

I seldom do more than mention the name of this region to others.

1 2 3 4 5 6 7

Once I get talking about this region, it’s hard for me to stop.

1 2 3 4 5 6 7

I have only good things to say about this region. 1 2 3 4 5 6 7

Although I have visited this region, I tell others that I do not recommend it.

1 2 3 4 5 6 7

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6. Finally, for this section, we are interested to know how you obtained information about the Gold Coast. Please indicate whether or not you used the following sources and how helpful they were to you?

No Yes If Yes: Not at all helpful Helpful Very

helpful Internet 1 2 3 Word of mouth 1 2 3 Newspapers 1 2 3 Magazines 1 2 3 Television 1 2 3

Radio 1 2 3 Brochures 1 2 3 Books 1 2 3 Exhibitions/ travel shows 1 2 3 Education agent 1 2 3 other (please describe): 1 2 3

SECTION C: STUDYING AT GRIFFITH UNIVERSITY In this section, we want you to focus on your experiences at Griffith University so far. 7. For this question we are interested in your own expectations about your study experience at Griffith University:

I expect to … Strongly Disagree

Moderately Disagree


Agree Moderately

Agree Strongly

Agree

experience a sense of adventure and risk from my study experience

1 2 3 4 5 6 7

feel personally challenged from my study experience 1 2 3 4 5 6 7

feel an adrenaline rush from my study experience 1 2 3 4 5 6 7

learn new things from my study experience 1 2 3 4 5 6 7

master new skills from my study experience 1 2 3 4 5 6 7

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I expect to … Strongly Disagree

Moderately Disagree


Agree Moderately

Agree Strongly

Agree

test my limits from my study experience 1 2 3 4 5 6 7

find lecturing staff helpful 1 2 3 4 5 6 7

find library staff helpful 1 2 3 4 5 6 7

find international staff helpful 1 2 3 4 5 6 7

feel part of a Griffith University community 1 2 3 4 5 6 7

8. Please take a moment to think about Griffith University as a place to study, and then complete the following statements:

Griffith University is a university that is …

Strongly Disagree

Moderately Disagree


Agree Moderately

Agree Strongly

Agree

Innovative 1 2 3 4 5 6 7

Dynamic 1 2 3 4 5 6 7

Stimulating 1 2 3 4 5 6 7

Enjoyable 1 2 3 4 5 6 7

leading edge 1 2 3 4 5 6 7

Prestigious 1 2 3 4 5 6 7


Modern 1 2 3 4 5 6 7

friendly 1 2 3 4 5 6 7

high quality 1 2 3 4 5 6 7


Welcoming 1 2 3 4 5 6 7

Youthful 1 2 3 4 5 6 7

Focused 1 2 3 4 5 6 7

Confident 1 2 3 4 5 6 7

Fun 1 2 3 4 5 6 7


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SECTION D: YOUR INTERESTS In this section we would like to find out about your interests. 9. We are interested in finding out what sort of activities you would like to participate in during your stay at the Gold Coast. Please indicate how important each activity is to you:



Important

Going swimming 1 2 3 4 5 6 7

Going surfing 1 2 3 4 5 6 7

Going diving 1 2 3 4 5 6 7

Visiting national parks 1 2 3 4 5 6 7

Going bushwalking or hiking 1 2 3 4 5 6 7

Visiting botanical/ public gardens 1 2 3 4 5 6 7

Visiting aboriginal sites 1 2 3 4 5 6 7

Visiting historical sites 1 2 3 4 5 6 7

Visiting theme parks 1 2 3 4 5 6 7

Visiting wildlife parks or zoos 1 2 3 4 5 6 7

Going on guided tours or excursions 1 2 3 4 5 6 7

Going fishing 1 2 3 4 5 6 7

Playing golf 1 2 3 4 5 6 7

Playing other outdoor sports 1 2 3 4 5 6 7

Participating in adventure activities, e.g. horse riding, rock climbing, bungee jumping, etc.

