Abstract
This study addresses the growing interest in transformative experiences in international academic tourism from a managerial and consumer perspective. While the managerial perspective focuses on delivering highly personalized experiences that profoundly impact each individual, the consumer perspective emphasizes inner transformation and personal growth. Despite recent developments in understanding transformative experiences, comprehensive empirical studies encompassing both consumer and managerial perspectives, as well as focusing on academic tourism remain limited. To fill this gap, the research conducted in-depth semi-structured interviews with international academic tourists, integrating both managerial and consumer perspectives. The study confirmed previously identified dimensions of transformative experiences and unveiled a novel facet related to intended achievements. Additionally, the findings corroborated that academic tourists undergo transformative experiences during their study abroad programs. This research contributes valuable insights to academia and the tourism industry, shedding light on the multifaceted nature of transformative experiences in the context of international academic tourism.
Introduction
A slow shift toward experiences that prioritize well-being, self-realization and happiness of individuals and society has emerged lately (Chhabra, 2021), leading many tourism researchers to focus their attention on innovative strategies that prioritize delivering highly personalized and meaningful experiences (Huang et al., 2023) that potentially lead to life-changing transformations (Kirillova et al., 2017a, 2017b; Teoh et al., 2021). Such experiences, known as transformative experiences (Nandasena et al., 2022), have become one of the buzzwords in recent years (Tasci & Godovykh, 2021).
Transformative experiences have primarily been investigated through two distinct research approaches (Amaro et al., 2023). From a consumer approach, which predominantly involves the transformative learning theory (Mezirow, 1994; Taylor, 2007; Ulusoy, 2016) and existential philosophy (Kirillova et al., 2017b; Tasci & Godovykh, 2021) and from a managerial approach which emerges from the concept of the economy of experiences, introduced by Pine and Gilmore (1999).
While the consumer approach is focused on an inner-oriented transformation experience, characterized by a changing perspective and comprehension (transformative learning theory) or changes in self-identity and existence (existential transformation), the managerial approach focuses on providing customized experiences that imply a shift from experiences designed for the masses to experiences with the potential to profoundly impact each individual (Pine & Gilmore, 2014).
Furthermore, different types of tourism have the potential to facilitate those transformative experiences, with academic tourism standing out as one such type (Brown, 2009; Chwialkowska, 2020; Grabowski et al., 2017; Zhao & Agyeiwaah, 2023), due to its distinctive characteristics.
Defined as students who engage in “any stays made in Higher Education Institutions (HEI) in places outside their usual environment for less than 1 year, the main objective of which is to complete degree-level studies in universities and/or attending language courses organized by these centres” (Rodríguez et al., 2012, p. 1583), academic tourists stay longer in the host destination, have a comprehensive exploration of the destination before departure, interact with locals, and frequent travels with friends, family members, or fellow foreign students (Gardiner et al., 2013; Kosmaczewska & Jameson, 2021; Tomasi et al., 2020). Consequently, it is not surprising that such tourists undergo life-changing transformations during their academic and tourist journey.
Hence, for approximately 2 decades, researchers have examined transformation in the context of various experiences (e.g., Brown, 2009; Coghlan & Weiler, 2018; Fu et al., 2015; Kirillova et al., 2017a, 2017b, 2017c; Lean, 2009, 2012), namely focused on academic tourism (Brown, 2009; Cavender et al., 2020; Chwialkowska, 2020; Grabowski et al., 2017; Young et al., 2017).
Nevertheless, studies that cover a comprehensive overview of the transformative experiences from a consumer and managerial approach that can efficiently be measured remain sparse. Indeed, scales have been developed recently to understand the multidimensional nature of transformation (Soulard et al., 2020; Tasci & Godovykh, 2021) and measure its triggers, process, and outcomes, from the consumer perspective (Amaro et al., 2023). However, until now, as far as is known, none of them encompasses transformative experiences that arise within the background of the economy of experiences of Pine and Gilmore (1999), related to the managerial perspective (Amaro et al., 2023). Furthermore, none of them were designed for academic tourism.
To this end, considering the complementary nature of these approaches (Amaro et al., 2023), this study aims to address this research gap by operationalizing the concept of transformative tourism experience through the integration of both approaches and the identification of their core dimensions within the context of academic tourism. Thus, a qualitative study will be conducted, using in-depth semi-structured interviews with academic tourists hosted in Portugal. Subsequently, a conceptual framework will be also proposed, aiming to contribute valuable perspectives for the development of meaningful and transformative experiences that emphasize the promotion of academic tourism.
This paper is structured as follows: firstly, relevant literature related to transformation travel experiences will be analyzed. An overview of academic tourism will be also reviewed. Secondly, the interview procedure, sampling, and data collection will be explained in the methodology section. Thirdly, the findings and their related discussion will be presented, as well as a conceptual framework. Finally, conclusions will be provided with relevant policy recommendations.
Theoretical Background
Transformative Tourism Experiences
Transformation can be defined as “a process of change in an individual’s self (self-confidence, personality, outlook on life, and others) and actions (conation) triggered by cognitive and affective stimulation from a significant experience; cognition being opinions, thoughts, and beliefs about self and the environment, affect being emotional reactions to self and the environment, and conation being behavioral intentions about self and the environment”(Tasci & Godovykh, 2021, p. 12).
