Tourism Management Perspectives 11 (2014) 58–62

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Tourism Management Perspectives

journal homepage: www.elsevier.com/locate/tmp

Case study

Motivational factors for educational tourism: A case study in

Northern Cyprus
Abubakar Mohammed Abubakar a,b,⁎, Belal Hamed Taher Shneikat a, Akile Oday b
a
Dept. of Economics and Business Administration, Eastern Mediterranean University, P.O. box 95, Famagusta North Cyprus via Mersin 10, Turkey
b
School of Computing and Technology, Eastern Mediterranean University, P.O. box 95, Famagusta North Cyprus via Mersin 10, Turkey

a r t i c l e i n f o a b s t r a c t

Article history: Recent trends and reverse innovations have led to a rapid growth in educational tourism (edu-tourism). North
Received 28 February 2014 Cyprus has emerged as an edu-tourism destination. The purpose of this study is to better understand the motives
Received in revised form 2 April 2014 of students seeking education in countries other than that of their normal residence. Equally the findings are
Accepted 8 April 2014
contextualized within this Mediterranean Island. The results of the study have generated a comprehensive list
Available online xxxx
of motives behind the demand for edu-tourism, and the managerial implications of edu-tourism and its conse-
Keywords:
quences are discussed.
North Cyprus © 2014 Elsevier Ltd. All rights reserved.
Edu-tourism
Motives

1. Introduction education has enhanced the performance of tourism industry (Lam,

Tourism or voyage originally means movement with the intention of
trade and conquest. In the modern day this phenomenon has experi-
enced a drift toward pleasure which serves as a symbol of social status.
Influenced by hypermedia like social networks, web-based promotions,
and greater leisure awareness, tourism has become one of the fastest
growing industries in the world (Holden, 2000). Transformation of or-
ganizational structures from primordial to purposively constructed
ones (James, 1993) has led to an increase in disposable income, longer
free time, greater political freedom and the growth for mass tourism
(Mieczkowski, 1995). There are different forms of tourism; we intend
to focus on educational tourism (edu-tourism). Edu-tourism is any
type of program in which participants travel to a location either individ-
ually or in a group with the primary motive engaging in or having a
learning experience (Rodger, 1998). Educational tourists (edu-tourists)
are “individuals or groups who travel to and stay in places outside their
usual environment for more than 24 h and not more than one year” for
purposes including study, business, leisure and other activities (World
Tourism Organization, 2012). Research on the interplay between digital
equity, empowerment and flexible learning in an educational tourism
environment could yield greater understanding on how these factors
influence learners (Joyce, 2012). The combination of tourism and
⁎ Corresponding author at: Dept of Economics and Business Administration, Eastern
Mediterranean University, P.O. box 95, Famagusta North Cyprus via Mersin 10, Turkey.
Tel.: +90 5428766882; fax: +90 3923651574.
E-mail addresses: mohammed.abubakar@cc.emu.edu.tr (A.M. Abubakar),
belalshneikat@yahoo.com (B.H.T. Shneikat), akile.yuvka@emu.edu.tr (A. Oday).
Ariffin, & Ahmad, 2011) (Fig. 1).
1.1. Theoretical background and purpose
The notion of traveling for the purposes of acquiring knowledge is
not new (Gibson, 1998; Holdnak & Holland, 1996) but little research
has been done on this topic explaining why the literature appears inco-
herent and scattered. Similarly, Jason, Ahmad, and Azhar (2011) added
that educational tourism has been discussed by very few tourism acade-
micians and this is reflected in the lack of research and data in this area.
Paul (2010) added that there is limited understanding of educational
tourism constructs as well as an absence of research into the diverse in-
tellectual tourism market segments. Furthermore, this study attempts
to elaborate on one of the 4 L tourism (landscape, leisure, learning and
limit) elements.
The relevance of decision making is prevalence in management and
businesses; the phenomenon has led to the development of
consumer behavior theory (Felix & Steve, 2007). Kotler (2003)
proposed a five-stage process in decision making: the recognition of a
problem requiring a remedy, the search for information, an assessment
of alternatives, making the buying decision and finally assessing the
acquisition decision. Generally, the decision making concept is every-
where; hence consumer behavior theory can be applied to education
(Moogan, Baron, & Harris, 1999). Edu-tourism is intangible in nature;
as such it is bounded with risk, prosperity ambiguities and an unfore-
seen likelihood of success in the course, family disruption and missed
opportunities back home. Although a certain number of benefits are
associated with edu-tourism, high level of uncertainty exists. Felix &

