project: analysis of a destination
edwin220338
tour_1001_sg_sp2_13_part_3_tm.pdf
Study guide – Part 3 Weeks 7- 11
Assignment 3 – Major Assignment
TOUR 1001
Understanding travel and tourism
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Graham Brown, Shirley Chappel, Jenny Davies
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TABLE OF CONTENTS
TOPIC 6 ANALYSIS OF A DESTINATION
Note: This Study Guide is available on the World Wide Web.
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TOPIC 6 ANALYSIS OF A DESTINATION
OBJECTIVES
At the end of this topic you should be able to:
analyse a tourist destination
demonstrate your ability to apply tourism theory to the analysis of the destination you have
chosen
communicate your analysis of a destination in clear, formal English
show your understanding of the difference between formal English and the kind of language
used in brochures, advertisements and guidebooks
BEGINNING ASSIGNMENT 3
1. You should begin your preparation for Assignment 3 by reading the following:
o The assignment details in the Course Outline (on the website if you do not have a copy)
o The article you read for Assignment 2
o Shirley’s Corners 3, 4 and 5
o The handouts for Weeks 4, 5 and 6
o The Bali example in Study Guide Part 3
o Topic 5 in Study Guide Part 2
2. In Assignment 3 you must include a substantial amount of information from the article you
read for Assignment 2. In addition to the information from the article for Assignment 2, you
must include information from other articles and other sources of information.
3. Students who have chosen the New Orleans article will be able to use it to explain the history
of tourism in New Orleans.
4. Students who have chosen the Venice article will be able to use it to explain the impact of
tourism on the people who live in Venice. The article also contains some information about
the history of tourism in Venice.
5. The Bali example shows you how to set out Assignment 3. It is long because I wanted to
give you as many ideas for examples as I could. Your assignment must not be as long as
the Bali example.
ON-GOING SUPPORT THROUGH ASSIGNMENT 3
1. During the weeks while you are doing Assignment 3 your tutor is willing to give you support
although finding the information for your assignment is your job.
2. Your tutor will act as your supervisor if you keep in touch with her about any problems you
are having. If you do not seek help when you are having problems, the tutor cannot help you.
You can get help through the submission of parts of your assignment as you do them. The
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tutor will not have time to give feedback on finished assignments close to the date of
submission.
3. Shirley’s Corner and the Discussion Board will also be used to help you with the assignment.
4. You are expected to use journal articles for parts of the assignment. At some time after
Week 7, you will receive brief summaries of relevant journal articles to which you can refer.
THE FORMAT OF ASSIGNMENT 3
PROJECT
1. The assignment is called a project. It is not an essay. It is not a report. It must be set out in
the way the Bali example is set out in Study Guide Part 3. Do not number the headings.
2. The assignment must have an introduction and a conclusion. Please do not use the word
Body in referring to any part of your assignment.
3. Do not have a table of contents.
4. Do not have an appendix.
5. Your task in the assignment is to do your own research.
APPLYING TOURISM THEORY
1. You must also apply some aspects of tourism theory to tourism at the destination you have
chosen and to the kinds of tourists who would choose the kinds of tourism you have chosen.
The assignment is intended to give you the opportunity to apply theory to a particular
problem.
2. Later in Study Guide 3 you will be given advice about using tourism theory.
WRITING THE INTRODUCTION
1. In the introduction you should provide general background information about the topic. This
general information is also an outline of the main themes of the assignment.
2. Read the introduction used in the Bali example to get ideas about writing your introduction. .
You will find the Bali example later in Study Guide 3.
3. The introduction to your project should not be quoted from one of the sources you have used.
It should not sound like a guidebook, an advertisement or a brochure. It should not include
statements such as ‘I have chosen’ or ‘I have selected’. It should be written in the third
person. This means that it will not include words such as ‘I’, ‘we’ or ‘you’. If you wish to
include your personal experiences of a place, you may do so. Consult Shirley Chappel about
the way to do this.
WRITING THE CONCLUSION
1. When you write your conclusion, you should use two or three sentences to summarise what
your assignment has been about.
2. Do not repeat the sentences you have used already in your assignment.
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3. The sentences in the conclusion should be generalisations about the assignment. They
should not contain specific details.
4. In the conclusion you can make recommendations about what the destination you have
chosen needs to do about remaining a sustainable destination. For example, you can write
about what Venice needs to do in order to deal with its carrying capacity problem. If you
have chosen New Orleans for your topic, you can write about the tourism re-building
problems the city faced after Hurricane Katrina.
5. The conclusion is also the place to suggest what kinds of research need to be done about
the destination you have chosen in the future. This kind of suggestion should be based on
what seems to be lacking from the material you researched for your assignment. This means
that you need some knowledge of the research articles and book chapters that have been
written about New Orleans.
6. From reading about the destination you have chosen you may also wish to suggest other
attractions that the tourism authorities may not have discovered at the destination you have
chosen. For example, there may be a heritage site that is not advertised as a tourist
attraction. You may think that it would be interesting to tourists.
WRITING STYLE
1. In your third assignment, you are required to use a formal, academic style of writing. You are
not allowed to use the style used in brochures, advertisements and guidebooks. A formal,
academic style should not be a complicated style. It should be a clear, concise style. Here
are some examples of the styles you are not allowed to use.
BROCHURE/ADVERTISING WRITING STYLES
These styles are meant to promote a destination and its attractions. They do this by using words
and pictures that are meant to persuade potential tourists to buy a certain tourism product. Your
major assignment is an academic analysis of a destination and its attractions. It is not a
promotion of a destination and its attractions. You can make negative comments about the
destination as well as positive comments. Here are some examples of the style of writing used to
promote a destination, its attractions and facilities. I have put in italics the promotional words.
Gateway to Alaska’s magic
Resorts that have it all
Exotic cuisines that will satisfy even jaded palates
Blue waters that are balm to weary minds, tired bodies and sore eyes
You are not allowed to use brochure and advertising style in your assignment.
GUIDEBOOK LANGUAGE
These are quotations from a guidebook about Dubai. Here are the reference details of the
guidebook.
Carter, T, Dunston, L 2006, Dubai: City Guide, Lonely Planet Publications, Melbourne
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‘If you’ve never seen a Bollywood movie on the big screen, add that to your list of things to do –
they’re a hoot!’ (p. 108).
‘…this is a great little independent (no alcohol) eatery that has been packing punters in for years’
(p. 84).
‘At the end of the street turn right into Al-Ahmadiya St. until you arrive at the beautifully restored
Heritage House’ (p. 64).
The information in guidebooks is often written in the second person (that is, it uses the word
‘you’) and it gives advice to tourists. It is also often very informal.
You are not allowed to use guidebook style language in your assignment.
JOURNAL ARTICLES
In your third assignment you must make substantial use of the article you summarised for the
second assignment. You must also include references to other journal articles. As we work our
way through the parts of the third assignment, in Shirley’s Corner I will give you advice about the
ways in which you may use other articles.
SECTIONS OF THE ASSIGNMENT
After you have written the Introduction to your assignment you must complete the following
sections of the assignment.
SECTION 1 - MAP AND ILLUSTRATIONS
2. In Section 1 of Assignment 3 you are required to provide a map of the destination you have
chosen. The map should be placed at the beginning of your assignment
3. Place is very important in tourism. Maps show where places are.
4. Find a political map of the country you have chosen for your destination.
5. The map must be referenced, that is, you must show the source from which you got the map,
usually the Internet. If you have used a map from a book or a journal article, you must
provide the reference details near the map as you would for an in-text reference. If you have
used a website, you must provide the website address.
6. The map must also show at least some of the places to which you refer in your assignment.
These are places on land and also at sea.
7. You are not required to use pictures to illustrate your assignment but you may do so if you
wish. The pictures you use must relate to what you write about. They are not intended just
to make your assignment look pretty as you may have done in a school project.
8. You should not have many pictures because there is a limit on the size of the file for this
assignment. This is an extremely important point and has caused students a lot of anxiety at
the time when they were submitting their assignment.
9. The pictures must also be referenced, that is, you must show the source from which you got
them. If they are photographs you or your family have taken, you will use yourself or a
member of your family for your reference.
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SECTION 2 - FEATURES OF THE NATURAL ENVIRONMENT
1. For the destination you have chosen, you must discuss two major features of the natural
environment that would be interesting to tourists. Your discussion must show how tourists
would experience these natural features.
2. Read Chapter 5 in the textbook (2010 edition, pp. 115-123; 2006 edition, pp. 130-137) for
information about features of the natural environment that would be interesting to tourists.
This is general information. It does not relate specifically to the destination you have chosen
but it does explain what natural sites and natural events are.
3. See also the natural environment section of the Bali example in Study Guide Part 3.
4. Then, using your own research, find information about two natural features of the destination
you have chosen for your project. You may use guidebooks, websites, encyclopaedias and
journal articles for this section of the assignment.
5. You will be judged on whether the examples you have chosen would be interesting to
tourists.
6. Your descriptions of these aspects of the natural environment should be written in the way
tourists would understand. You should not write in scientific language as though you were
writing for other scientists to read.
Do not choose climate as one of the natural features of the destination you have chosen if there
are more interesting natural features to choose.
SECTION 3 - THE SOCIETY AT THE DESTINATION
1. In this section of the assignment you must describe the kind of society the tourists would find
at the destination you have chosen. Your description must show the ways in which tourists
would become aware of the cultural features of the society.
2. The society at the destination is not necessarily associated with the tourism industry but it is
important to study the host society because its members are likely to be affected by tourism
even though they are not involved in it.
3. In the past some students have used this section of the assignment to write about dances
and festivals and other forms of the expressive culture of the local people. While you may
refer to these kinds of activities and practices in this section of your assignment, they are not
the major focus of this section. You are writing about matters concerned with the everyday
life of the people at the destination. The people do not engage in expressive activities such
as dancing every day of their lives. In some cases it may be better to write about these kinds
of activities in the ‘pull’ factors section of the assignment if these activities are promoted by
the tourism industry as attractions.
4. The host society is not necessarily associated with the tourism industry but it is important to
study the host society because its members are likely to be affected by tourism even though
they are not involved in it.
5. In the past some students have used this section of the assignment to write about dances
and festivals and other forms of the expressive culture of the local people. While you may
refer to these kinds of activities and practices in this section of your assignment, they are not
the major focus of this section. You are writing about matters concerned with the everyday
life of the people at the destination. The people do not engage in expressive activities such
as dancing every day of their lives. In some cases it may be better to write about these kinds
of activities in the ‘pull’ factors section of the assignment if these activities are promoted by
the tourism industry as attractions.