Therefore, there is no denying the potential of tourism to bring about transformation (Lean, 2009). This has led several authors to research transformative experiences within the tourism sector (Amaro et al., 2023; Nandasena et al., 2022; Pung et al., 2022; Soulard et al., 2019; Tasci & Godovykh, 2021; Zhao & Agyeiwaah, 2023) with the aim of supporting tourist stakeholders to design and develop more impactful, meaningful, and potentially transformative tourism experiences.
Drawing from the significant contributions of Packer and Ballantyne (2016), two different approaches can be identified to analyze these experiences in recent years (Amaro et al., 2023). According to their conceptual scheme (Packer & Ballantyne, 2016, p. 134), the subjective lived experience can be viewed as a service associated with the management of environments and external factors or as a product tied to the potential individual benefits it can yield.
Hence, research on transformative tourism experiences has occurred through an exploration of the supply aspect, which is linked to a managerial standpoint (Custódio Santos et al., 2020), within the context of the experience economy (Pine & Gilmore, 1998). Additionally, they have been investigated from a product standpoint associated with the consumer perspective, situated within the domain of transformation experience theories.
Indeed, from a managerial perspective, it is crucial for tourist providers to design and offer highly customized experiences in the era of the transformation economy, which is focused on how highly personalized experiences can transform consumers (Pine & Gilmore, 1999, 2014). These experiences can be meaningful and potentially life-changing, especially considering that consumers are seeking deeper engagement when purchasing services such as travel or entertainment (Lemon & Verhoef, 2016).
By customizing an experience, as Pine and Gilmore (2000) suggest, it is possible to turn it into a transformation, implying a shift from experiences meant for many to experiences capable of profoundly impacting an individual’s life (Chirakranont & Sakdiyakorn, 2022; Soulard et al., 2019). This requires a thorough understanding of what tourists want to achieve with their travel experience, identification of barriers to overcome, integration of solutions based on customized support, and charging for transformational outcomes (Bettencourt et al., 2022).
Moreover, creating a truly transformative experience requires an in-depth understanding of how inner transformation can occur and which specific activities or events may establish exceptional conditions for cognitive and affective stimulations to trigger a change in oneself and in tourist behavior (Tasci & Godovykh, 2021).
To do so, transformative tourism experiences should also be analyzed from a consumer point of view, as an inner perspective. These experiences have mostly been framed by transformative learning theory and existential philosophy (Zhao & Agyeiwaah, 2023).
Transformative learning theory, originally based on a ten-stage process of transformative learning involving a critical examination of one’s assumptions and a shift in perspectives (Mezirow, 1994), is described as a form of learning that modifies negative mental models, rendering them more empathetic, open-minded, and introspective (Mezirow, 2003). Thus, individuals alter their beliefs by engaging in a process that includes a disorienting dilemma (often perceived as a personal crisis or life challenge [Mezirow, 2000]), engaging in critical self-reflection, exploring different viewpoints, undergoing a transformation in perspective, conceptualizing, applying, internalizing, and acting.
The existential philosophy examines the transformational experience by looking at it through an existential perspective, suggesting that individuals undergo change during a profound, emotionally charged moment characterized by a sense of transcendence (Kirillova et al., 2017a). In contrast to the transformative learning theory, transformation typically takes place during a peak moment, often arising after confronting difficult circumstances or when individuals engage with unconventional, unique places, individuals, or activities (Reisinger, 2013).
Indeed, transformation may occur on any journey, as long as some specific events trigger the change in self and in behavior (Tasci & Godovykh, 2021). These triggers have been identified and categorized into two groups in the literature (Tasci & Godovykh, 2021): (i) the novelties and gains group, related to positive triggers. Learning more about the way the residents live (Brown, 2009), a new cultural setting (Brown, 2013; Pung, Gnoth et al., 2020; Kirillova et al., 2016), connecting with others in a meaningful way (Pung & Del Chiappa, 2020), liminality (Pung, Gnoth et al., 2020), and long stays (Pung, Gnoth et al., 2020) are some examples of those positive triggers. (ii) the toils and pains group, concerning negative triggers. Examples of negative triggers include culture shock (Lean, 2009) and difficulties encountered at the destination (Coghlan & Weiler, 2018; Pung, Gnoth et al., 2020).
After transformation occurs, the shift in oneself can be viewed from both a psychological and physical perspective, encompassing internal personal changes such as enhancing self-belief (Brown, 2009), and experiencing a sense of tranquillity and empowerment (Yang et al., 2018). It can also entail alterations in one’s identity (McWha et al., 2018). Alternatively, it can be seen from a knowledge and societal change standpoint, leading to external implications for society, including acquiring new activities or skills (Laing & Frost, 2017; Walter, 2016).
Behavioral changes arise as a result of the transformation process triggered by transformative tourism experiences (Coghlan & Weiler, 2018; Ulusoy, 2016). This involves embracing new behaviors, such as altruism, sustainability, or environmental consciousness, reaffirming the positive outcomes of transformation documented in earlier research (e.g., Kirillova et al., 2017a, 2017b, 2017c; Pung, Gnoth et al., 2020). For instance, Pung, Yung et al. (2020) employed a tourist transformation model through a dual ethnographic approach in youth travel, identifying alterations in interpersonal relationships, advancements in career opportunities, promotion of pro-environmental behaviors, and societal impacts. In turn, Tasci & Godovykh (2021) classified these behavioral changes into categories such as eudaemonic tendencies (such as adopting new initiatives, demonstrating greater environmental awareness, or spending more time in nature), gregarious tendencies (such as spending more time alone or considering a career change), and regression to basics (such as seeking to meet new people, making new friends, or pursuing new hobbies).