1 2 3 4 5 6 7

Visiting casinos 1 2 3 4 5 6 7

Visiting wineries 1 2 3 4 5 6 7

Going to night clubs 1 2 3 4 5 6 7

Visiting friends and relatives 1 2 3 4 5 6 7

Attending performing arts or concerts 1 2 3 4 5 6 7

Visiting museums or art galleries 1 2 3 4 5 6 7

Visiting art or craft workshops

1 2 3 4 5 6 7

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Important

Attending festivals, fairs or cultural events 1 2 3 4 5 6 7

Sampling local produce 1 2 3 4 5 6 7

Going shopping 1 2 3 4 5 6 7


SECTION E: QUESTIONS ABOUT YOU 10. Looking back over the last month, including today, please consider the following statements:

I have … Strongly Disagree

Moderately Disagree


Agree Moderately

Agree Strongly

Agree

been able to concentrate on whatever I am doing 1 2 3 4 5 6 7

lost sleep over worrying about university 1 2 3 4 5 6 7

felt I am playing a useful part in things 1 2 3 4 5 6 7

felt capable of making decisions 1 2 3 4 5 6 7

felt constantly under strain 1 2 3 4 5 6 7

felt I couldn’t overcome my difficulties 1 2 3 4 5 6 7

been able to enjoy my normal day-to-day activities 1 2 3 4 5 6 7

been able to face up to my problems 1 2 3 4 5 6 7

been feeling unhappy and depressed 1 2 3 4 5 6 7

Been losing confidence in myself 1 2 3 4 5 6 7

been thinking of myself as a worthless person 1 2 3 4 5 6 7

been feeling reasonable happy, all things considered 1 2 3 4 5 6 7

felt 'part' of the university and the Gold Coast 1 2 3 4 5 6 7

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11. Have you purchased any major ‘once only’ items associated with moving to Australia and setting up to live here?

Items Purchased … Total Amount spent in Australian Dollars (A$)

HOUSE / APARTMENT: Electrical Appliances Microwave Oven A$

Washing machine A$ Television A$ Fridge A$ Sound system A$ Computer A$ Video or DVD player A$ Small appliance such as toaster and kettle A$ Other (please describe): A$ Furniture non electrical (please describe): A$

TRANSPORT: Car A$ Motorbike A$ Bicycle A$ EDUCATIONAL EXPENSES (not including university fees) e.g., text books, stationery A$

OTHER MAJOR PURCHASE EXPENSE NOT SPECIFIED ABOVE? (please describe):

A$

12. On average, how much do you estimate that you have spent per week on the following items since you arrived in Australia?

Expenditure Items … Amount spent per week in Australian

Dollars (A$) Accommodation / Rent A$ Groceries Please include money spent on food, personal items, cleaning products etc. purchased from supermarkets, butchers, grocers, chemists etc.

A$

Other Food and Beverage Please include money spent at restaurants, cafes, fast food outlets, bars, etc.

A$

Entertainment Please include money spent at the cinema, theme parks, night clubs, concerts, sport and recreation venues etc.

A$

Pleasure Shopping Please include money spent on clothing, gifts, sports equipment etc.

A$

Personal Services Please include money spent on hairdressers, laundry and dry cleaning, medical treatment etc.

A$

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Dollars (A$) Transport in Queensland Please include money spent on bus, train, taxi, car rental, petrol etc.

A$

Communications Please include money spent on telephones, including mobile telephones, and internet services etc.

A$

Other weekly expenditure not specified above (please describe): _________________________________________

A$

AVERAGE TOTAL WEEKLY EXPENDITURE A$ 13. Do you intend to earn money while living in Australia?

Yes if yes, approximately how much per week do you expect to earn? No

A$ __________________ 14. What is your gender?

Male Female

15. In which year were you born? 19 __________ 16. In which suburb of the Gold Coast do you live? _______________ 17. Which country do you consider to be your home country (other than Australia)?

____________________________________________ 18. Do you expect any friends and/ or relatives to visit you while you are at Griffith University in 2003?

Yes if yes, how many friends ________ and/ or relatives ________ No

19. Please indicate which program you are currently enrolled in at Griffith University:

Program/Degree: ______________________

School/Faculty: ______________________ 20. Please indicate any previous educational programs you have completed:

Program/Degree:______________________

Institution: _________________________

Country: _________________________

Thank you kindly for completing this survey!