6. When you write about the people at the destination your content should not be like answers
to a set of questions in an examination. You should describe the people of the destination in
a way that interests your reader.
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7. CULTURAL UNIFORMITY OR CULTURAL DIVERSITY?
Some societies are mono-cultural. This means that there is one dominant culture. Japan
and Korea are mono-cultural although South Korea is now bringing in workers from South-
east Asia. Some societies are multi-cultural. This means that the population consists of a
variety of cultures. It is ethnically diverse. Australia and Malaysia are multi-cultural.
When you are writing about whether a society is mono-cultural or multi-cultural you should
consider the following points:
The kinds of races that make up the population of a destination. In Malaysia, for
example, Malays, Indians and Chinese are racially different.
The languages spoken by the population at the destination. You should identify the
languages spoken at the destination. One of the characteristics of a destination that makes it
extraordinary to tourists is language. Does the destination have more than one language? If
so, why? Sometimes languages are written in different scripts. This is also something that
intelligent tourists would notice. What kinds of scripts are used at the destination you have
chosen? You should try to discover the ways in which the sights and sounds of language are
part of the experience of tourists at many destinations.
Religion is an important cultural characteristic of people at a destination. In secular
societies religion is a private matter and therefore the practice of religion may not be obvious
to tourists visiting a destination. If a tourist is visiting a foreign country, religious practices
may be obvious even if the country is secular. India, for example, is a secular country but to
an Australian visitor the presence of religion in India is obvious. In your research you should
find out about the religious practices of people at your chosen destination. You should also
describe how those religious practices would be visible to a foreign tourist. You can do this
by making reference to the kinds of religious buildings you see at the destination. For those
students who wish to illustrate the assignment this is a place where pictures may be used –
for example, pictures of churches, mosques and temples. Tourists may also become aware
of the local religious practices from the sounds that they hear. For example, in a Muslim
country the sound of the call to prayer is, for the foreign tourist from a non-Muslim country, an
extraordinary experience. In some Christian European countries, the sound of church bells is
an indication of Christianity. Sometimes the clothes people wear is an indication of religious
practices. For example, in Thailand the clothes of the monks are an indication of Buddhism.
Food styles and ways of eating are also indicators of culture. There is, however, a
separate component of the assignment where information relating to food and drink
experiences is better placed. Leave food experiences to the Gastronomy section of the
assignment.
8. EARNING A LIVING
You should describe the ways in which people earn a living at a destination. Your description
should deal with relevant examples from the following topics:
If the society is predominantly agricultural, you should describe the kinds of
agricultural activities in which the people are involved. Once again, this is an
occasion when you can use illustrations to support your written description.
People who travel in foreign countries frequently regard seeing people involved
in agricultural work as a photograph opportunity. The housing of people who live
in agricultural areas also is another example of the extraordinary. Vineyards and
orchards are special examples of the ways in which people earn a living at the
destination. Tourists visit these places.
If the pastoral industry is a major part of the economy of the destination, you
should describe the kinds of animals involved. In some places, the pastoral
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industry provides the nucleus for a tourist attraction, for example, watching
sheep being shorn or watching sheep dogs rounding up the sheep in Australia.
The fishing industry is sometimes the major economic focus of a destination.
When this is the case, your description of people at the destination should give
some attention to the fishing industry at the destination. The fishing industry can
also be the focus for specific tourist experiences at the destination. For example,
meals of fish may be one of the attractions of the destination. Remember,
however, that there is a section of the assignment for gastronomic experiences.
Sometimes, festivals based on the fishing industry are an attraction. In some
places, tourists can do some of their touring on a fishing vessel.
At some destinations manufacturing industry may be the major focus of
economic life. A good guide should be able to interpret the economic life of a
destination by being able to explain what kinds of industries are dominant at a
destination. Often industrial sites are not regarded as places that tourists want to
see. However, if tourism is concerned with international understanding and not
just with seeing beautiful scenery, seeing factories should be part of the
experience. In some countries, tours of factories are an important component of
the tourist’s experience.
In some places the service industries are a dominant part of the economy. In
Singapore, for example, the image of Singapore that is dominant features the
banks and other financial institutions that constitute the financial service
industries. Singapore’s large number of hotels shows the importance of the
hospitality industry.
9. SOURCES OF INFORMATION
The first place you should look for information is the article you summarised for
Assignment 3. You must make substantial use of the article in Assignment 3 if its
information is relevant to this part of the topic.
Guidebooks such as Lonely Planet often provide this kind of information. Make
sure that you note the date of publication of your sources of information so that
your information is up to date.
The Encyclopaedia Britannica is another possible source of information.
The popular magazine, National Geographic, may have relevant information.
SECTION 4 - HISTORY AND HERITAGE
1. In this section of your assignment you must describe two major heritage resources of the
destination you have chosen and show how these resources help tourists to understand the
history of the destination. In the first sentence of this section you must explain what heritage
means.
2. Pages 123-125 of your textbook provide you with information about heritage resources.
3. Heritage refers to the remains of the past that are passed on from one generation to the next.
Heritage tourism can involve the following activities: visiting historical monuments, museums,
art galleries, historic houses and villages and theme parks that are based on the history of
the destination. It also includes attendance at re-enactments of historical events
Heritage refers to the remains of the past that are passed on from one generation to the next.
Heritage tourism can involve the following activities: visiting historical monuments, museums,
art galleries, historic houses and villages and theme parks.
4. When tourists engage in sight-seeing that helps them to learn about the history of the
destination, they are engaging in heritage tourism. The article you were required to read for
Assignment 3 may provide you with some information about your chosen destination’s
heritage resources. Detailed guidebooks often provide information about the history of a
destination. If you were a history student writing a history essay you would not use
guidebooks for the task. You are tourism students who should develop the practice of seeing
destinations as a tourist would see them. When you read about the history of the destination
in a guidebook, you should also read about the attractions of the destination because the
attractions often help to illustrate the history of the destination. It is relevant to consider the
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kinds of buildings you would find at a destination or pictures in the art gallery can help you to
understand the history of the destination. Exhibits in a museum also help you to learn about
the history of a destination. Sometimes destinations have old towns especially constructed
for the entertainment of the tourists. Sovereign Hill in Ballarat in Victoria, for example, helps
to inform tourists of life in 19 th century Australia at the time of the Gold Rush.
Encyclopaedias, particularly the Encyclopaedia Britannica, are another source of information
for this section of your assignment.
SECTION 5 - HOW A PLACE BECOMES A TOURIST DESTINATION
1. Places become tourist destinations for any of a number of reasons. Listed below are some
examples.
a. In this section you must explain how the destination you chose became a tourist
destination.
b. Tourism may have been deliberately adopted to create another kind of economic
activity at a time when there were changes (or there were likely to be changes) in the
established economy.
c. Tourism may be established at a destination because an important political figure
encourages its establishment. The ruling family in Dubai had a lot to do with Dubai
becoming a tourist destination. President Sukarno, Indonesia’s first President, also
played an important part in encouraging international tourism in Indonesia.
d. A place may become a tourist destination because it is situated on the route to
another tourist destination. Singapore is a possible example of this.
e. When a country develops its infrastructure (for example, roads, airlines and airports),
this may help in the development of tourism at a destination. To encourage
international tourism, China developed its infrastructure.
f. The place may have been discovered by a few people as an interesting place to visit.
The discoverers tell their friends about it and more people come to visit the place.
Tana Toraja in Indonesia is an example of this.
2. The New Orleans article is about how New Orleans became a tourist destination.
3. A section of the Venice article is about the history of tourism in Venice.
4. The summaries of journal articles you will receive after Week 7 may also help you with this
section of your assignment.
SECTION 6 PART 1 – MOTIVATION
1. Motivation is an important factor influencing tourists’ choice of a destination. In this section
you must explain what motivation means and show how it influences tourists to visit the
destination you have chosen. This means that you must decide the likely inner wants, needs
and desires that would be satisfied if tourists visited the destination you have chosen and
engaged in its activities.
2. Read the section on motivation on p. 170 of the textbook and make sure that you can tell the
difference between motivation and travel purpose.
3. People are motivated to do what they do by their needs, wants and desires.
4. Because motivation is intrinsic (within the person), it cannot be seen (Zimbardo 1985, p.
376). We can make an intelligent guess about what motivates a person by observing their
behaviour but we cannot be sure that our guess is correct.
5. The Bali example refers to likely motivations. The word ‘likely’ is used to show that we
cannot be certain what motivates people and so we are making an intelligent guess as a
result of observing people’s behaviour.
6. When you are writing about motivation in your assignment, please start the section with a
concise explanation of what motivation means.
7. This is a section of the assignment where you must apply tourism theory to the topic you
have chosen. In this case, the theory is motivation theory.
8. Here is a list of various kinds of motivation for travel and tourism. From this list choose the
motivations that are relevant to tourists who go to the destination you have chosen. The
theory for each of these motivations has been developed by a particular scholar. Therefore,
when you use these motivations, you must provide an in-text reference to indicate the scholar
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who developed the theory. The Bali example that you will find later in this Study Guide will
show you how this is done. You are not expected to write about all of these motivations.
Choose two or three motivations relevant to your topic. The distinction and high distinction
students will show that they have thought carefully about the choice they have made.
9. Dann (1981, p. 189) – Travel is a ‘response to what is lacking yet desired’. We go away to
experience something we cannot experience at home.
Cohen (1979, p. 187) – People are motivated to travel by their desire to experience
authenticity. They think that their own lives are not authentic.
Cohen (1979, p. 189) – People travel to seek meaning in the lives of people in other
societies by living the lives of people in other societies.
Lett (1983, p. 38) – People travel to satisfy their need to play.
Graburn (1983, p. 21) – People travel to experience ‘ritual inversion’, that is, to satisfy their
need to do the opposite from their daily routine.
McKean (1989, p. 183) – People travel because they desire to know ‘others’ and thus to gain
a greater understanding of themselves. ‘Others’ refers to people of other cultures. When
people learn about other cultures through their travels, they become more aware of their own
culture by comparing and contrasting their way of life with other people’s ways of life.
Rojek (1993, pp. 113-114) – People seek the roots of their heritage in another country. They
enhance their feelings of self-worth by identifying with their heritage in another country.
Rojek (1993, pp. 113-114) – People who live in ever-changing contemporary societies
engage in heritage tourism because they can make connections with sites and sights that are
more permanent than aspects of their own societies. These signs of permanency include the
Egyptian pyramids, the Great Wall of China and the temple complex of Angkor Wat in
Cambodia.