Academic Tourism as a Transformative Experience
Academic tourism has seen a notable rise in recent years, primarily due to the focus on the internationalization of higher education in the last quarter-century (Knight & de Wit, 2018) and the increasing number of students choosing for international study opportunities (OECD, 2021).
Nevertheless, not all the students who choose to study in a foreign country are considered tourists, once according to the UNWTO (2010, p. 20), only students “taking short-term courses (less than 1 year) are visitors,” that is, they are considered in tourism statistics, “whereas those taking long-term courses (1 year or more) should be considered within their usual environment in their place of study and be excluded from visitors” (UNWTO, 2010, p. 20).
Therefore, individuals pursuing 1-year postgraduate programs abroad, students engaging in study abroad exchange initiatives, and those participating in short-term mobility programs can all be classified as tourists (Selby, 2021).
Different terms have been used in literature when referring to students travelling for educational purposes, such as educational tourism, edu-tourism, educational travel, or academic tourism (Lam & Ariffin, 2019; McGladdery & Lubbe, 2017; Ritchie, 2003; Tomasi et al., 2020).
To specifically define those who travel for formal study, the term “academic tourism” emerged, reflecting the internationalization of higher education and creating a significant sub-sector within the tourism industry that revolves around educational pursuits (Lam & Ariffin, 2019; Tang, 2020). Hence, for this research, the term “academic tourism” will be used within the broader context of educational tourism (Rodríguez et al., 2012). The term “academic tourism” refers to those who travel for formal study purposes, for less than a year. It is considered “international academic tourism” when, in this context, students travel to educational institutions abroad. This term not only mirrors the increasing internationalization of higher education but also highlights a significant and growing sub-sector within the tourism industry centred on educational pursuits (Lam & Ariffin, 2019; Tang, 2020). Hence, in this research, “academic tourism” is employed within the wider framework of educational tourism, specifically referring to international academic stays at higher education institutions (Rodríguez et al., 2012), for less than a year.
Considering some of the distinct characteristics of academic tourism, such as consumption patterns being more akin to those of local residents, and accommodations mainly comprising shared apartments, family dorms, and student residences (Rodríguez et al., 2012), it becomes evident that students often have longer stays, explore the host country more extensively before departure, interact with locals, and frequently travel with friends, family members, or fellow foreign students (Gardiner et al., 2013; Kosmaczewska & Jameson, 2021; Tomasi et al., 2020). Due to these aspects, academic tourism emerges as a type of tourism that is highly conducive to transformations (Brown, 2009; Chwialkowska, 2020; Grabowski et al., 2017; Zhao & Agyeiwaah, 2023). Indeed, by facing challenges at the host destination, leaving their comfort zones on several levels, and being exposed to novel environments and cultural contexts (Chwialkowska, 2020; Roberson, 2018), academic tourists are more likely to have a memorable, transformative experience (Cavender et al., 2020; Roberson, 2018). Moreover, the impact of studying abroad extends beyond the experience itself. Upon returning home, students may find themselves more engaged with their community and have a deeper understanding of themselves through cross-cultural interactions (Grabowski et al., 2017) as well as a deep cultural competency and experiential learning (Biber, 2020). This shift in perspective, awareness, and worldview can lead to profound insights (Grabowski et al., 2017).
In light of the aforementioned points, this study aims to fill a research gap concerning the lack of empirical studies that explore transformative tourism experiences (Tasci & Godovykh, 2021), through a comprehensive overview of these experiences from both a consumer and managerial perspective (Amaro et al., 2023).
Recently, scales have been developed to understand the multidimensional nature of transformation (Soulard et al., 2020; Tasci & Godovykh, 2021) and measure its triggers, process, and outcomes from the consumer standpoint (Amaro et al., 2023). However, studies focusing on transformative experiences within the backdrop of Pine and Gilmore’s (1999) experience economy from a managerial perspective (Amaro et al., 2023) remain scarce. Furthermore, none of these studies were specifically tailored for academic tourism to explore the primary achievements, triggers, and outcomes associated with this type of tourism.
Considering the complementary nature of these approaches (Amaro et al., 2023), this study seeks to address this research gap by operationalizing the concept of transformative tourism experiences through the integration of both approaches and identifying their fundamental dimensions within the context of academic tourism.
Methodology
Addressing the aforementioned research gap, this study is based on the transformation economy (Pine & Gilmore, 2014) as a conceptual underpinning and the scales of Soulard et al. (2020) and Tasci and Godovykh (2021). Thus, a deductive thematic analysis (Braun & Clarke 2006) was used through a qualitative research method using individual in-depth semi-structured interviews.
Data Collection
For this study participants were selected through non-probability snowball sampling, seeking interviewees of different nationalities, ages, and genders, to provide heterogeneity of experiences (Palinkas et al., 2013).
Fifteen academic tourists, enrolled in Portuguese universities, were selected as participants for the interview (Table 1). This selection aimed to create a sample capable of providing in-depth and contextually relevant information regarding academic tourism and transformative experiences within the Portuguese university setting. As recommended by Nyumba et al. (2018), there is a widespread consensus that a participant range of six to eight individuals is considered acceptable for qualitative studies.