http://dx.doi.org/10.1016/j.tmp.2014.04.002
2211-9736/© 2014 Elsevier Ltd. All rights reserved.
 A.M. Abubakar et al. / Tourism Management Perspectives 11 (2014) 58–62
Educational
Tourism Tourism Education
Fig. 1. Two main component of edu-tourism.
Steve (2007) and Moogan et al. (1999) found that universities do not
help students make informed decisions and it is difficult to maintain ob-
jectivity while deciding about the intended course of study and which
university to apply to. Often, an emotional and subjective judgment
interferes with the decision-making process; hence wearing out the
factual and objective assumptions governing institution selection.
Edu-tourism describes the event in which people travel across inter-
national borders to acquire intellectual services. In a globalized world
where our daily life becomes more and more competitive, where the
access and offer of educational services increases and where knowledge
sharing methods takes similar shapes, the importance of novelty gains
essential meaning. People are looking for something new, new experi-
ences, social norms and cultures. Countries around the globe are
channeling more funds in education for the purpose of tourism; most
of the institutions tend to launch their programs using the English
language in order to increase their market share. Since, the demand
for advanced tutoring tends to be competitive if it is offered in English.
Ushering educational programs in English opens an institution increases
competitive advantage and serves as a gate way to reach more audi-
ences (Rico & Loredana, 2009).
The majority of top ranked universities around the world are found
in Anglo-Saxon countries like the US, UK, Australia, etc. With the in-
creasing mobility and the co-integration of the intellectual market,
those seeking to learn are migrating to the leading addresses (Rico &
Loredana, 2009) for better education and experience. Consequently,
Cubillo, Cerviño, and Sánchez (2006) stated that many institutions
face several challenges to promote or advertise themselves in the
marketplace, thereby, leaving no options for tertiary institutions other
than adopting inter-nationalization strategies. Regional and local gov-
ernments are becoming keen in marketing their schools as intellectual
development destinations, attracting foreign students who are active,
keen to leave home, and willing to travel and experience new cultures
(Blight, 1995). In addition, countries offering edu-tourism were found
to be wealthy and highly competitive in the tourism sector; it was
concluded that educational tourism is related to wealth of host country
(Rico & Loredana, 2009). Learning tourism can be viewed as a continu-
um ranging from general interest learning or exposure while traveling
to purposeful learning and travel (Ritchie, Carr, & Cooper, 2003).
Etymologically “motive” originated from a Latin word “movere”
meaning to move (Dann, 1981). Motivation refers to the internal factors
that enjoin and integrate a person's or group's behavior for potential
satisfaction (Iso-Ahola, 1982; Murray, 1964). A few decades ago,
Cohen (1972) classified tourists into four categories; he divided them
using their various motivations: the explorer and the drifter seek
new experiences and novelty, while individual or mass tourists seek
acquaintance or in other words familiarity. Hence, tourist motivations
explain why an individual or group has behaved in such a way (Dann,
1981). Further, Dann (1977) developed the concepts of “push” and
“pull”. He further explains that the push factors are the socio-
psychological constructs of tourists and their home environment that
59
predispose them to travel; on the other edge the pull factors are those
parameters that attract them to a given destination. Similar studies
like Uysal & Hagan (1993) and Yuan & McDonald (1990) supported
Dann's theory. A few decades ago Agarwal and Winkler (1985) conduct-
ed a study about the demand for international education in the USA;
they found that the demand for education depends on the per capital in-
come of the home country, education opportunities at home, benefits of
studying abroad and tuition fee. Subsequently, McMahon (1992) con-
ducted a research to determine the flow of international students
from developing countries to developed countries between 1960 and
1970. He found a negative correlation between studying abroad and
prosperity, lamenting that higher levels of education lead to prosperity.
In his views the push factor was basically the level of economic wealth,
global political involvement of the home country and available educa-
tion opportunities. The pull factors include economic cooperation
between the host and home country. He found a positive correlation be-
tween the size of the host nation economy and that of the home nation
economy.
Heider (1958) proposed that attribution theory (AT) is the
prejudiced conception of causality rather than reality, which affects an
individual's behavior. Cort, Griffith, and White (2007) added that AT
concentrates on a person's recognized reasons of progress and their