Ryan (1997, p. 28) – People are motivated by their desire to learn, to satisfy their curiosity
and to see for themselves what they have read about or seen on the screen.
Ryan (1997, p. 28) – People are motivated to go on holiday simply to be in the company of
other people.
Ryan (1997, p. 28) – People are motivated to travel by their need to acquire physical and
social skills and to confront challenges. When travellers successfully meet these challenges,
they receive the respect of others and improve their self-respect.
Maslow (1969, p. 58) – People travel to satisfy their spiritual need for cosmic identification,
for seeing their place in the universe. This can happen in the presence of some magnificent
natural attraction such as the Grand Canyon in the United States or a star-lit sky in the
Australian Outback.
SECTION 6 PART 2 – ‘PUSH’ FACTORS
1. In this section you must explain what ‘push’ factors are and show how they influence people
to visit the destination you have chosen. This means that you must write about the factors
that make it possible for people to become tourists and to visit the destination you have
chosen. In this section you are applying the theory of ‘push’ factors to the destination you
have chosen.
2. Read pp. 59-70 of your textbook to learn more about ‘push’ factors.
3. Begin this section of your assignment with an explanation of what ‘push’ factors are.
4. Find answers to the following questions in relation to the destination you have chosen.
a. Do the tourists who visit the destination you have chosen have spare money
(discretionary income) to spend on tourism?
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b. Do the tourists who visit the destination you have chosen have access to a tourism
industry that helps people to plan their holidays?
c. Do the tourists who visit the destination you have chosen come from a place where
people are given paid holidays (discretionary time) to go on holiday?
d. Do the tourists who visit the destination you have chosen come from highly
urbanised societies?
e. Do the tourists who visit the destination you have chosen come from advanced
economies where, through good health care, people live long lives, retire early and
have pensions to support them?
f. Do the tourists who visit the destination you have chosen have access to
transportation technology which enables them to travel long distances for their
holidays?
g. Can the tourists who visit the destination you have chosen use the Internet to
arrange their holidays?
h. Do the tourists who visit the destination you have chosen come from countries which
give them the freedom to travel to other places?
5. It is highly likely that the tourists who visit the destination you have chosen come from
developed countries. In your research you should try to find data indicating the origin
countries of the tourists who visit the destination you have chosen.
SECTION 6 PART 3 – ‘PULL’ FACTORS
1. In this section you must explain what ‘pull’ factors are and show how they influence people to
visit the destination you have chosen. This means that you must write about the factors that
attract people to visit the destination you have chosen. In this section you are applying ‘pull’
factors theory to the destination you have chosen.
2. You are not required to write about every ‘pull’ factor. You must choose the most important
‘pull’ factors that influence people to visit the destination you have chosen. You must explain
why you have chosen certain ‘pull’ factors.
3. Read pp. 86-95 of your textbook.
4. Begin this section of your assignment with an explanation of what ‘pull’ factors are.
5. The following questions will help you think about how ‘pull’ factors apply to the destination
you have chosen.
a. Do tourists who come to the destination you have chosen come from countries that
are near to the destination you have chosen?
b. Are domestic tourists an important part of the tourist market for the destination you
have chosen?
c. Do tourists come from countries that are distant from the destination you have
chosen?
d. What kinds of transport links exist between the destination you have chosen and the
rest of the world? It would be a good idea to write about this in the transportation
section of the assignment rather than in the ‘pull’ factors section of the assignment.
e. Is the destination you have chosen an expensive destination? Is its cost of living
high? How does the value of its currency compare with the value of the currency of
the countries from which tourists come to this destination? Is it a suitable destination
for backpackers on a budget?
f. What kinds of attractions are available for the enjoyment of tourists at the destination
you have chosen? There are other parts of the assignment where you can also write
about attractions. For example, you write about the attractions of the natural
environment in the section about features of the natural environment. You write
about heritage attractions in the history and heritage section of the assignment. You
write about food and drink attractions in the gastronomic experiences part of your
assignment. Therefore, in this ‘pull’ factors part of your assignment you should write
about a special attraction that does not fit into these other parts.
g. Do tourists come to the destination you have chosen because they are culturally
similar to the people who live at the destination? Or do they come there because of
cultural dissimilarity?
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h. Is the destination you have chosen well provided with facilities such as
accommodation (to cater for budget travellers as well as for affluent travellers) and
local transport? It would be better to write about these matters in the sections of your
assignment in which you are asked to write about transportation and
accommodation.
i. Are there special ways in which the government and the tourism authorities at the
destination you have chosen show that they welcome tourists?
j. Is the destination you have chosen politically stable? Does it have a history of
terrorist acts? Are there media images of the destination you have chosen that may
deter tourists from visiting the destination you have chosen? Does the destination
have a high crime rate? Has the Australian government or the government of the
country from which you come issued warnings about visiting the destination you have
chosen? Type Travel Advice (and then the name of the destination you have
chosen) into your computer and see what kind of information you get about crime,
stability and safety.
SECTION 7 – MERCHANDISE FOR TOURISTS
1. In this part of the assignment you are required to write about four examples of the kinds of
objects tourists buy at the destination you have chosen. The objects they buy are intended to
remind them, when they return home, of their visit to the destination. They are souvenirs.
2. These objects may be cheaper items such as key-rings, mugs, t-shirts and postcards. They
may be more expensive objects such as carpets, works of art, pieces of sculpture or
woodwork or special kinds of clothing associated with the culture of the destination.
3. Read about merchandise on p. 202 of your textbook.
4. Websites and guidebooks will provide you with this kind of information.
SECTION 8 – IMPACTS OF TOURISM ON THE HOST SOCIETY
1. In this part of the assignment you must discuss the impacts (the effects) tourism has one the
lives of the host society (the local people) at the destination you have chosen.
2. In this section you are applying impacts theory to the destination you have chosen. You
must provide evidence for what you write by using in-text references from relevant journals.
The summaries of journal articles you will receive after Week 7 will help you with this.
3. Students who chose Venice as their destination can use the content of the Assignment 2
article for this section.
4. Read pp. 213-217, 218-221, 222-223, 225-226, 227-231, 239-258 of the textbook.
5. The important theoretical terms and ideas from which you can choose for this section are as
follows:
Economic impacts
a. Direct revenue – the money the tourists spend and pay in taxes to the government of
the host country
b. Job creation – employment in the tourism, events and hospitality industries
c. Multiplier effect – other businesses besides tourism and hospitality benefit from the
money the tourists spend
d. Backward linkages – links between tourism and other industries that supply the
tourists
e. The provision of infrastructure to meet the needs of the tourists but can also be
available for the use of the local people
f. The informal sector – street stall vendors, unofficial guides, local transport providers,
prostitutes
g. Profits to developed countries which invest their capital in developing countries
h. The use of expatriate managers
i. Menial jobs for local workers – part-time, casual, seasonal, semi-skilled, little chance
of career advancement
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j. Leakage effect – money lost to the local economy because goods are imported to
serve the tourists’ needs, profits to international investors, money paid for
international advertising
k. Diversion of funds to tourism from money required for the basic needs of the local
people such as health and education
l. Diversion of local people from traditional employment – for example, abandonment of
farming in Nepal for work in trekking
m. Inflation – for example, increase in land prices required for tourist facilities thus
making land too expensive for the local people
Socio-cultural impacts
a. The homogenisation of society - traditional societies become more like modern societies
and lose their traditional culture
b. Demonstration effect – members of the host society copy the style and behaviour of the
tourists
c. Pseudo-events – the loss of authenticity
d. Preservation of culture – tourism gives a society a reason to keep its traditional culture
alive because tourists will pay to see it
e. False impressions - performances of traditional culture for the tourists may give the
impression that the society has not progressed
f. Commodification of culture – dances, ceremonies and artefacts become commodities for
sale to the tourists
g. Social change as the traditional leaders of a society lose their influence because of the
influence of international tourists on the local people
h. Marginalisation of local society members who adopt the ways of the international tourists,
thus distancing themselves from their own society but not being fully accepted into the
society of the tourists
i. The development of a middle class in the host society from the money earned from
providing services for tourists
Environmental impacts
a. Loss of a sense of place – that is loss of a sense of attachment to where a person lives
because the place has been changed by tourism
b. Coastal areas damaged by tourist boats
c. Oil spills from cruise liners causing pollution of seawater
d. Damage caused to rock face by climbers in mountainous areas
e. Pollution of sea-water and mountain streams because of inefficient waste disposal
f. Foreign vegetation brought into a native environment causing harm to native vegetation
g. Characteristics of wilderness areas lost because of too many tourists and building
programs
h. Animal habitats disturbed by the provision of facilities for tourists
i. Eating patterns of animals disturbed by tourists feeding the animals
j. Fishing areas of local fishers disturbed by tourist activity
SECTION 9 – ACCOMMODATION AVAILABLE TO TOURISTS
1. In this section you must write about the accommodation available for tourists at the
destination you have chosen.
2. You must not give the names of hotels (for example, Intercontinental) but just the kinds of
hotels and other forms of accommodation (for example, youth hostels) that are available.
3. You must consider why different kinds of tourists would choose different kinds of
accommodation.
4. Read pp. 140-142 of your textbook.
5. Websites and guidebooks will provide you with information for this section.
6. Accommodation is available in a variety of forms to suit a variety of budgets. Travellers can
choose from a range of hotels: city hotels in inner cities, convention hotels for meetings,
conventions, conferences and exhibitions; airport hotels; resort hotels that provide
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recreational facilities; and apartment hotels in which travellers are able to do their own
cooking.
7. Motels, which were developed as accommodation for people travelling by car, are another
type of accommodation.
8. Timesharing is another form of accommodation for contemporary holidaymakers. It involves
people sharing the purchase of a property at a holiday location and then sharing access to
the accommodation.
9. Caravans, caravan parks and camping grounds also provide a casual form of
accommodation provision for holidaymakers often in family groups. These forms of
accommodation are suitable for beach holidays and holidays in national parks.
10. Bed and breakfast accommodation provision and vacation farms also offer accommodation
on a small scale and provide opportunity for travellers to have more personal contact with the
host families providing this kind of accommodation. Homestays also serve this purpose.
Vacation farms comprise farm houses or other farm buildings that have been converted into
accommodation. People who use this kind of accommodation may also participate in farm
activities.
11. The importance of backpackers as a market for tourism has made hostels important. Hostels
provide dormitory accommodation and an opportunity for backpackers to get to know young
travellers from many countries. Sharing of backpacker experiences is an important part of
the tourism experience for these young travellers.
12. Guesthouses or private hotels providing rooms and meals were once popular but are now
declining in importance. They have not, however, completely disappeared.