Interviewees’ Profile.
A semi-structured interview guide was developed, based on relevant literature, particularly the works of Soulard et al. (2020), Tasci and Godovykh (2021), and the transformation economy concept by Pine and Gilmore (2014). This guide was further validated by experts and employed during the interviews. Thus, four interview questions were made: (i) What did academic tourists aim to achieve with their experience abroad? (ii) What significant changes did academic tourists undergo during their experience abroad? (iii) What opinions, thoughts, and beliefs about themselves, and what emotions and feelings did academic tourists wish to share during their trip? (iv) What changes have academic tourists noticed in themselves and their behavioral intentions as a result of these experiences abroad?
Fifteen interviews were conducted in English, Spanish or Portuguese, depending on the language of the academic tourists, using the Zoom video conferencing platform. The audio for each interview was recorded on the moderator’s (first author’s) computer and transcribed manually. To safeguard the participants’ privacy, personal names were not used in this paper.
Each session varied in duration, typically lasting between 40 and 60 minutes, depending on the depth of information provided by the participants regarding their transformative experiences in the host country. All these sessions were conducted within the timeframe of July to October 2022. The concept of saturation, as defined by Hennink et al. (2019), pertains to the point in data collection when similar ideas are repeatedly encountered, rendering further data collection unnecessary.
Data Analysis
To commence the analysis of participant responses, all interview transcripts were inputted into QSR NVivo 12, a software for managing and analyzing qualitative data (Bazeley & Jackson, 2013). The data analysis adhered to a directed content analysis approach, which involves using existing theories to inform the initial coding scheme or the relationships between codes (Hsieh & Shannon, 2005). NVivo software facilitated comprehensive analysis, strengthened interpretations, and addressed concerns related to validity.
Firstly, each item was categorized into distinct groups of achievements, triggers of transformation, feelings in the experience, changes and gains in the experience, and behavior transformation, according to the literature reviewed. Codes that exhibited similarity and conveyed specific themes were then consolidated into related groupings.
Any additional codes were preserved in a separate category and considered in a new theme based on their similarities and distinctions. New codes were compared to current themes to see how well they fit.
Findings
Considering the different approaches to transformative experiences identified in the literature, 41 items categorized under four dimensions were analyzed: Intended achievements, based on managerial perspective, supported by the economy of experiences and the transformation economy (Bettencourt et al., 2022; Pine, 2019); triggers, process, and outcomes, based on the consumer perspective, aligned with the recent scales of Soulard et al. (2020) and Tasci and Godovykh (2021).
Intended Achievements of Academic Tourists
The academic tourists were asked about what they expected to achieve with their experience abroad. This information can help tourist and educational providers focus on customizing experiences and providing greater value to their academic tourists through transformational experiences (Pine, 2019). Most importantly, it can help them focus on their success, supporting them in achieving their desired results (Bettencourt et al., 2022).
Personal Growth
Related to personal growth, most academic tourists were focused on knowing a new country and culture, and travelling and having new experiences: There’s a phrase from a university I visited that says: it’s better to know things as they really are than to imagine how they would be. This sentence motivated me a lot to get to know new cultures. (I11)
A similar opinion was also expressed by another interviewee: “I aimed to get to know a new country, as well as its culture. As a balance, I can say that I really enjoyed the culture, the food of Portugal and above all its safety.” (I3).
Interestingly, some students did not define any goal but stressed the country, the culture, and the experience of living in a different country: When I came to Portugal, I didn’t think about my achievements. I was more intent on having an Erasmus experience, and not precisely in Portugal […], so, I just wanted to understand how it was living in another country, talking another language, understanding other cultures, and maybe understanding if I can live outside Italy 1 day. (I9)
Another important achievement mentioned by some academic tourists was to have a better life and improve life quality: “I came to Portugal to have a better future, to have more security and a better quality of life” (I10).
Still related to personal growth, growing as a person and increasing independence were other achievements mentioned by academic tourists: “When I decided to have an experience abroad, I was interested in living on my own and learning to be more open-minded, socializing and trying to be more confident of myself” (I15).
Educational and Professional Development
With regard to educational and professional development, experiencing different styles of education and enhancing the value of the degree was the most mentioned intended achievement. Indeed, the quality of education was highlighted by some students: “I had already heard a lot about the quality of education in Portugal and the opportunity arose” (I14) as well as the need to study in a different educational approach: “My intention was to further my studies and get a master’s degree abroad” (I14).
Experience abroad was found to provide sufficient opportunities for academic tourists focused on improving worldwide work opportunities or getting qualified work, in order to have a better future due to this experience: “When I came to Portugal, I expected to study to get a job in my area. I am not very interested in doing research” (I12).
Acquiring knowledge and new skills such as another language was noted by these academic tourists. For instance: “I would like to improve my English since in Portugal there were many European students on the university campus” (I3).
Finally, making new friends around the world and strengthening their network was also stated by these academic tourists: “I was more intent on having an Erasmus experience […] to socialize as much as possible and go outside my comfort zone to understand other cultures, speak English, and understand others” (I9).
Triggers Experiences of Academic Tourists
From an inner perspective, educational and tourist providers should identify which activities or events can trigger those experiences that can be potentially transformative and life-changing for academic tourists. To do so, academic tourists were asked about what caused a significant change in them with their experience abroad.