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Appendix C: Time 2 Version of Cover Letter and Questionnaire 10 June 2003 Dear Griffith University student We are conducting an important research project to investigate the experiences and satisfaction of international students located on the Gold Coast. This project is funded by the Gold Coast City Council, the CRC for Sustainable Tourism and Griffith University. In March this year we sent out a similar questionnaire in order to obtain information on your expectations about Griffith University and the Gold Coast. This is a second follow-up questionnaire to see how your experiences have met your expectations and how satisfied you are with your time on the Gold Coast since then. Thank you to all of you who responded to our first survey in March, we thank you kindly for your cooperation. Please take the time to fill out the enclosed follow-up survey. Note: We want your views even if you did not respond to the first survey, your responses are very important to our research. The overall objective of our project is to collect information that will help us in making the study and life experiences of international students on the Gold Coast positive. Please note that this questionnaire is anonymous and voluntary. As an additional INCENTIVE, all those who complete the questionnaire have the chance to enter into a prize draw to win one of three MYERS/GRACE BROS SHOPPING VOUCHERS WORTH $100 each. (Please see the prize coupon enclosed for further details and conditions of entry.) To enter the prize draw, all you need to do is: 1. Fill in the questionnaire 2. Fill in your details on the enclosed prize coupon 3. Place the prize coupon in the SMALL envelope and seal 4. Place the SMALL envelope and the questionnaire into the ‘reply paid’ envelope 5. Pop the ‘reply paid’ envelope in the post! Good Luck! All information gathered is completely confidential, and will be analysed and reported in an aggregated format. You will remain completely anonymous at all times (we ask that you do not write your name on the questionnaire). Questionnaires will be separated from the small sealed envelopes containing the prize coupon information by university staff, so you will not be associated with the questionnaire in any way. Names will not be kept other than the three prize winners (for purpose of prize disbursement only). Names will not be provided to any other parties. If you wish to complete the questionnaire, but do not wish to enter the prize draw, please just return the questionnaire. If you have any concerns about the questionnaire that you wish to discuss, please do not hesitate to contact Prof Beverley Sparks by email on [email protected] or by phone on (07) 5552 8766 or Dr Liz Fredline by email on [email protected] or by phone on (07) 5552 8887. We very much value your views and hope you can find the time to complete this questionnaire.

Professor Beverley Sparks Dean International

Dr Liz Fredline Senior Lecturer

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JJUUNNEE 22000033

INSTRUCTIONS: FOLLOW UP SURVEY This study is designed to find out more about your experience at the Gold Coast and Griffith University. There are no right or wrong answers and we would like you to complete the questionnaire based on your thoughts and feelings. Please read each item carefully and answer ALL questions by circling the answer that you think best applies to you. Once you have finished the survey, please post it back to us in the return self-addressed envelope that is provided for you in this package. As we would like to match up your responses on this survey with those you provided in the previous survey, please use the same unique personal code again instead of your name. We do not want to be able to identify you as this is an anonymous and confidential survey. Please create an anonymous code using the following information:

HOW TO CREATE YOUR CODE EXAMPLE: • The day (in the month) of your birthday 02/11/69 • The last two digits of the year you were born 02/11/69• The first letter of your mother’s given name Mother’s name = Jane CODE = 0269J

PLEASE PRINT YOUR CODE HERE:


SECTION A: CHOOSING A STUDY DESTINATION First, we would like to know how satisfied you are with the destination in which you have been living. 1. Please indicate your level of satisfaction with each of the following aspects as you have experienced them so far during your visit to the Gold Coast:




Very Satisfied

Feeling safe from crime 1 2 3 4 5 6 7

Clean well-kept city 1 2 3 4 5 6 7

Lots of recreational opportunities 1 2 3 4 5 6 7

Friendly and helpful people/ residents 1 2 3 4 5 6 7

Friendly bus drivers 1 2 3 4 5 6 7

Affordable public transport 1 2 3 4 5 6 7

Easy to get around 1 2 3 4 5 6 7

Great scenic beauty 1 2 3 4 5 6 7

Nice affordable accommodation 1 2 3 4 5 6 7

Availability of accommodation 1 2 3 4 5 6 7

Reasonable prices 1 2 3 4 5 6 7

Range of interesting things to do 1 2 3 4 5 6 7

Good weather 1 2 3 4 5 6 7

The beach 1 2 3 4 5 6 7

Shopping opportunities 1 2 3 4 5 6 7

Art and cultural attractions 1 2 3 4 5 6 7

Good dining opportunities 1 2 3 4 5 6 7

Availability of my preferred food options 1 2 3 4 5 6 7

41


SECTION B: LIVING ON THE GOLD COAST In this section, we want to ask you some questions about your experience so far while living on the Gold Coast. First, we are focusing on the Gold Coast as a place to live and study. 2. Now that you have experienced life on the Gold Coast while studying, how do you feel?

I feel … Strongly Disagree

Moderately Disagree


Agree Moderately

Agree Strongly

Agree

pleased 1 2 3 4 5 6 7

frustrated 1 2 3 4 5 6 7

excited 1 2 3 4 5 6 7

annoyed 1 2 3 4 5 6 7

contented 1 2 3 4 5 6 7

disappointed 1 2 3 4 5 6 7

bored 1 2 3 4 5 6 7

relaxed 1 2 3 4 5 6 7

delighted 1 2 3 4 5 6 7

satisfied 1 2 3 4 5 6 7

active 1 2 3 4 5 6 7

lonely 1 2 3 4 5 6 7

elated 1 2 3 4 5 6 7


3. Next, please take a moment to think about the Gold Coast as a city which you have lived in and then complete the following statements:


Strongly Disagree

Moderately Disagree


Agree Moderately

Agree Strongly

Agree

innovative 1 2 3 4 5 6 7

dynamic 1 2 3 4 5 6 7

stimulating 1 2 3 4 5 6 7

enjoyable 1 2 3 4 5 6 7


prestigious 1 2 3 4 5 6 7


42



Strongly Disagree

Moderately Disagree


Agree Moderately

Agree Strongly

Agree

Modern 1 2 3 4 5 6 7

Friendly 1 2 3 4 5 6 7



Welcoming 1 2 3 4 5 6 7

Youthful 1 2 3 4 5 6 7

Focused 1 2 3 4 5 6 7

Confident 1 2 3 4 5 6 7

Fun 1 2 3 4 5 6 7

good value for money 1 2 3 4 5 6 7

other (please describe): __________________________________________________________

4. Please consider your visit to the Gold Coast as a whole and answer the following questions:




Very Satisfied

Overall, how satisfied are you with your stay at the Gold Coast?

1 2 3 4 5 6 7

Very Unlikely Unlikely

Somewhat Unlikely Neutral

Somewhat Likely Likely

Very Likely

How likely are you to recommend the Gold Coast as a tourist destination to others?

1 2 3 4 5 6 7

5. Please take a moment to reflect on the Gold Coast as the region you have lived in while studying at Griffith. Now thinking about the Gold Coast as a destination, please answer the following questions:

Strongly Disagree

Moderately Disagree


Agree Moderately

Agree Strongly

Agree

Since I have arrived in this region for study purposes, I have mentioned the name of the Gold Coast very rarely to others.

1 2 3 4 5 6 7

I mention the Gold Coast region as a great place to study to others quite frequently.

1 2 3 4 5 6 7

43


Strongly Disagree

Moderately Disagree


Agree Moderately

Agree Strongly

Agree

I rarely have occasion to mention the Gold Coast region as a study destination to others.

1 2 3 4 5 6 7

I’ve told more people about the Gold Coast region as a study destination than I’ve told about other regions.

1 2 3 4 5 6 7

I seldom miss an opportunity to tell others about the Gold Coast region.

1 2 3 4 5 6 7

I’ve told very few people about this region. 1 2 3 4 5 6 7

When I tell other people about this region I tend to talk about the region in great detail.