13. Caravanseries in the Middle East and Asia traditionally provided overnight rest for travellers
and were located on the caravan trade routes. In those days people travelled in groups for
mutual protection. Some of these caravanseries have now been converted into hotels for
tourists.
14. You must also consider how accommodation enables tourists to experience local culture and
heritage. For example, in Mongolia tourists may stay in a yurt. In France, tourists may
choose to stay at a chateau.
SECTION 10 – TRANSPORTATION TO AND AT A DESTINATION
1. In this section of the assignment you must explain the kinds of transport tourists would
use in order to visit the destination you have chosen. This includes the transport they
use to come to the destination and also the transport they use while they are at the
destination. It is likely that the transport they use to get to the destination will also be the
kind of transport they will use to leave the destination but this may not always be the
case.
2. Read pp. 137-140 of your textbook.
3. Websites and guidebooks will provide you with information for this section.
4. Travel to, from and within a destination is an important part of the tourist’s experience.
The development of the steam train was a turning-point in the history of travel and
tourism. Currently transport is provided by trains, cruise liners, houseboats, river-boats,
coaches or buses, automobiles and aeroplanes.
5. The use of motor transport necessitates good roads. Freeways assist in rapid movement
from one place to another but deprive travellers of much of the sightseeing experience of
pre-automobile days.
6. In this section of the assignment you should consider whether there are any special kinds
of travel developed for tourists such as the Palace on Wheels in India.
7. You should also consider whether the destination you have chosen is on the route of a
cruise liner so that the destination’s tourists will also include people who come ashore
from the liner for a few hours.
8. Using local transport, especially when it is very different from the kinds of local transport
to which tourists are accustomed, is another kind of tourist attraction. In the Philippines,
for example, having a ride in a jeepney is an experience tourists may like to have.
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SECTION 11 – GASTRONOMIC EXPERIENCES AT A DESTINATION
1. In this section of the assignment you must explain the kinds of food and drink experiences
available for tourists at the destination you have chosen.
2. Read pp. 126-127 of your textbook.
3. Websites, guidebooks and journal articles will provide you with information for this section.
4. Please note that you are not being asked to write about the food and drink consumed by the
local people unless this food and drink is also consumed by the tourists.
5. Besides providing for the sustenance needs of tourists and other travellers, food and
beverage provision at a destination and along the transit route also provides tangible contact
with the gastronomic culture of locations. Food and beverage outlets take a variety of forms.
These include hotel dining rooms, fine dining restaurants, ethnic restaurants, cafeterias,
cafes and food malls, hawker stalls and other kinds of street food places, markets, fast food
outlets and supermarkets.
6. You should consider the kinds of tourists who are likely to visit the destination. If they are
people who do not like to eat unfamiliar food, you should consider what kinds of food outlets
are available to serve the needs of such people.
7. Food at a destination can also be a negative experience for tourists. Sickness caused by
what tourists eat at a destination disrupts tourists’ holidays.
8. Tourists are also likely to be concerned with the quality of water available at destinations.
9. In some cultures the consumption of alcohol is not allowed. Therefore, this can impact on
the experience of tourists who come from countries where there is no prohibition on the
consumption of alcohol.
10. You should also try to find out whether there are any special gastronomic experiences
associated with the destination you have chosen. In Singapore, for example, having high tea
or drinking a Singapore Sling at Raffles Hotel is something tourists like to do. Eating food
from a Japanese lunch-box is another kind of cultural experience.
SECTION 12 – PROMOTION, BROCHURES AND INTERPRETATION
1. There are several parts to this section of the assignment. You must explain the purpose of
promotion of a destination. You must find out what interpretation means. When you know
what interpretation means, you must explain how websites you have accessed interpret the
destination you have chosen. You must learn how destinations are promoted. You must
learn what a brochure is. You must prepare the components for an original brochure you
would design to promote to interpret the destination you have chosen.
2. Read pp. 201-205 of your textbook.
3. The brochure you design must convey a message to your target market about the destination
you have chosen. In your brochure, you must use words and pictures that will persuade
people to have a holiday at the destination you have chosen. You can get ideas from the
Internet but your brochure must be original. An example of a brochure prepared for this
assignment will be put on the website.
4. Begin this section of your assignment with a statement about the purpose of promotion.
5. Promotion is one aspect of the marketing of a tourism product. Weaver & Lawton (2010, p.
201) explain promotion as follows: ‘Promotion attempts to increase demand by conveying a
positive image of the product to potential customers through appeals to the perceived
demands, needs, tastes, values and attitudes of the market or a particular market segment’.
6. KINDS OF PROMOTION
a. Publicity (Weaver & Lawton 2010, pp. 201-201). Weaver & Lawton describe the
press release approach to promotion as ‘one of the least expensive means of
promotion, and one that can be readily used by destination managers’. Other forms
of publicity may be provided through magazine articles and special programs on
television. Sometimes celebrities are used to promote a destination.
b. Merchandising (Weaver & Lawton 2010, p. 202). At a tourist destination, tourists
may buy t-shirts, key-rings and mugs as souvenirs of destinations. These objects,
bearing a picture or some kind of sign of the destination, then become a means of
publicising a destination or a travel company. Postcards are a particular kind of
souvenir that can publicise a place.
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c. Advertising (Weaver & Lawton pp. 202-203). ‘Traditionally, advertising has been
defined as a form of controlled communication that attempts to persuade consumers,
using strategies and appeals, to buy or use a particular product or service’ (Defleur &
Dennis 1996, in Chiou, Wan & Lee 2007, p. 146). Weaver & Lawton (2006 2010, p.
202) describe advertising as ‘the most common form of promotion’. Advertising in
the mainstream media can be accessed by large numbers of people. Alternatively,
advertising can target a specific section of the market through the use of selected
media. A tour of the opera houses of Europe, for example, may be placed in the
kinds of magazines likely to be purchased by opera enthusiasts.
d. Television (Weaver & Lawton 2010, p. 203). Television, according to Weaver &
Lawton (2006, p. 203), is able to convey ‘an animated, realistic image of a product’
but is a very expensive means of promotion.
e. Radio (Weaver & Lawton 2010, pp. 203-204). Although unable to provide visual
images of a destination, radio ‘can evoke desirable and attractive mental images’ (p.
204) and much more cheaply than television.
f. Newspapers and magazines (Weaver & Lawton 2010, pp. 204-205). As
promotional tools, newspapers and magazines are easily accessible but it is difficult
to know how many people access their content. The images they use are static and
therefore not necessarily as appealing as television images.
g. Brochures (Weaver & Lawton 2010, p. 205). Brochures are widely used in the
tourism industry to attract people to destinations and to provide information about
destinations. They are distributed through travel agencies, tourism information
centres, hotels and by mail. Besides including visual material to attract potential
tourists to a destination, they may also contain practical information such as phone
numbers of travel agencies, hotels and tour companies.
h. Internet (Weaver & Lawton 2010, p. 203). As a means of finding out about
destinations, the Internet has the advantage of providing visual material that enables
potential tourists to have ‘a direct experience without actually being there’ (Chiou,
Wan & Lee 2007, p. 146).
i. Movies. Besides the forms of media to which Weaver & Lawton refer, movies have
also been identified as a way of promoting a destination. ‘Through movies, people
are sometimes induced to visit what they have seen on the silver screen’ (Riley,
Baker & Van Doren 1998, p. 919). The film Australia was used to promote Australia
to international tourists.
j. Novels and other literary works. Novels and other literary works also encourage
people to visit places associated with the literary works and their authors. The novel
Anne of Green Gables has encouraged people to visit Prince Edward Island in
Canada.
k. Autonomous information sources. Autonomous information sources such as mass
media news, documentaries, films and television programs provide information about
a destination free from the influence of the tourism industry. These kinds of
information may not always provide a favourable image of the destination and are
difficult to control in a free society.
l. Word of mouth information about a destination may have the same effect.
7. THE ETHICS OF PROMOTION
In choosing words and images to promote a destination, the tourism marketers are likely to
be highly selective. In 1984, Kathleen Adams wrote an important article about the ways in
which brochures and leaflets used by travel agents presented a picture of Tana Toraja in
Sulawesi in Indonesia. She claimed that this kind of promotional material uses images and
wording that create ‘ethnic stereotypes’ and that show a ‘superficial understanding of
traditional societies’ (1984, p. 471). A poorly informed selection of ethnic markers such as
feasts and dances is designed to sell a destination to tourists in search of the exotic. Thus
when the tourists visit the destination, they will see it in the way the brochure has persuaded
them to see it rather than in the way it really is.
8. INTERPRETATION
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The idea of interpretation can be traced back to the days of Ancient Greece when guides
showed people around a place, pointing out to them important sights, describing local rituals,
explaining local customs and telling them historical and mythical stories associated with the
place (Stewart et al. 1998, p. 257). At that time there were also written commentaries
describing the points of interest about sights and sites people visited. In the contemporary
world interpretation refers to the information tourists learn about sites and sights from
guidebooks, tour guides, signs, postcards, brochures, posters and visitor centres. In your
assignment you are required to write about the meanings of the pictures you put in your
original brochure. For students who have chosen New Orleans, for example, one of your
pictures may be of a voodoo museum. When you do the interpretation section of your
assignment you must, therefore, write a few sentences explaining what voodoo is. In the
hand-out for Week 6 you were given some ideas about this. For students who have chosen
Venice, for example, one of your pictures may be of St Mark’s Square (Piazza San Marco).
When you do the interpretation section of your assignment you must, therefore, write a few
sentences telling the story of St Mark’s Square.
When you have finished the Interpretation section, you must write your Conclusion.
See p. 5 of this Study Guide.
9. DESIGNING THE BROCHURE FOR ASSIGNMENT 3
The brochure must be original. You are not allowed to copy a brochure that already exists.
You must not submit your brochure in the way brochures are usually folded. Do not use
special brochure-designing software when you prepare your brochure. The brochure must
be two A4 pieces of paper on which you provide the pictures you have chosen to use. Your
brochure must provide the following kinds of information: a selection of the attractions
available at the destination, practical information such as addresses and phone numbers of
travel agencies at the destination. The words you use are not included in the word count of
the assignment. This is one part of the assignment (the only part) where you are able to use
brochure-style language. In your list of references you must have a separate section for the
Web addresses of the pictures you have used in your brochure. Do not forget to look at the
example of a brochure on the course website. Put the brochure in your assignment after the
Conclusion you have written. Write the Conclusion after you have written about Promotion
and Interpretation.