According to Tasci & Godovykh (2021), transformative travel experiences can be categorized into two groups: the positive ones linked to novelties and gains and the negative ones in toils and pains.
Novelties and Gains
Within the novelties and gains, being immersed in a new cultural context or engaging in cultural activities was the trigger most frequently cited by academic students, while travelling. Indeed, exposure to the cultural context of the host country or region allowed a better understanding and knowledge about the residents’ lifestyle and the opportunity to have a culturally enriching and meaningful experience that would be transformative.
One of the most remarkable quotes was as follows: The fact of being equally inserted in this culture made me feel part of the country. An example that I would like to share and that was one of the most remarkable experiences was my participation in the program “Be a host at a Portuguese family” at Christmas, which consisted of spending 2 days living with Portuguese families. In my case, I thought it was very nice what my family did to me by welcoming me and making me feel as if I belonged to that family. They really treated me as if I were their daughter. I am still in contact with that family. (I5)
Also, building meaningful connections and interactions with others, such as with local people, fellow travellers, or new friends, was another often-cited trigger. A representative quote regarding the interaction with local people while travelling is the following: I had the chance to meet some residents and it was great. Especially in the Azores, I met a woman who welcomed me in an extraordinary way. She made us feel at home, she made my trip so pleasant! […] She was lovely and it was one of the key moments I have lived in Portugal! (I13)
Also, other academic tourists shared their meaningful connections as a life-changing experience. For instance: “The experiences that most influenced me had to do with the people I met. I realized that we live in a very different world and that learning a lot from everyone is possible.” (I4).
By engaging in self-improvement activities, particularly learning new languages or participating in physical activities, for instance, wellness can also be a positive trigger to lead to a transformative experience. In academic tourism, learning a new language was one of the mentioned self-improvement activities: “For me, it was very important to learn a new language. That makes me feel more confident to make new friends and be a more open person” (I10).
Toils and Pains
Within the toils and pains group, overcoming challenges faced at the destination (such as living alone, adapting to the new educational system, or learning to live by themselves) was the most important trigger of transformation for those academic tourists, especially if resulting from confronting suffering. Since academic tourists are students as well who are living alone for a period of their lives in a different country (some of them for the first time), overcoming challenges was constant.
This was clearly shown by most of the student reports. For instance: One of the experiences that most changed me was the opportunity to live alone, the adversities that we must face. Even the possibility of getting sick! We must learn to deal with it ourselves. All of this becomes a bad experience and at the same time a good one because it makes us grow and learn to deal with different feelings. (I7) During my experience, I can say that the first 3 months were very complicated. Having to get used to living alone, having to be autonomous. It wasn’t easy at all. But that experience gave me more confidence in myself. (I5).
Facing problems like injuries, crime, losses, and especially bureaucracy was stated by other students: “I’ve had good experiences and some not-so-good. The fewer good ones were tied to the bureaucracy. So, it was something very annoying that took me a lot of patience” (I8).
Transformation Process of Academic Tourists
Considering that transformation is a process of change caused by the cognitive and affective stimulation of a meaningful experience, the third question for the interviewees was about their opinions, thoughts, and beliefs on self (cognition), and their feelings and emotions during the trip (affection).
Cognitive Stimulation
Related to cognitive stimulation, most of the answers involved changes in thoughts and feelings. Regarding positive cognition stimulation, academic tourists highlighted confidence and pride in themselves: “I felt proud of myself knowing that I overcame many challenges, such as travelling alone, going out, soaring alone without depending on anyone else (I1), as well as the freedom and safety, that contributed a lot to improving their experiences and achievements: “The feeling of security is really one of the best experiences we can have. And that marks us a lot, especially when things start to weigh on us” (I7); “The fact that I wasn’t afraid that my cell phone would be stolen, there were no robberies, I didn’t have to look around, allowed me to feel free and calm.” (I8). Also, the sensation of peace and tranquillity was mentioned by students during their trip: “In Portugal, there are so many beautiful things and so many things that are easy that you want to just enjoy. I learn here to enjoy the simple things right now” (I13).
Affective Stimulation
Regarding the stimulation of positive affective, academic tourists emphasized happiness: “Portugal makes doing simple things happen, like going to the beach, going to restaurants, having a coffee by the ocean. These are simple things but so joyful that they make me feel happy and think I want to spend those beautiful moments in my life” (I12).
In turn, regarding the stimulation of negative cognition, academic tourists underscored disorientation and isolation, important thoughts and emotions that describe the dilemma of disorientation: “Being alone and far away from home was challenging. When you don’t feel good you have to find a way by yourself. It’s difficult emotionally speaking but it’s totally worth it because you can grow” (I9).
Also, the feeling of sadness was well mentioned: “For me, it is important to have people by our side in the most difficult and sad moments. Because, we have a lot of bad moments.” (I6).
Finally, it should be noted that these academic tourists have been transformed throughout their experience abroad: “I felt that my experience was a process. A learning process. And that is only possible when you live alone. When you need to overcome a lot of challenges. Now I can get by in any language, in any country, with anyone. I'm not afraid to go anywhere” (I7); “We don’t change from one day to another. But you are forced to be yourself, to grow up, to open your mind, and explore the world. And more importantly, I understood that I can overcome challenges” (I9).