immediate and related impacts on the resulting conducts. Thus, our
study is grounded on this theory. In their influential studies (Felix &
Steve, 2007) noted that the number of people studying abroad and
who originated from African has increased from 2580 in 1970 to over
1.8 million in 2002 and the push factors for African students include
economic, political and host country capacity. They stressed that these
factors are further influenced by media, friends, private agencies and
word-of-mouth. The pull factors include those attractive infrastructures
or resources available in the host country, in other words pull factors
from the host county perspective e.g. easy application, international
recognition in terms of higher education and a safe environment,
whereas the pull factors from the institution perspective include course
availability, teaching expertise, accommodation cost and availability,
post-qualification employment data and labor market data (Felix &
Steve, 2007). Students are influenced by cultural links, economic
growth and public infrastructure; host country political interests in
the home nation through monetary aid, tuition fee waiver programs,
and merit-based scholarships and other form of assistances (Jason
et al., 2011; Lee & Tan, 1984). In addition Jason et al. (2011) stated
that edu-tourist motivations are widely influenced by the commonality
of language, historical or colonial links between the home and host na-
tions, geographic proximity and the accessibility of science and
technology-based programs. Consequently, Mazarrol, Kemp, and
Savery (1997) asserted that the institution's reputation for quality and
marketing efforts, staff expertise, varieties of courses, alliances, technol-
ogy and general resources tend to influence the students' decision in
selecting a host country for edu-tourism.
Nevertheless, the quartet reasons why mankind changes location
with a purpose as described by Brown and Lehto (2005) are altruism,
in other words the desire to give back, affinity, cultural immersion and
family. Rehberg (2005) added three set of motivational factors namely;
“achieving something positive”, “quest for the new”, and “quest for one-
self”. The first group of motives focalizes more on the ethical values and
determinations, and the second ground emphasizes on friends, culture
and fresh experiences. The third one stresses more on self-interest mo-
tives, basically on professional, intellectual and career purposes. Similar-
ly, previous studies have shown that international students choose
Great Britain over other potential destinations as they value the
culturalization opportunities (Times Higher Education, 2009) with so-
cial and economic benefits (Paul, 2010).
The edu-tourism sector is one of the unnoted sub-sectors of the
United Kingdom tourism market (Ritche, 2003). This is largely due to
a lack of understanding about the concept of educational tourism, its
value to the visitor economy and associated impacts (Ritche, 2003).
60 A.M. Abubakar et al. / Tourism Management Perspectives 11 (2014) 58–62
Since its popularity in the tourism market is only expected to proliferate
(Gibson, 1998; Holdnak & Holland, 1996) there is need for additional
research, in order to fill up the gap and to provide a framework for
this phenomenon. For example Joyce (2012) noted that research has
probed into some areas of the economic and developmental effects of
edu-tourism; a comprehensive, systematic model of how these ele-
ments interact has remained elusive. As such this study embarks to fill
the gap in order to have comprehensive framework regarding the moti-
vations of edu-tourists.
2. Methodology
The current study is qualitative and explanatory in nature because
the quantitative approach and quantitative method cannot provide
comprehensive descriptive data. Silverman (2000) added that qualita-
tive methods allow deeper understanding of the phenomena. Semi-
structured in-depth interviews were conducted with international
students at Eastern Mediterranean University (EMU). Open-ended
questions were used to enable the participants to openly express
their motivations and aspirations. A quota sampling methodology
was adopted; the interviewees were international students from
Azerbaijan, France, Iran, Jordan, Kazakhstan, Lebanon, Nigeria, Palestine,
Russia and Tanzania studying in various fields. A quota sampling tech-
nique was used to avoid selective bias. The data collection modus
operandi was useful in exploring primary motives, how and why people
choose to study in foreign countries; precisely North Cyprus. Prior to
data collection, the prospective interviewees were informed and as-
sured of their confidentiality and anonymity; this was done to minimize
the social desirability bias of the respondents. Open ended questions
asked includes ‘In your opinion why do you think people study
abroad?’; ‘why did you choose to study abroad?’; ‘why did you choose
to study in North Cyprus?’ and ‘what are the reasons you chose to
study in EMU?’.
We conducted a pilot study with 4 students to see if there is any am-