REFERENCES USED IN THIS FIRST SECTION OF STUDY GUIDE PART 3
Adams, K 1984, ‘Come to Tana Toraja, land of the heavenly kings: travel agents as brokers in
ethnicity’, Annals of Tourism Research, vol. 11, no. 3, pp. 469-485.
Cohen, E 1979, ‘A phenomenology of tourist experiences’, Sociology, vol. 13, no. 2, pp. 180-201.
Dann, 1981
Chiou, WB, Wang, CS, Lee HY 2007, ‘Virtual experience vs. brochures in the advertisement of
scenic spots: how cognitive preferences and order effects influence advertising effects on
consumers’, Tourism Management, vol. 29, no. 1, pp. 146-150.
Graburn, NHH 1983, ‘The anthropology of tourism’, Annals of Tourism Research, vol. 10, no.1,
pp. 9-33.
Lett, JW 1983, ‘Ludic and liminoid aspects of charter yacht tourism in the Caribbean’, Annals of
Tourism Research, vol. 10, pp. 35-56.
Maslow, AH 1969 ‘Various meanings of transcendence’, Journal of Transpersonal Psychology.
No other details available.
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McKean, 1989, ‘Towards a theoretical analysis of tourism: economic dualism and cultural
involution in Bali’, in V Smith (ed.), Hosts and guests: the anthropology of tourism, 2 nd
edn,
University of Pennsylvania Press, Philadelphia, pp. 119-138.
Riley, R, Baker, D, & Van Doren, C 1988, ‘Movie-induced tourism’, Annals of Tourism Research,
vol. 25, no. 4, pp. 919-935.
Rojek, C 1993, Ways of escape: modern transformation in leisure and travel, Macmillan,
Basingstoke, Hampshire.
Ryan, C 1997, ‘Similar motivations – diverse behaviours’, in C Ryan (ed.), The tourist experience:
a new introduction, Cassell, London.
Stewart, EJ, Hayward, BM & Devlin, PJ 1998, ‘The “place” of interpretation: a new approach to
the evaluation of interpretation’, Tourism Management, vol. 19, no. 3, pp. 257-266.
Weaver, D & Lawton, L 2006, Tourism management, 3 rd
edn, John Wiley & Sons, Milton,
Queensland.
Weaver, D & Lawton, L 2010, Tourism management, 4 th edn, John Wiley & Sons, Milton,
Queensland.
REFERENCING AND PLAGIARISM
1. Assignment 3 is the assignment in which some students plagiarise. This is very hard to do in Assignment 1 because you are given specific required reading and it is, therefore, easy to detect whether or not you have plagiarised. The same thing applies to Assignment 2 because you have one specific piece of reading to do for it. In Assignment 3, however, you are required to do quite a lot of your own research and it is, therefore, more difficult for the person who marks your assignment to judge whether you have plagiarised although the difference between the writing style of the student and the writing style of the information source may make the marker of the assignment suspicious. For this reason, we take very seriously the degree of similarity shown by Turnitin. Each time the course is taught we find that a number of students have plagiarised. Sometimes the number is more than 10.
2. If Turnitin shows that you have plagiarised, you will receive from the Academic Integrity Office of the university a letter requiring you to meet an Academic Integrity officer who will discuss your plagiarism with you and explain to you what the penalty for plagiarism will be.
3. Each semester when students are notified of their grades for Assignment 3, the tutor receives emails from students who are wondering why they have not been notified of their grades. The reason is likely to be that their assignments are being checked for plagiarism. You may think that your assignment has not been submitted properly. If you think this explains why you have not received your grade, you can check with Jenny Davies, the course coordinator, to see whether your assignment has been submitted properly.
4. To avoid being in trouble for plagiarism, you must make sure that you reference quotations from the readings you have used. You must also reference specific information you have used from your sources even if this specific information is not quoted. When you quote, you must use single quotation marks to show that you are quoting. Failure to use quotation marks is a major reason why students get into trouble for plagiarism.
5. In Assignment 3 sometimes students want to take several points from one source of information. For example, if you want to write about the climate at the destination you have chosen, you may want to write several sentences from the book or article of the author. The several sentences make one paragraph. If you do want to do this, write the sentences in your own words. Before you do this, write the following kind of sentence: The information about climate in this paragraph is a summary of information from John Smith’s book, Australia’s climate (2001, pp. 43-48). In this way you will be letting the reader know that you are not plagiarising. Do not put the reference at the end of the paragraph. You should not need to do this very often. Mostly your referencing will be ordinary in-text referencing.
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6. You will be in trouble for plagiarism also if you copy another student’s assignment. If the student did the assignment in another semester, copying is not just dishonest; it is also stupid because the assignment destinations change each semester. What a student wrote about Morocco in 2006 is not relevant to what you are required to write about New Orleans or Venice in 2013.
7. Some students seem to have the idea that they are required to reference only when they are using tourism theory. This is not true. When you are writing about accommodation or attractions or transport or climate or anything else you must provide reference details showing the source of your information.
8. Some referencing guidelines a. On the left hand side of the course website you will find the Course Menu. On the
Menu you will find Harvard Referencing. Click on it and print the document about referencing. It has all the answers to the kinds of questions students ask about referencing.
b. You must reference on the following occasions: i. when you use facts that a well-educated person would not be expected to
know ii. when you use another person’s ideas
iii. when you quote the words of the source of information you are using c. You should not use direct quotations very often. d. If you are quoting the actual words of the author and the quotation is short, you must
put the words in quotation marks. Use single quotation marks on either side of the quotation. In the bracket alongside the quotation, you provide the author’s name, the date of publication and the page number on which you found the quotation.
e. Quotations must be copied exactly as they are written in the book or article from which you are quoting. This means that if the author has made an error of some kind you must copy the error. You do not correct it. To show that you know that it is an error, however, you write sic after the word that is wrong.
f. It is not right to copy a sentence or a group of sentences from a book or article and just change a few words, even if you provide a reference.
g. At the end of your assignment you must have a list of references. The list is called REFERENCES.
h. The list of references is in alphabetical order using the first author’s surname or family name. The first author is the person whose name appears first on the cover of the book or the article or the book chapter.
i. The titles of books and journals in the list of references must be in italics. j. The titles of journal articles must be in plain print with single quotation marks on
either side of the title. k. Volume and number details and page numbers must be provided for journal articles
as you were told in Study Guide Part 1 and Study Guide Part 2. l. When you use a book which contains chapters written by different authors, you list
the title of the author in your list of references but you must also include the editor of the book and the page numbers on which the chapter began and on which it finished in your item in the list of references. The title of the chapter must be in single quotation marks.
m. Always include the date of publication if it is available. If no date is provided, put n.d. The year of publication is not the last time the book was printed.
n. For books, always include the publisher and the city or town (not the country) of publication.
o. The publisher is not the company that printed the book. p. Referencing a book
i. In the text of your assignment (in-text), you may have the following kind of sentence: Rojek (1993, p. 137) explains that, during the 1970s and 1980s, considerable capital was invested in the expansion of theme parks. In the list of references, the reference would be as follows:
Rojek, C 1993, Ways of escape: modern transformations in leisure and travel,
Macmillan, Basingstoke.
q. Referencing a book chapter from a book in which the chapters are written by different authors
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i. In the text of your assignment you may have the following kind of sentence: According to McKean (1989, p. 122), the Balinese have taken care to ensure the profitability of their tourist industry activities. In the list of references, the reference is as follows:
McKean, PF 1989, ‘Towards a theoretical analysis of tourism: economic
dualism and cultural involution in Bali’, V Smith (ed.), Hosts and guests: the
anthropology of tourism, University of Pennsylvania Press, Philadelphia, pp.
119-138. (The page numbers here are the page number of the first page of
the chapter and the page number of the last page of the chapter.)
r. Referencing a journal article i. In the text of your assignment (in-text) you may have the following kind of
sentence: Lett (1983, p. 49) explains that charter yacht tourists in the Caribbean achieve anonymity through their uniform dress. In the list of references, the reference is as follows:
Lett, JW 1983, ‘Ludic and liminoid aspects of charter yacht tourism in the
Caribbean’, Annals of Tourism Research, vol. 10, no. 1, pp. 35-56.
s. Dictionaries and encyclopaedia where the author’s name is not provided i. If the author of a section is given, you use the same system as you use for a
chapter from a book in which there are chapters written by different authors. If no author is given, according to the University’s guidelines you refer to the dictionary or encyclopaedia by name and date of publication in the text (in- text) of your assignment. In the list of references, according to the University’s guidelines, you make no entry.
t. Brochures i. If you are referring to information from a brochure in the text (in-text) of your
assignment, you write your reference as follows:
(The Salamanca Markets, 2010)
The words in brackets are the name of the brochure.
In your list of references you put the following:
The Salamanca Markets 2010, Tourism Tasmania, Hobart, Tasmania. ii. The university’s guidelines give one example. Not all brochures are the
same. Therefore, the one example may not apply to the brochure you want to reference. If you want to know whether you are correct, contact the course tutor by email and provide her with as much information as you can about the brochure you want to reference.
u. Personal communication i. If you are referring to information someone, such as a friend or relative, has
given you about your topic, record it as follows in the text (in-text) of your assignment: Smith, a friend of the author of this assignment, informed the author that the penguins in Antarctica seemed to be frightened by the sound of the plane.
ii. According to the University guidelines, you do not record this personal communication in your list of references.
v. The Study Guide You have permission to quote from or refer to the Study Guide but there is no reason why you should need to do so in Assignment 3.
w. Websites
The university reference document provides you with more than one example of the
ways in which to reference websites. Read the university document and then do
your referencing according to the guidelines. If you want to make sure that you are
correct, email me what you have done.
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THE BALI EXAMPLE
This example is intended to give you an idea of what is expected for Assignment 3. It is
detailed to give you an idea of the content that is suitable for the assignment. Your
assignment, however, must be shorter than the Bali example.
Use side headings. Do not use the questions as headings. Change the questions into
headings. For example, the heading Bali’s Natural Environment replaces the question asked
in Section 2 of the assignment details for the major assignment.
Avoid very long and very short paragraphs. They should be from four to eight sentences in
length.
Tourism in Bali
Please note that I have not provided a map of Bali. You, however, are expected to provide a
political map of the destination you have chosen.
Introduction
Bali is one of the world’s major tourist destinations. Over a long period of time the
attractions of this small island in the Indonesian archipelago encouraged travellers to
come to visit. Among those people were artists who were entranced by the beauty of the
island and its people. In early times only a few people came to Bali. In more recent
times, however, it has become a mass tourism destination. A wide variety of natural and
cultural attractions that suit the motivations of visitors from many countries entice people
to the island. The tourist industry has responded to the international travel market by
providing an extensive range of facilities to satisfy travellers’ demands. Tourism has
given the Balinese a reason for preserving their culture and protecting their heritage.