1 2 3 4 5 6 7

I seldom do more than mention the name of this region to others. 1 2 3 4 5 6 7

Once I get talking about this region, it’s hard for me to stop. 1 2 3 4 5 6 7

I have only good things to say about this region. 1 2 3 4 5 6 7

Although I have visited this region, I tell others that I do not recommend it.

1 2 3 4 5 6 7

6. Finally, for this section, we are interested to know how you obtained information about the Gold Coast during your stay. Please indicate whether or not you used the following sources and how helpful they were to you?


helpful

Internet 1 2 3

Word of mouth 1 2 3

Newspapers 1 2 3

Magazines 1 2 3

Television 1 2 3

Radio 1 2 3

Brochures 1 2 3

44



helpful

Books 1 2 3

Exhibitions/ travel shows 1 2 3

Education agent 1 2 3

other (please describe): _____________________ 1 2 3

SECTION C: STUDYING AT GRIFFITH UNIVERSITY In this section, we want you to focus on your experiences at Griffith University so far. 7. For this question we are interested in whether your study experience at Griffith University matched your expectations. Please indicate your level of agreement with the following:


Moderately Disagree


Agree Moderately

Agree Strongly

Agree

experienced a sense of adventure and risk from my study experience

1 2 3 4 5 6 7

felt personally challenged from my study experience 1 2 3 4 5 6 7

felt an adrenaline rush from my study experience 1 2 3 4 5 6 7

learnt new things from my study experience 1 2 3 4 5 6 7

mastered new skills from my study experience 1 2 3 4 5 6 7

tested my limits from my study experience 1 2 3 4 5 6 7

found lecturing staff helpful 1 2 3 4 5 6 7

found library staff helpful 1 2 3 4 5 6 7

found international staff helpful 1 2 3 4 5 6 7

felt part of a Griffith University community 1 2 3 4 5 6 7

45


8. Please take a moment to think about Griffith University as a place to study, and then complete the following statements:

Griffith University is a university that is …

Strongly Disagree

Moderately Disagree


Agree Moderately

Agree Strongly

Agree

innovative 1 2 3 4 5 6 7

dynamic 1 2 3 4 5 6 7

stimulating 1 2 3 4 5 6 7

enjoyable 1 2 3 4 5 6 7


prestigious 1 2 3 4 5 6 7

successful 1 2 3 4 5 6 7

modern 1 2 3 4 5 6 7

friendly 1 2 3 4 5 6 7


full of choices 1 2 3 4 5 6 7

welcoming 1 2 3 4 5 6 7

youthful 1 2 3 4 5 6 7

focused 1 2 3 4 5 6 7

confident 1 2 3 4 5 6 7

fun 1 2 3 4 5 6 7

other (please describe): ___________________________________________________________

SECTION D: YOUR INTERESTS In this section we would like to find out about your interests. 9. Please indicate your level of satisfaction with each of the following activities as you have experienced them so far during your visit to the Gold Coast. If you did not participate in the activity, please indicate so by circling the number 8.

Very Dissatisfied Dissatisfied Somewhat

Dissatisfied Neutral SomewhatSatisfied Satisfied Very

Satisfied Did not

participate in

Going swimming 1 2 3 4 5 6 7 8 Going surfing 1 2 3 4 5 6 7 8 Going diving 1 2 3 4 5 6 7 8 Visiting national parks 1 2 3 4 5 6 7 8 Going bushwalking or hiking 1 2 3 4 5 6 7 8

46


Very Dissatisfied Dissatisfied Somewhat

Dissatisfied Neutral SomewhatSatisfied Satisfied Very

Satisfied Did not

participate in

Visiting botanical/ public gardens 1 2 3 4 5 6 7 8

Visiting aboriginal sites 1 2 3 4 5 6 7 8 Visiting historical sites 1 2 3 4 5 6 7 8 Visiting theme parks 1 2 3 4 5 6 7 8 Visiting wildlife parks or zoos 1 2 3 4 5 6 7 8

Going on guided tours or excursions 1 2 3 4 5 6 7 8

Going fishing 1 2 3 4 5 6 7 8 Playing golf 1 2 3 4 5 6 7 8 Playing other outdoor sports 1 2 3 4 5 6 7 8

Participating in adventure activities, e.g. horse riding, rock climbing, bungee jumping, etc.