Outcomes of Transformation of Academic Tourists
After the transformation takes place, it’s possible to identify the results of this transformation, referred to as changes or gains (Teoh et al., 2021), as well as the subsequent behavioral changes that will emerge as a consequence of this transformation. Hence, a final question was asked to students related to changes in themselves and their behavioral intentions resulting from these abroad experiences.
Changes and Gains
Concerning the outcomes of transformation, referred to as changes or gains, four distinct outcomes were discerned. From the standpoint of internal personal change, these include (i) psychological change; (ii) physical change. From the viewpoint of external societal implications, they encompass: (iii) knowledge change; and iv) social change (Teoh et al., 2021).
The biggest changes were registered in the psychological field and were related to the increase in self-confidence (“I also realized that I am brave when I need to be”; I11), the assumption of more responsibility for actions (“In Portugal, I became more responsible, tidier”; I1), and the realization that everything is possible (“I realized that I can achieve my goals when I set myself to do it. I had several examples in my personal and academic life in Portugal that proved to myself that I am capable”; I10).
Another psychological change emphasized by academic tourists was the sense of empowerment: “I understood that I can overcome challenges. And if I really want, I can change everything.”
Different eating and sports habits were the main physical change underlined by academic students, despite not being so positive: “Something less positive has to do with sport. In Ecuador, I did a lot of sports. Here I don’t have so much determination. My diet has also changed a lot. In Ecuador, I ate more healthily” (I6).
The perspective of social and knowledge change pertains to consumers’ attitudes toward other individuals and can potentially impact their social environments as they encourage tolerance and open-mindedness toward others (Teoh et al., 2021). Thus, for instance, this perspective includes the development of tolerant attitudes and awareness of others. Indeed, as almost all students highlighted the immersion in a new cultural context as a trigger of their transformative experience, it is understandable that, as a result of their experience abroad, they not only change their perception of the world but also develop tolerant attitudes and acceptance of new practices, allowing them to become global citizens and enhance their employability through the acquisition of culture-specific skills: I thought I was an open-minded person, but now I really learned to be more tolerant and to respect the cultures of others. (I10)
Also to be highlighted was the development of new knowledge of better lifestyles or skills. For instance, a student mentioned “I hope to be more respectful of other people’s rights. Here in Portugal, everyone respects the queues and the crosswalks. The Portuguese are more polite. So, I have learned from them” (I6). Also, a change in pro-environmental behavior was stated: “In terms of behavior, I also changed in some way. Some examples are the separation of waste that I started to do, as well as punctuality.”
Finally, and coming as no surprise, some students highlighted that they had “a life-changing experience” (I13) or “changed a lot” with their experience abroad (I12).
Behavioral Transformation
According to Tasci & Godovykh (2021), behavioral changes can be grouped into three factors: eudaemonic tendencies, gregarious tendencies, and regression to basics.
Related to eudaemonic tendencies, academic tourists mentioned the desire to adopt and encourage pro-environmental behaviors, to be more solidary and helpful, and to take new initiatives.
The desire to be more solidary and helpful was expressed by students who witnessed some initiatives promoted by the local community and will serve as an example for their future behaviors. The mobilization of the Portuguese and European people in relation to Ukraine was something that touched me a lot. I hope to be more solidary in the future with this learning (I14).
Furthermore, the desire to adopt and encourage pro-environmental behaviors or to take new initiatives was also underlined by students, especially those from Latin American countries: With my experience in Portugal, I learned a lot regarding recycling waste and the environment. […] Whenever I will return to Ecuador, I will try to influence my family and friends with these behavior changes, even if it will not be easy. (I3)
Concerning gregarious tendencies, academic tourists underscored the desire to influence the behavior of others (“I would like to be an example to the people around me that it is possible to do something bigger. Influencing to change behavior for the better, such as being more respectful in society”; I7), and to seek to meet new people (“Probably in the future, I would like to meet more people and places knowing how much I learned and changed by being in contact with different people”; I8).
With regard to regression to basics, the desire to spend more time off to enjoy life and to start to value the simple things in life were the main change behaviors reported by students: “The simplicity of life in Portugal was so remarkable to me that I expected to value special and simple moments in my life” (I13).
Nevertheless, despite these students’ feedback, the validation of transformative behaviors is believed to occur only when students return home and witness the behavior changes they have undergone throughout their academic journey (Tasci & Godovykh, 2021).
Discussion
Transformative Travel Experiences for Academic Tourists
This study drew upon the contributions of Packer and Ballantyne (2016) to explore the different approaches that can be identified in the literature related to transformative tourism experiences.
Therefore, from a managerial perspective, underpinning the economy of experiences and the transformation economy, the intended achievements of academic tourists were identified. Indeed, it is crucial to deeply understand what tourists aim to achieve with their travel experiences, to enable the design and delivery of highly customized experiences. Thus, this study reveals that academic tourists aim mainly to achieve personal growth, educational and professional development, and enhanced quality of life. Previous studies (do Amaral et al., 2022; Ürer Erdil et al., 2021; Wolf et al., 2017) have shown that these aspirations are supported by desires to grow as individuals, gain independence, experience new cultures and travel, acquire new knowledge and skills, and expand job opportunities. Additionally, academic tourists value the opportunity to experience different styles of education and enhance the value of their degrees, as documented in previous studies (Amaro et al., 2019; Maringe & Carter, 2007; Wilkins et al., 2012).