biguity in our questions. At the end no changes were made and a total of
31 interviews were observed. The recruitment of respondents came to
an end when information saturation was reached because no additional
data/information was recorded. Hence, the interview was stopped
(Strauss & Corbin, 1998). These interviews were tape-recorded and
then transcribed into text (Lo & Lee, 2011) and further inserted into
qualitative analysis software (Aquad 7) for content analysis.
3. Findings
The research includes 31 participants, from Azerbaijan (1), France
(1) Iran (6), Jordan (8), Kazakhstan (2), Lebanon (1), Nigeria
(7), Palestine (2), Russia (2) and Tanzania (1) respectively. The demo-
graphics set up include ages ranging between 19 and 30 years. Fourteen
(14) of them were female and the rest males. Seventeen (17) of them
were undergraduates and the rest were post-graduate students (masters
and PhD). Themes and categories came to light through content analysis
of the interviews. Merriam (1998) noted that “content analysis is the
simultaneous coding of raw data and the construction of categories
that capture relevant message”. We broke down the interviews into
text units; text unit is a phrase or sentence that represents a point
made by the respondent. This procedure was repeated twice to gain con-
sistency in finding the themes of motivations from the transcriptions.
Table 1 presents the themes and equivalent count of the text units.
3.1. Accreditation, reputation, future job prospects and english
The most mentioned factors by twenty seven (27) of the respon-
dents was future job prospects either in the host or home country,
due to the reputation of foreign degrees in the home country. They
chose their universities due to the number of accreditations, and
Table 1
Motivations.
Themes Categories
Motivations • Accreditation, reputation, future job prospects and English as
teaching medium (27)
• Quality of education (23)
• Failing in entrance exam in the home country (14)
• Culture, new language, travel and welcoming attitudes of
the locals (16)
• Tuition fees and Scholarships (10)
• Safety and Low rate of discrimination in host country (10)
• Quality of life and living expenses in the host country (9)
• Political instability in the home country (7)
• Easy to get visa (7)
• Easy admission (6)
• Recognition in the home country (5)
• Qualified and friendly academic staff (4)
• Natural and environmental factors (3)
• Lack of availability of program in the home country (3)
• Closeness to the home country (3)
because English is the medium of instruction. For instance, some of
the respondents stated that
“… the people that do best in his home country studied abroad in-
cluding those in financial areas and so we choose to be like them, be-
cause it's better to learn more” (#4 From Nigeria)
Similarly, “… people study abroad because of quality and job pros-
pects and English language. In my case I was here before as exchange
student ….” (#23 from Russia)
“People study abroad for greater opportunity …. If you come from
Middle East you get paid more” (# 17 from France).
“It has high ranking, ABET on the certificates, quality in education”
(#18 from Jordan)
3.2. Quality of education
The second most mentioned factor by twenty three (23) respondents
was quality of education. They stated that one of the important factors
that motivated them to study abroad was to have access to higher quality
of education as well as science and technological facilities.
“… the education level abroad is better … reputability, the teaching
language is English ….” (#13 from Jordan)
“… there is a perception that if you go abroad there is a better quality
of education” (#14 from Tanzania).
“I came here because good education and quality than in ***”
(#24 from Russia)
“Generally I think people go abroad because they pursuing better
quality in education ….” (#27 from Iran).
“… the degrees from here are recognized in Jordan, they have good
quality” (#29 from Jordan).
3.3. Failing in entrance exam in the home country
Sixteen (14) of the respondents mentioned that they were unable to
meet the cut-off requirements to be admitted in their home country.
They experienced difficulties getting admission into the home universi-
ties. For example some of the respondents said.
“… in my country to study engineering you have to get 80 in high
school, here they accept less than 80%” (#7 from Jordan).
Similarly, “to study in your country you have to get high score in the
high school exams” (#8 from Palestine).
In my country, the barrier for entrance examination is very high.
People have difficulty passing that exam, only rare people are selected
(#31 from Iran)
 A.M. Abubakar et al. / Tourism Management Perspectives 11 (2014) 58–62
3.4. Culture, new language, travel and welcoming attitudes of the locals
Twelve (12) of the respondents mentioned; cultural altruism, novel-
ty to travel, experiencing new things, learning new language and
meeting new people.
“People study abroad because they want to experience new culture”
(#1 from Nigeria)
“People travel abroad to meet new people and culture ….” (#3 from
Nigeria)