1 2 3 4 5 6 7 8

Visiting casinos 1 2 3 4 5 6 7 8 Visiting wineries 1 2 3 4 5 6 7 8 Going to night clubs 1 2 3 4 5 6 7 8 Visiting friends and relatives 1 2 3 4 5 6 7 8

Attending performing arts or concerts 1 2 3 4 5 6 7 8

Visiting museums or art galleries 1 2 3 4 5 6 7 8

Visiting art or craft workshops 1 2 3 4 5 6 7 8

Attending festivals, fairs or cultural events 1 2 3 4 5 6 7 8

Sampling local produce 1 2 3 4 5 6 7 8

Going shopping 1 2 3 4 5 6 7 8

other (please describe): ____________________________________________________________

47


SECTION E: QUESTIONS ABOUT YOU 10. Looking back over the last month, including today, please consider the following statements:


Moderately Disagree


Agree Moderately

Agree Strongly

Agree

been able to concentrate on whatever I am doing 1 2 3 4 5 6 7

lost sleep over worrying about university 1 2 3 4 5 6 7

felt I am playing a useful part in things 1 2 3 4 5 6 7

felt capable of making decisions 1 2 3 4 5 6 7

felt constantly under strain 1 2 3 4 5 6 7

felt I couldn’t overcome my difficulties 1 2 3 4 5 6 7

been able to enjoy my normal day-to-day activities 1 2 3 4 5 6 7

been able to face up to my problems 1 2 3 4 5 6 7

been feeling unhappy and depressed 1 2 3 4 5 6 7

been losing confidence in myself 1 2 3 4 5 6 7

been thinking of myself as a worthless person 1 2 3 4 5 6 7

been feeling reasonable happy, all things considered 1 2 3 4 5 6 7

felt 'part' of the university and the Gold Coast 1 2 3 4 5 6 7

11. Since completing the first survey in March 2003, just after you arrived on the Gold Coast, have you purchased any additional major ‘once only’ items?


HOUSE / APARTMENT: Electrical Appliances Microwave Oven A$

Washing machine A$ Television A$ Fridge A$ Sound system A$ Computer A$

48



Video or DVD player A$ Small appliance such as toaster and kettle A$ Other (please describe): ________________________________ A$

Furniture non electrical (please describe): _________________________________________

A$

TRANSPORT: Car A$ Motorbike A$ Bicycle A$ EDUCATIONAL EXPENSES (not including university fees) e.g., text books, stationery A$

OTHER MAJOR PURCHASE EXPENSE NOT SPECIFIED ABOVE? (please describe): _________________________________________

A$

12. On average, how much do you estimate that you have spent per week on the following items since you arrived in Australia?


Dollars (A$) Accommodation / Rent A$ Groceries Please include money spent on food, personal items, cleaning products etc. purchased from supermarkets, butchers, grocers, chemists etc.

A$

Other Food and Beverage Please include money spent at restaurants, cafes, fast food outlets, bars, etc.

A$

Entertainment Please include money spent at the cinema, theme parks, night clubs, concerts, sport and recreation venues etc.

A$

Pleasure Shopping Please include money spent on clothing, gifts, sports equipment etc. A$

Personal Services Please include money spent on hairdressers, laundry and dry cleaning, medical treatment etc.

A$

Transport in Queensland Please include money spent on bus, train, taxi, car rental, petrol etc. A$

Communications Please include money spent on telephones, including mobile telephones, and internet services etc. A$

Other weekly expenditure not specified above (please describe): _________________________________________ A$

AVERAGE TOTAL WEEKLY EXPENDITURE A$

49


13. Have you earned money while you have been living in Australia? Yes if yes, approximately how much per week have you earned? No

A$ __________________ 14. What is your gender?

Male Female

15. In which year were you born? 19 __________ 16. In which suburb of the Gold Coast do you live? _______________________ 17. Which country do you consider to be your home country (other than Australia)?