From a consumer point of view, as an inner perspective, and mostly framed by transformative learning theory and existential philosophy (Zhao & Agyeiwaah, 2023), triggers, processes, and outcomes aligned with the recent scales of Soulard et al. (2020) and Tasci and Godovykh (2021) were also identified. Within the realm of triggers, various activities or events were recognized as potential catalysts for transformative and life-changing experiences among academic tourists. These encompass positive experiences linked to novelties and gains, as well as negative ones involving challenges and hardships (Tasci & Godovykh, 2021). These include building deep connections and interactions with others (Country et al., 2016; Kirillova et al., 2016, 2017b; Pung & Del Chiappa, 2020; Tasci & Godovykh, 2021), engaging in self-improvement activities (Fu et al., 2015; Tasci et al., 2021), immersing themselves in a new cultural context (Noy, 2004; Ulusoy, 2016), facing challenges and solving problems (Coghlan & Weiler, 2018; Pung & Del Chiappa, 2020; Tasci & Godovykh, 2021).
Regarding the transformation process experienced by academic tourists, considering transformation as a change process prompted by cognitive and affective stimulation through meaningful experiences, this study revealed that most of the answers involved changes in thoughts and feelings, in line with other researchers (Coghlan & Weiler, 2018; Fu et al., 2015; Lean, 2009; Kirillova et al., 2017a, 2017b), such as confidence, pride, safety, happiness, or surprise (Laing & Frost, 2017; Soulard et al., 2020; Tasci & Godovykh, 2021), or disorientation and isolation (Coghlan & Gooch, 2011).
This study also found that academic tourists have been transformed through their experience abroad, in line with what is advocated by transformative learning theory (Mezirow, 1994; Soulard et al., 2019; Wolf et al., 2017). This mentions that transformation may occur through a disorienting dilemma, introspection, resolution through the exploration of new actions, and the acquisition of new skills, attitudes, and beliefs (Mezirow, 1994; Wolf et al., 2017).
Concerning the outcomes of transformation, commonly referred to changes or gains (Teoh et al., 2021), this study confirms that academic tourists recognized psychological changes in themselves (supporting the studies of Brown, 2009; McWha et al., 2018; Soulard et al., 2020; Tasci & Godovykh, 2021; Wolf et al., 2017; Yang et al., 2018), as well as physical changes (in line with Dillette et al., 2019), social changes, and knowledge changes (corroborating the studies of Brown, 2009; Laing & Frost, 2017; Tasci & Godovykh, 2021).
Some behavioral changes were also identified, which were grouped into three factors: eudaemonic tendencies, gregarious tendencies, and regression to basics (Tasci & Godovykh, 2021). The desire to be more supportive and helpful, as stressed by Grabowski et al. (2017), the desire to adopt and encourage pro-environmental behaviors, in line with Pung, Gnoth et al. (2020) and Wolf et al. (2017), and the desire to influence the behavior of others, supporting the findings of Tasci et al. (2021), were some of the examples highlighted by academic tourists in this study.
Conceptualizing Transformative Experiences in Academic Tourism
Based on the findings of this research, a conceptual framework shown in Figure 1 is proposed. This framework represents the implementation of transformative tourism experiences by combining both managerial and consumer approaches and identifying their key dimensions within the academic tourism context.
Conceptual framework for transformative tourism experiences targeting academic tourism.
Thus, educational and tourism providers need to first understand what academic tourists want to achieve with their experience abroad (Bettencourt et al., 2022), based on their desire for personal growth and educational and professional development, to offer highly tailored experiences that can be transformative for them (Pine & Gilmore, 1999, 2014).
Secondly, by building memorable touchpoints that evoke emotion, educational and tourist providers should identify which activities or events can trigger those experiences that can be potentially life-changing for academic tourists, taking into consideration those identified in this study.
This process requires a shift toward customization, moving from the creation of memorable experiences for a broad audience to crafting experiences capable of transforming someone’s life (Chirakranont & Sakdiyakorn, 2022; Kirillova et al., 2016; Soulard et al., 2019).
These transformative tourism experiences may manifest as peak experiences (Kirillova et al., 2016, 2017a) linked to existential philosophy or a disorienting dilemma, self-reflection, a commitment to trying new things, and the cultivation of new abilities, attitudes, and beliefs, in line with transformative learning theory (Mezirow, 1994; Soulard et al., 2019; Wolf et al., 2017).
For that purpose, educational and tourism providers should give opportunities to academic tourists to reflect on their experiences abroad and give support for cognitive and affective stimulations (such as confidence, disorientation, isolation, pride, safety, happiness, or surprise) that facilitate their change in attitudes and behaviors.
Once transformation occurs, the outcomes of transformation, referred to as changes or gains (Teoh et al., 2021), as well as the subsequent behavioral transformation that will result from this change, can be pointed out.
At the end of the experience, it will be important for providers to make a balance between the achievements academic tourists would like to reach at the beginning of their experience abroad and whether there was a transformation aimed at reaching those achievements.
Conclusion
This study aimed to fill a research gap concerning the lack of empirical studies that explore transformative tourism experiences (Tasci & Godovykh, 2021), through a comprehensive overview of these experiences from both consumer and managerial perspectives (Amaro et al., 2023), based on the framework of Packer and Ballantyne (2016).
Consequently, valuable insights to design and develop meaningful and transformative experiences focused on promoting academic tourism are provided, through the operationalizing of the concept of transformative tourism experiences and their main dimensions.