The Bali bombings of 2002, however, showed how vulnerable tourism is to international
terrorism.
This project aims to provide an analysis of Bali as a tourism destination and to explore
the impacts of tourism on Balinese culture and society. It identifies attractions that ‘pull’
people to Bali and considers the motives that influence people to respond to the ‘pull’ of
its attractions. It also notes the ways in which the major divisions of the tourist industry
supply the needs of tourists.
Bali’s natural environment
(In this section, please note how Balinese cultural beliefs have been related to the
natural environment.)
Bali is an island. The following legend explains its existence as an island and its
separation from Java (Covarrubias 1974, pp. 4-5). A Hindu priest sent his son with
whom he was displeased into exile in the most easterly part of the island of Java.
According to the legend, the priest drew with his finger a line in the sand across the
easterly section of the island. The line he made filled with water thus cutting off the
eastern section of Java from the rest of the island. The separate section became the
island of Bali (Hullett 1984, p. 9). As the legend indicates Bali was once physically
connected to Java (Covarrubias 1974, p. 4).
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Bali is a mountainous island. According to legend, it was once unstable. To stabilise it,
the Hindu gods imposed a mountain, Gunung Agung, upon it. Covarrubias (1974, p. 6)
claims that the Hindu gods created the various mountains of Bali as their dwelling-
places. The mountains with their lakes and their rivers are regarded as ‘holy and
healthy’ because they are the home of the gods and the source of the island’s fertility
(Covarrubias 1974, p. 10). The Balinese believe that everything high is good and
powerful (Covarrubias 1974, p. 10). Volcanic mountains dominate the Balinese
landscape. For the Balinese, the presence of the volcanoes means the constant threat
of eruption. This happened spectacularly in 1963 (Black and Hanna 1989, p. 292).
As an island Bali is surrounded by sea. Like the mountains, the sea also has
significance for the Balinese. By contrast, however, the sea is associated with evil.
[I]t is natural that the sea, lower than the lowest point of land, with sharks and
barracuda that infest the waters, and the deadly sea-snakes and poisonous fish
that live among the treacherous coral reefs, should be considered as…magically
dangerous, the home of evil spirits (Covarrubias 1974, p. 10).
Traditionally, the Balinese have shunned the sea. According to Covarrubias (p. 10) the
Balinese ‘are one of the rare island people in the world who turn their eyes not outwards
to the waters, but upward to the mountain tops’. In their cosmology, the mountains are
for the gods, the middle world for humans, and the depths for evil spirits (Covarrubias
1974, p. 10).
The climate of Bali is one of its attractions for people who live in cooler parts of the
world. Because Bali is so close to the equator it is warm throughout the year (Black and
Hanna 1989, p. 292). Rainfall is spread throughout the year, most of it occurring from
October to April. The months from December to March are the most unpleasant months,
a factor that tourists should consider when choosing the time for their Balinese holidays.
Volcanic soil and the moist tropical climate assist plant growth in Bali. Among the trees
of Bali is the Indian fig tree or banyan tree that the Balinese consider sacred. Palm
trees are also a major feature of the Balinese landscape. For the Balinese, palms have
many uses. The fermented sap of the sugar palm provides a potent drink. The leaves of
the palms are used to make temple offerings. The coconut palm provides building
materials and cooking oils. Bamboo also has important uses although it is considered
the hiding place of evil spirits.
Major features of Balinese society
The origins of the Balinese people are in mainland Southeast Asia (Black and Hanna
1989, p. 41). The people who developed Balinese civilisation were an animistic,
agricultural people who were strongly influenced by Hindu culture brought to the region
from India. Indianised Java had considerable influence on Bali and close political
connections existed between the two islands. Sometimes the connection involved
conflict. The Balinese have ‘mixed Hindu beliefs with Buddhism and elements from local
rituals to create [their] own unique style of worship and ceremony’ (Vickers 1989, p. 8).
The Hindu Balinese believe in the Hindu god, Siva, and have adopted ‘a version of
Indian caste’ (Vickers 1989, p. 8). They honour their ancestors (Vickers 1989, p. 8).
24
Although the majority of the population is Hindu, some Balinese have been converted to
Christianity and Islam (Hitchcock and Putra 2005, p. 65).
As well as the national language, Bahasa Indonesia, the Balinese have their own
language. People from other islands of Indonesia have been attracted to Bali by the
chance of employment in the tourism industry (Hitchcock and Putra 2005, p. 65).
Employment in managerial positions in international hotels has added expatriate
Europeans and Australians to the population (Hitchcock and Putra 2005, p. 65). The
Chinese, descendants of migrants, who came from South China in the 19th and 20th
centuries, are a significant minority in the population (Hitchcock and Putra 2005, p. 66).
‘Good relations between the Balinese and Chinese are often expressed in terms of a
shared outlook in the spiritual world and the incorporation of selected Chinese elements
(e.g. Chinese coins) into Balinese religious observance’ (Hitchcock and Putra 2005, p.
66). In some of their temples, the Balinese have set aside spaces where Chinese
Buddhists may worship (Hitchcock and Putra 2005, p. 66). The Chinese play an
important part in the Balinese tourism industry (Hitchcock and Putra 2005, p. 66). Non-
Balinese beach boys, an important element of the Balinese tourism industry, are likely to
come from Java, Sumatra, Madura and Lombok (Hitchcock and Putra 2005, p. 66).
In the nineteenth century Bali came under the control of the Dutch. In the mid-twentieth
century Bali joined the Indonesian fight for freedom from the Dutch. The practice known
as puputan has played an important part in Balinese history. In times of conflict,
Balinese leaders sought liberation of their souls by death in battle (Vickers 1989, p. 34).
Like the leaders of old, the modern Balinese freedom fighter, Ngurah Rai, and his
supporters were surrounded in battle ‘and rather than surrender they invoked the
traditional stance of the puputan, which meant they were all massacred’ (Vickers 1989,
p. 157). Another bloody period in Balinese history occurred in 1965 when the Indonesian
army killed 100,000 communists and suspected communists. The chaos of this period
was ‘a kind of ritual cleansing’; ‘those cleansed were the Communists and other leftists’
(Vickers 1989, p. 168).
Because Bali has always been densely populated it was necessary for the people to
develop an intensive method of food production. This resulted in the setting up of a
complex wet-rice growing system that used the rivers coming from the mountains to
water the rice planted in terraced fields. Rice cultivation is a major activity of the
Balinese people who diligently make offerings to Dewi Sri, the goddess of rice and
fertility (Covarrubias 1974, p. 71). The agricultural activities of the Balinese are a major
attraction for cultural tourists seeking to learn about the local lifestyle.
Through the ages there have been several images of Balinese society. These include
images of conflict and eroticism. A very important image for the tourists is Bali as an
artistic centre ‘where everyone is an artist’ (Vickers 1989, p. 78) Tourists who are
interested in art are likely to go to the town of Ubud which is regarded as a centre of
artistic lifestyle. They do not have to go to Ubud, however, to be aware of Balinese
artistic culture. The signs of the artistic achievements of the Balinese are everywhere.
Balinese temples with their elaborately carved and decorated split gateways are a work
of art (Covarrubias 1974, p. 266). The Balinese also demonstrate their artistry in their
stylised dances in which each gesture and each step has a name and a meaning (Black
and Stuart-Fox 1977, p. 123). From the moment of arrival of the tourists at the
international airport, Balinese carving immediately captures the attention. The sound of
25
the gamelan orchestra reminds the tourists that Balinese artistic achievement is not
confined to the visual (Witton et al. 2003, p. 319)
Bali’s heritage resources
Heritage is property that can be handed down from one generation to the next. The
word also refers to ‘customs, traditions, languages and intangible cultural elements’
(Trotter 2001, p. 141). To experience the heritage of a destination, tourists view
historical monuments, visit museums, art galleries, historic houses and theme parks,
and attend re-enactments of historical events (Trotter 2001, p. 147). The Lonely Planet
Guide (2003) highlights the following heritage attractions. In the Bali Provincial State
Museum, tourists can view stone and bronze tools and artefacts from prehistoric times
(Witton et al. 2003, p. 329). In addition to exhibiting archaeological pieces, another
museum, Museum Semarajaya, displays a 1908 puputan (p. 381). Various monuments
and temples draw attention to particular periods in Balinese history. The Navel of the
World Temple, dating from the 14th century, is said to be the centre of an early Balinese
kingdom (p. 377). Bali’s more recent history, the period of the Balinese struggle against
the Dutch for Indonesian independence, is commemorated in the Margarana memorial,
a small museum displaying photographs, weapons and artefacts of the conflict (p. 401).
The Balinese method of irrigating rice fields is renowned. At the Subak Museum, the
irrigation and cultivation of rice is on display combined with explanation of the complex
social systems underpinning rice growing (p. 402).
The Hindu epics, Ramayana and Mahabharata, depicting the struggle between good
and evil, are important components of Bali’s heritage (Black and Hanna 1989, p. 227).
In woodcarvings, stone reliefs and other artistic forms, these epics are reinterpreted.
The wayang kulit or shadow plays, the Ramayana ballet and the kecak or monkey
dance enable tourists to tap into the cultural riches of the Balinese (Black and Hanna
1989, p. 227). Artistic forms are also sometimes used to draw attention to a more recent
contribution to Balinese heritage. Carved into the stone walls of a temple Balinese
artists focus on a scene from the period of Dutch colonialism in which the relief shows
‘Hollanders drinking beer and cranking a motor car’ (Covarrubias 1974, no page number
given). In their cremation ceremonies, the Balinese display their ancient belief in the
idea that, through the destruction of the body, the soul is freed from attachment to the
world in order to be re-united with the Supreme Being (Black and Hanna 1989, p. 85).
The history of tourism in Bali
Although visitors came to Bali in the early twentieth century, it was not really until the
1960s that the island began its career as a major tourist destination. In the 1960s,
Indonesia’s first President, Sukarno, promoted Balinese culture as the mother culture of
Indonesia and wished the island to be a showplace for international tourists (Vickers
1989, p. 181). Tourist publications began to feature Bali. In 1963, the luxurious Bali
Beach Hotel was built (Vickers 1989, p. 185). In the same year an international
conference of travel agents was planned to coincide with the great Balinese ritual, the
Ekadasa Rudra, a ritual designed to rid the world of evil and to bring about an age of
harmony (Vickers 1989, p. 185). Plans for the conference, however, were disrupted by
the eruption of the volcano of Mt Agung, an event causing great destruction (Vickers
1989, p. 185).