“… meeting new people, learning new cultures” (#6 from Nigeria)
“From my point of view and ideas, people study abroad for having
international experience” (#25 from Azerbaijan)
3.5. Tuition fees and scholarships
In general tuition fees and the availability of scholarships tend to be
among the critical factors in decision making regarding the destination
for edu-tourism. In addition the universities in North Cyprus especially
EMU often offer scholarships to foreign students.
“… the university is doing well and the tuition fee is important”
(#19 from Kazakhstan)“… tuition fee is conducive ….” (#2 from
Nigeria)
“… the tuition fee is attractive and subsidized ….” (#4 from
Nigeria)“… it is reasonable given the tuition fee” (#15 from Iran)
3.6. Safety and low rate of discrimination in host country
North Cyprus is worth visiting due to its natural beauty, calm and
safe environment as well as its law abiding citizens. It has a tough and
strict criminal justice system and the rate of crimes is very low com-
pared to other European countries. People often sought peaceful places
to live and study. For example some of the respondents stated that
“… people here are tolerant and don't discriminate ….” (#3 from
Nigeria)
“… very safe country ….” (#28 from Jordan)“… safe country ….”
(#30 from Palestine)
3.7. Quality of life and living expenses in the host country
The quality of life and living expenses is another motivating factor
that encouraged students to study in North Cyprus. Some of the respon-
dents felt that the quality of life is of the same standard as that of their
home countries, while some compared the living expenses to other
developed countries. For example some the respondents stated that.
“… the living expenses are same of Jordan.” (#29 From Jordan)“…
living expenses are affordable also tuition fees ….” (#11 from Jordan)
“… the expenses are less than other countries ….” (#9 from Nigeria)
“… the level of life here is good ….” (#30 from Palestine)
3.8. Political instability in the home country
Some of our respondents stated that political factors forced them to
study abroad, they were not happy with the current situations in their
home countries. Suggesting that the political instability in their home
countries was the reason they decided to study in a foreign country.
For instance some of them stated that
“… a few people go abroad because of the bad conditions in their
country ….” (#10 from Lebanon)
“… because I didn't like the situation in *** ….” (#22 from Iran)
“… It is because of problems with government ….” (#15 from Iran)
61
3.9. Ease of getting visa
Twenty two percent (22%) of the respondents stated that they were
motivated to study in North Cyprus due to ease of visa. Some of them
have free visa access to North Cyprus while some required a visa but it
is easy to get and they don't need to go through long processes. For
example some of them mentioned that.
“… and ease of visa.” (#2 from Nigeria)
“… visa is easy….” (#31 from Iran)
4. Conclusion and future research
The preliminary outcome of the study provides initial motives de-
scriptions for edu-tourists. The study identified fifteen (15) factors
that motivate student to travel abroad for the purpose of learning as
presented above in Table 1. Given that only few studies have examined
the motivations of edu-tourism. This study has addressed this research
gap. Considering that a quota sampling technique was employed and
the research was conducted in North Cyprus, there were difficulties
experienced in reaching the whole international student population.
Secondly, there was a lack of adequate literature review related to
student motivations. The generalizability of the results appears to be
questionable to other countries. For managerial practitioners in
Northern Cyprus this study can increase their insights and ideas regard-
ing the motives of international students. Countries hoping to be edu-
tourism destinations can also benefits from the outcome of our study
except that they and their politicians should take note about the impli-
cation of discrimination. For example, one of the respondents stated
that in other countries like *** the level of racism is high whereas in
North Cyprus it is less pronounced. Similarly another respondent said
that North Cyprus is good because people here are tolerant and don't
discriminate.
In addition, other universities in North Cyprus should pay more
attention to the quality of education and accreditation because, some
of the respondents declared that EMU has highly qualified staffs and
accreditations. One of the interviewees asserted that “I was at ****
university, after that I decided to transfer to EMU because it has better
quality of education, the environment and the university recognition
is much more broader than the one at **** university”. Finally, tourism
industry managers should collaborate with tertiary institutions to pro-
ject reputable images of the destination, both as an attractive, prosper-
ous and cultural destination, and as a place to acquire a quality learning
experience (Ritche, 2003).
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