Implications for Research
Firstly, the results revealed that transformation is multidimensional (Fu et al., 2015), involving triggers, cognition and affect stimulations, and outcomes, which were in various definitions employed in transformation research (e.g., Brown, 2009; Pung, Gnoth et al., 2020, Tasci & Godovykh, 2021). Moreover, a new dimension was identified, focusing on intended achievements. This new dimension aims to assist tourist and educational providers in customizing experiences and delivering enhanced value to academic tourists through transformative experiences (Pine, 2019). Most notably, it aids them in focusing on their success and supporting the achievement of desired outcomes (Bettencourt et al., 2022).
Secondly, transformation can encompass both positive elements, such as novelties and gains, and negative aspects like toils and pains. These activities or events serve as triggers for experiences that have the potential to be life-changing for academic tourists (Kirillova et al., 2017a, 2017b; Tasci & Godovykh, 2021). Additionally, transformation involves cognitive and affective stimulations, which aligns with the findings of Tasci & Godovykh (2021).
Thirdly, this study’s results demonstrate that transformation ultimately leads to behavioral changes, as reflected in intentions, corroborating the findings of Lean (2009), Pung, Gnoth et al. (2020), and Ulusoy (2016). These behavioral changes are related to positive outcome transformations, such as the desire to be more environmentally friendly, solidary, or helpful, in line with past research (e.g., Kirillova et al., 2017a, 2017b; Pung, Gnoth et al., 2020; Ulusoy, 2016).
Fourthly, this study corroborates the findings of previous research, which suggested that certain types of tourism are more likely to trigger transformative experiences (Cavender et al., 2020; Roberson, 2018). Specifically related to academic tourism, due to its unique characteristics (Reisinger, 2013), this study confirmed the transformative experiences these tourists had during their study abroad. This can be explained by their extended stays, opportunities for local interaction, and the inherent challenges faced at the destination, which compel individuals to step out of their comfort zones on various levels (Gardiner et al., 2013; Kosmaczewska & Jameson, 2021; Tomasi et al., 2020). Moreover, exposure to new environments and cultural contexts also contributes to this phenomenon (Chwialkowska, 2020; Roberson, 2018).
Above all, building on the work of Pine and Gilmore (2014), Soulard et al. (2020), and Tasci & Godovykh (2021), this study addresses a research gap related to the lack of empirical studies that explore transformative tourism experiences (Tasci & Godovykh, 2021). Additionally, it provides a comprehensive overview of these experiences from both consumer and managerial perspectives (Amaro et al., 2023), aiming to operationalize transformative tourism experiences, focusing on the achievements, triggers, processes, and outcomes of such experiences, particularly within the context of academic tourism.
Implications for Practice
This study provides significant insights for educational and tourism providers, and governments, to develop new strategies for transformative tourism experiences targeting academic tourists.
By identifying the transformative travel achievements, triggers, processes, and outcomes of academic tourists, these stakeholders will be able to provide customized experiences focused not only on academic success but also on the well-being, self-actualization, and self-fulfilment of academic tourists, encouraging personal and behavioral changes (Bettencourt et al., 2022; Pine, 2019; Soulard et al., 2020; Tasci & Godovykh, 2021).
This can be achieved by encouraging academic tourists to explore and gather information related to the host country and region, including language, customs, traditions, architecture, history, and gastronomy. Additionally, providing opportunities for academic tourists to engage with locals can help them discover the region, culture, and residents in a more genuine way. Cultural exchange initiatives, such as “Christmas with host families,” have been mentioned as one of the most emotional and memorable experiences for academic tourists, as it allows them to get in touch with local traditions, from gastronomy to beliefs, by being guests in local families’ homes for the Christmas holidays.
Other examples of initiatives that can promote transformative travel experiences include the organization of local volunteer communities, promoting international gatherings between students or local communities, and providing moments or activities of self-reflection, critical thinking, and deep connections (for instance, by inspiring them to write a diary, blog, or participate in courses and teamwork that require cross-cultural immersion). Academic tourists can also have a transformative travel experience by engaging in other types of tourism, such as couch surfing, eco-tourism, or adventure tourism.
Furthermore, the promotion of free courses in the native language of the host destination can facilitate closer contact with the population.
Limitations and Future Study
While this study has made a substantial contribution to the scientific literature regarding transformative tourism experiences for academic tourists, it does have its limitations. First, it is qualitative and exploratory in nature, rather than quantitative. Therefore, future research may use survey data to gather additional evidence based on the findings of this study.
Second, a longitudinal study is recommended to gain a deeper knowledge of the long-term personal and behavioral changes that result from such experiences, in order to measure the self-actualization and self-fulfilment of academic tourists and the positive effects generated on society.
Third, it is important to consider that such tourism experiences may increase the discomfort of academic tourists, when they return home or the desire to live abroad, potentially triggering tensions on a personal and societal level. Therefore, future studies should also focus on these negative outcomes, as the transformations are not always positive, as this study has highlighted.
Footnotes
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research will receive support from the University of Coimbra- CEGOT. This research received support from the Centre of Studies in Geography and Spatial Planning (CEGOT), funded by national funds through the Foundation for Science and Technology (FCT) under the reference UIDB/04084/2020.
Data Availability Statement
The datasets analyzed during the current study are available from the corresponding author on request.