26
In the 1970s, Bali became a favoured place for the ‘nomads from affluence’ (Cohen
1973), young drifter tourists who were escaping the ‘evils’ of the developed world in
order to find culture and wisdom in the East. The drifters, however, did not spend much,
preferring to stay in homestays and to avoid the more luxurious facilities provided for the
tourists (Vickers 1989, p. 186). These nomadic ‘hippies’ were followed by the ‘surfies’
who were attracted by the advertisements in surfing magazines (Vickers 1989, p. 187).
In the 1980s, Bali was promoted as a paradise inhabited by ‘a serene, harmonious
people’ (Vickers 1989, p. 192). This was the period of mass tourism. Because mass
tourism reached its highest level in this period, the tourism authorities attempted to
change Bali’s image by promoting it as an elite destination for famous people.
Advertisements featured personalities such as Ronald Reagan, Mick Jagger and King
Hussein of Jordan (Vickers 1989, p. 192). Despite these efforts, Bali continued to be a
mass tourism destination. By 1995 the attractions of Bali had helped to make Indonesia
‘one of the world’s top 20 tourist destinations’ (Hall 1997, p. 104).
In 2002, Balinese prosperity based on tourism fell apart with terrorist bombings of the
Sari Club and Paddy’s Bar, places frequented by young foreign tourists. For the
Balinese the bombings meant loss of livelihood as well as loss of life and injury (Picard
2008, p. 167). Until this time, Bali had been seen as a peaceful island in the midst of
political and economic instability following the overthrow of Indonesian President,
Suharto, and the Asian economic crisis in the late 1990s (Picard 2008, p. 166). The
bombings, however, exposed its weaknesses. Its lack of medical facilities at the time of
the tragedy revealed that, despite the glitz of tourist facilities, Bali is in fact a poor island.
‘Push’ factors
‘Push’ factors are ‘economic, social, demographic, technological and political forces that
stimulate a demand for tourism activity by “pushing” consumers away from their usual
place of residence’ (Weaver and Lawton 2006, p. 470). By the 1990s, Bali had become
particularly popular with Koreans, Taiwanese, Japanese, Australians and New
Zealanders who come from generating regions where people have discretionary time,
discretionary income and access to modern transport and communications technology
to enable them to travel (Weaver and Lawton 2006, pp. 70, 79). The freedom to travel is
another important factors enabling them to come to Bali (Weaver and Lawton 2006, p.
81).
‘Pull’ factors
‘Pull’ factors are ‘forces that help stimulate a tourism product by ‘pulling’ consumers
towards particular destinations’ (Weaver & Lawton 2002, p. 468). These forces include
attractions, proximity, accessibility, services, stability, affordability, and image. Until the
recent Bali bombings marred its image as a haven of tranquillity, all of these forces
‘pulled’ tourists to Bali. It is close and accessible to its major markets. It provides
services that are attractive and affordable. Its friendly people and relaxed lifestyle
ensure that it provides the appropriate image
Bali is an island of ritual and ceremony. The Balinese cremation ceremony is a major
event in Bali’s ritual life. Hullett (1984, p. 25) describes it as ‘a time of joy and
celebration’ because ‘only by cremation can the soul be liberated from the flesh and
reunited with the Supreme Being in heaven’. Since the advent of tourism in Bali, many
tourists have joined in the cremation ceremonies with the local people. In doing so, they
27
are engaging in cultural tourism through which they relate ‘to people and places that
have a strong sense of their own identity’ (Lips cited in Wood 1992, p. 4).
Bali is also a place of exotic artistic achievement. This attracts tourists to the artistic
town of Ubud, the meeting place of foreign and local artists. Particularly distinctive are
Balinese paintings and works of architecture and sculpture. One particular example is
the Elephant Cave. The entrance to the cave is through a gaping witch’s mouth
surrounded by carvings of humans, animals and monsters. A long flight of stairs leads
down to the cave, inside of which is a statue of Ganesha, the elephant-headed Hindu
god (Witton 2003, pp. 376-377). Near to the cave are souvenir stalls selling leather
goods and snacks to tourists.
The beauty and grace of the Balinese dancers also engage the tourists’ attention.
Although the Balinese present a variety of dances, for many tourists, the kecak dance is
the great drawcard (Witton et al. 2003, p. 317). Seated in a circle, chanting men make a
chak-a-chak sound like chattering monkeys. This performance that evolved from a
trance ceremony is derived for the Hindu Ramayana story in which good, represented
by Prince Rama, triumphs over evil with the assistance of monkey armies.
(Please note: Students in the past have spent many pages describing tourist attractions.
It is preferable to choose a few attractions and to provide some meaningful information
about them. Remember that you are not writing a guidebook.)
Likely motivational factors
Because motives or wants, needs and desires are internal factors, it is difficult to know
with any degree of certainty what motivates people to do the things they do and to
choose the kinds of holidays they choose (Dann 1981, pp. 209-211). Through the
behaviour of tourists at a destination, it is possible, however, to determine what their
motivations are likely to be. The desire for recreation no doubt motivates large numbers
of people to choose Bali as their holiday destination. These people seek a holiday in a
place like Bali in order to ‘recharge their batteries’ to be ready for another year’s work
(Cohen 1979, p. 185). Other tourists, disillusioned by the artificiality of their own society,
hope to find authenticity in the ‘purer, simpler lifestyles’ of others (MacCannell 1976, p.
3). They intend to spend their time watching the Balinese perform their daily duties. At a
tourist destination such as Bali, however, the daily duties most tourists see are likely to
be associated with the tourist industry.
For many young tourists, Bali is illicit space where they seek ‘ritual inversion’ when the
restrictions that apply to their lives at home will be ‘held in abeyance or even reversed’
(Graburn 1983, p. 21). For the duration of their holiday they ignore the clock in a way
that is not possible in their busy lives in Sydney or Tokyo. Instead, they spend time
intensely absorbed in play, forgetting temporarily the many challenging tasks awaiting
them in the office in their home country (Lett 1983). Many of them wear sarongs,
believing that by doing so they are living like the Balinese. For these tourists, a holiday
in Bali is a time of temporary separation from the structures of life, an escape to a world
free from structures (Turner, cited in Cohen 1979). For some tourists, their Balinese
experience provides good dinner table conversation on return to their home country.
They are able to enhance their status (Dann 1977) among their friends with stories of
their activities in Bali.
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For the cultural tourists in particular, Bali helps to satisfy their curiosity about the
unfamiliar and the extraordinary. According to McKean (1989, p. 133), tourism should be
seen ‘as a profound, widely shared human desire to know “others” with the reciprocal
possibility that we come to know ourselves’. Through their observations of Balinese
culture in its various forms, the cultural tourists become aware of differences between
cultures but, if the encounter between tourists and their hosts is meaningful, they may
also appreciate their shared common humanity.
Activities of tourists in Bali
In Study Period 2, 2013, you have not been asked to write a separate section about
activities of tourists in Bali. There are, however, sections of the assignment where you
are asked to write about different kinds of attractions in Bali. When you write about
these attractions you may also refer to the kinds of things tourists do when they see
these attractions, for example, what do they do when they go to Mardi Gras or the
Carnival of Venice.
The tourism literature refers to two general sets of activities in which tourists engage –
gazing and performing (Perkins & Thorns 2001, p. 185). The idea of gazing is
associated with the work of John Urry (2002) who wrote about tourists seeking
experiences outside of the ordinary experiences of everyday life. The use of the word
‘gaze’ puts the emphasis on the visual. Perkins and Thorns argue that bodily
involvement and physical activity are also an important part of the tourist experience
(2001). In Bali the natural surroundings, the cultural performances and the sightseeing
(natural environment, works of art and architecture and lifestyle) attract the tourist gaze.
For non-Balinese these kinds of visual experiences are outside of everyday experience.
There are, however, other experiences in Bali that are active rather than passive. The
kinds of experiences, already referred to, that are offered to members of Club 18-30s
require various levels of active participation. Tourists may also rely on their interaction
with a local guide to learn more about the destination. As a sea, sand and sun
destination, Bali also invites tourists to engage in relaxing activities lazing by a
swimming-pool or on the beach. Shopping, including the search for souvenirs, also is a
major tourist activity in Bali. Shopping activities provide the opportunity for the tourists to
negotiate a good price through vigorous bargaining with the vendor. Photography also
is an essential tourist activity.
Merchandise
At a tourist destination there are many objects that tourists can buy to remind them of
their holiday when they return home. The website for Bali Souvenir- Unique Balinese
Souvenirs (2013, pp. 1-2) suggests that tourism may wish to buy silverware, t-shirts or
jackets made from a parachute. Ubud in Bali is famous as a centre of art where tourists
can buy different kinds of works of art. One particular Balinese object for sale,
advertised by Balihand (n.d. p. 1), is known as Bali Fountain. It makes the sound of
falling water.
The impact of tourism on Balinese society
(This section shows how tourism has affected the lives of the people at the destination.)
Tourism has had a variety of impacts, both negative and positive, on Balinese society.
McKean (1989, p. 132) argues that tourism has ensured the preservation of Balinese
29
culture and has made the Balinese people more aware of their own culture than they
might otherwise have been. McKean also points out that the money the Balinese have
earned through displaying their culture to the tourists has helped finance modernisation
on the island (McKean 1989, p. 125). In addition, Bali’s economic success through
tourism has given the island a respected place in the Indonesian archipelago as an
export earner.
The coming of tourism to Bali 'created a new middle class of hoteliers, artshop owners
and tour guides – a group with access to the consumer symbols of success, such as
Mercedes Benzes and video recorders' (Vickers 1989, pp. 199-200). The tour guides, for
example, by gaining fluency in one of the languages spoken by the tourists (such as
English or Japanese), acquired considerable prosperity (Vickers 1989, pp. 200-201).
This prosperity, however, was denied to poor subsistence farmers in the mountain
villages without access to tourist dollars.
The impact of tourism on Balinese culture and society has alarmed some Balinese.
Critics of tourism in Bali have seen tourism’s impact as 'a violent current that is flooding
Bali and undermining its foundations' (Picard cited in Long and Wall 1995, p. 237). For
those Balinese who value the spiritual dimension of Balinese life, tourism development
threatens its sacred sites. Plans to build a luxury resort near Tanah Lot, one of Bali's
holiest temples, resulted in demonstrations and heated debates (Cohen 1994, May 26).
Regardless of these protests, however, the government gave its approval to the
development.