________________________________________________ 18. Have any friends and/ or relatives from overseas visited you while you have been at Griffith University in 2003?

Yes if yes, how many friends ________ and/ or relatives ________ No

19. Please indicate which program you are currently enrolled in at Griffith University:

Program/Degree: ______________________

School/Faculty: ______________________ 20. Please indicate any previous educational programs you have completed:

Program/Degree: ______________________

Institution: ________________________

Country:________________________

Thankyou kindly for completing this survey!

50


Appendix D: Country of Origin Statistical Summary

Country of Origin Total No. at Griffith

University

Total No. Mailed Out

Total No. Received*

AFG Afghanistan 1 0 0 ARE United Arab Emirates 1 0 0 ARG Argentina 3 1 0 AUT Austria 1 1 0 BEL Belgium 1 1 0 BGD Baghdad 2 0 0 BIH Bosnia and Herzegovina 1 1 0 BRA Brazil 5 3 0 BWA Botswana 2 1 0 CAN Canada 15 10 3 CHA China Asia (incl. Mongolia) 1 1 0 CHE Switzerland 1 1 0 CHI Channel Islands 2 1 0 CHL Chile 8 2 2 CHN China 41 38 2 COL Columbia 3 3 0 DEU Germany 9 7 1 ENG England 2 2 0 ESP Spain 2 2 1 FIN Finland 5 4 0 FJI Fiji 1 1 1

FRA France 12 9 2 GBR Great Britain 4 4 1 HKG Hong Kong 40 36 2 HND Holland 1 1 0 IDN Indonesia 10 9 2 IND India 39 22 1 IRL Ireland 2 1 0 IRN Iran 4 4 0 IRQ Iraq 1 1 0 ISR Israel 1 1 0 JPK Japan and the Koreas 1 1 0 JPN Japan 17 11 2 KOR Korea 39 36 1 KWT Kuwait 1 1 0 LKA Sri Lanka 3 3 0 MEX Mexico 1 0 0 MUS Mauritius 4 4 1 MYS Malaysia 19 14 3 NCL New Caledonia 1 1 0 NLD The Netherlands 2 1 1 NOR Norway 57 41 10 OMN Oman 3 3 0 PAK Pakistan 2 2 0 PER Peru 1 1 0 PHL Philippines 4 4 0 PNG Papua New Guinea 1 1 0 POL Poland 3 2 0 PYF French Polynesia 1 1 0 RUS Russia 4 4 1


Country of Origin Total No. at Griffith

University

Total No. Mailed Out

Total No. Received*

SCO Scotland 1 1 0 SEA South and East Africa 1 1 0 SGP Singapore 14 13 6 SWE Sweden 79 45 9 THA Thailand 22 19 1 TWN Taiwan 24 22 2 USA USA 170 81 5 VNM Vietnam 1 1 0 VUT Vanuatu 1 1 0 YUG Yugoslavia 1 1 0 ZAF South Africa 1 1 1 ZWE Zimbabwe 10 5 0

TOTAL 710 490 61 * Represents matched data between Time 1 and Time 2 only.

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Appendix E: Prize Draw Entry Coupon Time 1 Version

Prize Entry Coupon

To enter the draw for one of three $100 MYERS/ GRACE BROS SHOPPING VOUCHERS please complete the details below. Place this coupon in the SMALL white envelope and seal,

and then return with the completed questionnaire in the reply paid envelope provided.

Name: Contact phone numbers: (b/h) (a/h) E-mail:

The closing date for prize entries is 3 April 2003. The prizes will be drawn on 7 April 2003

and winners will be notified by telephone or e-mail. To be eligible to enter the draw, entrants must have fully completed the Gold Coast Study Questionnaire.

Time 2 Version

Prize Entry Coupon

To enter the draw for one of three $100 MYERS/ GRACE BROS SHOPPING VOUCHERS please complete the details below. Place this coupon in the SMALL white envelope and seal,

and then return with the completed questionnaire in the reply paid envelope provided.

Name: Contact phone numbers: (b/h) (a/h) E-mail:

The closing date for prize entries is 18 July 2003. The prizes will be drawn on 21 July

2003 and winners will be notified by telephone or e-mail. To be eligible to enter the draw, entrants must have fully completed the Gold Coast Study Questionnaire.

53


References Australian Education International (AEI) (2001). ‘Positioning Australian Education and Training for the Future:

A report on the findings of Australian Education International’s research into the branding of Australian education and training offshore’, Canberra, Australian Capital Territory, Australia.

Australian Vice-Chancellors’ Committee (AVCC) (2002). ‘July 2002 Fact Sheet: International Education – Supporting an Export Success Story’, AVCC, Canberra, Australian Capital Territory, Australia.

54


Authors Prof Beverley Sparks Beverley Sparks is a Professor with the School of Tourism and Hotel Management at Griffith University. She holds a Bachelor of Arts, Graduate Diploma of Business and a PhD. Beverley also holds the position of Dean International for Griffith University. In this position she has been directly involved in strategic and policy development work on international affairs of the University. Beverley is an active researcher in the area of services marketing and management, and has several publications in top quality journals including Journal of Service Research and Journal of Business Research. She is on the editorial board of two international journals: International Journal of Contemporary Hospitality Management and Hospitality and Tourism Research Journal. She has received a range of grants for her research work and also has a strong publication record. Her current research projects include food and wine tourism, study tourism and how to ensure customer satisfaction. Contact: [email protected] Dr Liz Fredline Dr Liz Fredline is a Senior Lecturer in the School of Tourism and Hotel Management at Griffith University and is also the Postgraduate Convenor within that school. She holds a Bachelor of Hotel Management and a PhD. Liz is an active researcher in the tourism field and has several publications in top quality journals including Event Management, Annals of Tourism Research and Tourism Analysis. Her current research interests include the areas of event tourism, social impacts of tourism, wildlife tourism and research methods. Contact: [email protected] Ms Chelsea Northrope Chelsea Northrope is currently a Research Officer for both the School of Tourism and Hospitality Management and the Wildlife Tourism Subprogram of the CRC for Sustainable Tourism, in which she has been involved for the past 3 years. She holds a BSc in Ecotourism from Griffith University and was awarded the Bachelor’s Medal for highest overall GPA in her faculty. Prior to study, Chelsea was employed by Lakes and Wilderness Tourism in Victoria for 2 years where she was involved in the management of various tourism information centres. Her research interests centre around environmental interpretation and impact management of wildlife tourism and ecotourism. Contact: [email protected]

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CAIRNSNQ CoordinatorProf Bruce PrideauxPh: +61 7 4042 [email protected]

DARWINNT CoordinatorMs Alicia BoylePh: + 61 8 8946 [email protected] GOLD COAST

National CoordinatorMr Brad CoxPh: +61 7 5552 [email protected]

BRISBANEManaging Director - STSMr Stewart MoorePh: +61 7 3321 [email protected]

LISMORERegional Tourism ResearchMr Dean CarsonPh: +61 2 6620 [email protected]

SYDNEYNSW CoordinatorDr Tony GriffinPh: +61 2 9514 [email protected]

MELBOURNEVIC CoordinatorProf Betty WeilerPh: +61 3 9904 [email protected]

LAUNCESTONTAS CoordinatorProf Trevor SofieldPh: + 61 3 6324 [email protected]

CANBERRAACT CoordinatorDr Brent RitchiePh: +61 2 6201 [email protected]

PERTHWA CoordinatorDr Diane LeePh: + 61 8 9360 [email protected]

ADELAIDESA CoordinatorProf Graham BrownPh: +61 8 8302 [email protected]

NATIONAL NETWORK

CRC for Sustainable Tourism Pty Ltd

[ABN 53 077 407 286]

PMB 50

GOLD COAST MC QLD 9726

AUSTRALIA

Telephone: +61 7 5552 8172

Facsimile: +61 7 5552 8171

Email: [email protected]

http://www.crctourism.com.au

study tourism on the gold coast · 2018. 10. 29. · the gold coast, although this declined at time...

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