Although tourism brought a new source of wealth to Bali, it threatened the traditional
lifestyle. For some Balinese, tourism resulted in engagement in disreputable activities
involving drugs, sex and alcohol (McCarthy 1994). Such behaviour, combined with the
hedonistic pursuits of the tourists, prepared the way for the terrorist attacks of 2002. For
people working in the tourism industry, time for participation in traditional ceremonies
became limited (Long & Wall 1995, p. 248) and rituals had to be shortened to
accommodate workers' needs. Tourism in Bali for those people offering their homes as
homestays for tourists has tended to increase the workload for women and children
(Long & Wall 1995, p. 250). Within the banjar (community) in Bali, under the impact of
tourism, the system of mutual aid began to disappear to be replaced by wage labour, a
development that threatened social cohesion provided by the banjar.
Balinese environmentalists have also expressed concern over the way tourism has
impacted on Bali. Journalist Keith Loveard expressed this concern in an article in
Asiaweek in October 1997 in which he asked the question whether Bali was becoming a
giant theme park. The matter of immediate concern to Loveard and environmentalists
was a giant statue of the Garuda bird near to the international airport. Balinese
environmentalists saw the statue ‘as a crass tourist attraction that will cheapen Bali's
heritage and send the message that anything goes' (Loveard 1997, p. 42).
Environmentalists also have had other causes of concern. For example, they questioned
whether the elite resort, Nusa Dua, was getting more than its fair share of water, thus
causing a shortage of drinking water in Denpasar. They complained of environmental
impact statements that were written but not implemented. There were also complaints
that homes were being demolished to make way for facilities for tourists. Rice fields
were 'swallowed up by hotels, lodges, restaurants, bars and shops' (Loveard 1997, p.
49).
30
Balinese tourism also displays the vulnerability of this kind of economic activity to world
events. For example, following the Bali bombings of 2002, the beach vendors were
particularly hard hit. Because potential tourists cancelled their holiday plans, thus
forcing tour operators to cancel their programs, the vendors lost income and were
obliged to reduce their spending on clothes, food and their children’s schooling (Baker
and Coulter, 2007, p. 256). Stress, depression, crime and alcohol abuse, low self-
esteem and feelings of helplessness were other responses to their dire economic
situation (Baker and Coulter, 2007, p. 262). The bombings did, however, prompt many
Balinese to re-think their way of life. At the time of the bombings they believed that they
must ‘cleanse and restore the spiritual balance of the island’ (Robinson and Meaton
2005, p. 72). This seemed to be even more important than the financial consequences
of the bombings. Many people thought that their failure to hold the correct rituals had
contributed to the bombings. Some Balinese expressed discontent about Sari Club
behaviour involving drugs and prostitution (Robinson and Meaton 2005, p. 72).
Accommodation in Bali
Tourists in Bali can find a variety of styles of accommodation that enable them to enjoy
luxury, to meet the requirements of their budget and to experience the local ambience.
In Bali five-star hotels and resorts built by outside investors enable tourists to have a
luxury accommodation experience including hot water, satellite television, air
conditioning, swimming pools and spacious grounds (Witton 2003, p. 342). The
exclusive Nusa Dua resort with its ‘collection of sumptuous five-star hotels successfully
isolated from the realities of everyday life in Bali’ is the height of luxury (Witton et al.
2003, pp. 356, 358). For tourists unable to afford such luxury, resident Balinese make
available cheaper accommodation in homestays, providing a large room, a bathroom
and breakfast (Witton et al. 2003, p. 339-340). Homestays are family-owned and
operated and allow closer interaction with the local people. They are popular with
surfers (Witton et al. 2003, p. 356). Free-standing bungalow or cottage style units are
also available. In accordance with the tropical climatic conditions on the island, a feature
of the accommodation is the open pavilion. Tropical gardens in which the
accommodation is situated also allow tourists to appreciate the beauty of the Balinese
experience.
Gastronomic experiences
According to Black and Hanna (1989, p. 301), ‘[c]enturies of contact with other great
civilizations have left their mark on the wonderfully varied cuisine of Indonesia,
particularly in Bali’. Indian and Arab traders, the Chinese and the Dutch ‘added their own
distinctive touch to the cooking pot’ to create ‘a happy blend of the best of each culinary
tradition’ (Black & Hanna 1989, p. 301). The Balinese love to add spices and coconut
milk to the cooking and ‘are fond of using sugar as well as fragrant roots and leaves’
(Black & Hanna 1989, p. 302). As in other Asian societies, rice forms the basis of
Balinese meals.
Besides needing food and drink for nutrition and survival, tourists in Bali can also
engage in cultural tourism through their gastronomic experiences on the island. As a
cosmopolitan tourist resort, Bali has restaurants that provide a variety of international
food styles. For the allocentrics (Plog cited in McIntosh et al. 1995, p. 443), however, the
warungs or roadside stalls offer local dishes that are cooked on the spot and are also
useful for tourists on a budget (Witton et al. 2003, p.343). Tourists also eat in air-
31
conditioned restaurants and at food outlets in shopping centres (Witton et al. 2003,
p.331). Various kinds of meat and seafood are fundamental components of the local
cuisine. A variety of sauces enhance their flavour. Turtle meat is very popular but has
also been the cause of considerable controversy because the turtles are an endangered
species. Bali is also rich in tropical fruits including durian. In describing durian, Black and
Hanna (1989, p. 30) write that the durian has ‘a revolting smell, but its buttery-rich fruit is
adored by local people and a few adventurous visitors’. Often gastronomic tourists like
to try the local alcohol. In Bali this is arak (palm whisky), tuah (palm toddy) and rice
wine.
Cooking courses are an added attraction for gastronomic tourists. They start with a visit
to the market and end with the preparation of a dinner at which the cooking students eat
what they have prepared (Witton et al. 2003, p. 359)
Transportation
People come to Bali from other places by a wide variety of means. International flights
and flights from other Indonesian cities arrive in Bali regularly (Witton et al. 2003, p.
323). At Ngurah Rai, named after a Balinese independence hero, hotel bookings
services, a tourist information counter, money changing, duty free shops, souvenirs and
automatic teller machines are also available (Witton et al. 2003, p. 323). Sometimes,
tourists travel by train from Jakarta and other Javanese cities and then take the ferry to
Bali followed by a coach ride to Denpasar (Witton et al.2003, p. 323). Cruise ships also
include Bali in their journey. Within Bali, air-conditioned minibuses provide transport for
tourists who like to travel in comfort. Taxis are also available and are particularly
favoured by tourists who wish to escape from the tourist enclaves and to explore the
Balinese countryside. Tourists can hire cars and motor-bikes to do their sightseeing and
to go from one place to another (Witton et al. 2003, p. 325). Minibuses and charter
buses are also available (Witton et al. 2003, p. 324).
Promotion
Bali as a destination is promoted in a number of ways. Travel agencies provide
brochures illustrating the kind of lifestyle tourists will enjoy on the island. Key features of
brochures are the natural environment and the facilities such as accommodation.
Sometimes travel agencies have large, colourful posters showing the attractive features
of Bali. Websites also promote Bali to potential tourists. These promotions create certain
images of Bali. For example, pictures of white water rafting are designed to attract
tourists who are interested in adventure tourism. Others pictures, designed to attract
cultural tourists, link landscape with religion. For example, the caption under the picture
of Gunung Agung describes the mountain as Bali’s holiest mountain. Websites also
provide useful information about Bali such as information about the climate. Newspaper
and television advertisements create certain images of Bali designed to attract tourists
seeking various benefits from a holiday on the island. On March7-8, 2009, for example,
The Weekend Australian (p. 6) advertised the Bali Villas Opening Special and offered a
bonus of two free nights’ accommodation, breakfast, afternoon tea, butler service and
private car transfers. The advertisement was illustrated with a small picture of the
accommodation and another small picture of a tourist being massaged. In the same
newspaper, a column with the heading Great Escapes, invited potential tourists to join
Club 18-30s and to join in activities ‘from surfing lessons and beach volleyball to tennis
and bungy jumping, at discounted prices’ (p. 6). After a day of such activities club
32
members would then have ‘sunset cocktails on the beach before sampling Bali’s bar and
club scene’ (p. 6).
Interpretation
Interpretation refers to learning more about the attractions of a destination from tour
guides, guidebooks, visitor centres, posters, signs and other sources of information. In
Bali, the kecak dance provides a good example of this. A knowledgeable guide or a
well-written guidebook should be able to provide tourists with the following kinds of
information about the dance. In this attraction a group of men are seated in circles and
chanting. They represent monkeys. They wear black and white check loincloths and
they move from left to right as they chant. Tourists may think that this represents an
aspect of Balinese culture.
In fact, it was created by a German artist, Walter Spies, in the 1920s. He was interested
in Balinese folklore and he based the attraction on Balinese trance dances and linked it
with a story from the Ramayana, an important Hindu story, in which the monkey,
Hanuman, helps to rescue Sita who had been abducted and taken to Sri Lanka (Vickers
1989, pp. 107-108). Hullett (1984, p. 41) also links the monkey or kecak dance with an
ancient exorcism ceremony used to drive out evil spirits ((1984, p. 41). Just by looking
at the attraction, the tourists would not have any of this information. The interpretations
of guides and guidebooks help them to understand what the kecak dance is really about.
Conclusion
The island of Bali provides a rich collection of experiences for cultural tourists. In the
pleasant atmosphere of a relaxed tropical island, cultural tourists have for many years
explored Bali’s cultural heritage and participated in aspects of its contemporary lifestyle.
The chance to enjoy a hedonistic lifestyle and relaxing physical conditions has also
attracted large numbers of young people. While tourism has provided the reason for the
preservation of Balinese culture, it has also exposed the people to tourism’s negative
consequences. In 2002, the Balinese faced the greatest challenge to an economy
dominated by tourism. The tragic bombing of Paddy’s Bar and the Sari Club has
prompted some people to reflect on the nature of tourism in Bali. It remains to be seen
how these reflections will influence future developments in the island paradise.
REFERENCES
Baker, K & Coulter, A 2007, ‘Terrorism and tourism: the vulnerability of beach vendors’
livelihoods in Bali’, Journal of Sustainable Tourism, vol. 15, no. 3, pp. 249-266.
Balihand n.d., viewed 22 April 2013, http://www.balihand.com/
Bali Souvenir – Unique Balinese Souvenirs 2013, viewed 22 April 2013,
http://ppc2010bali.com/baliu-souvenir.html
Black, S & Hanna, WA 1989, Insight Guides: Bali, 14th edn, APA Publications, Singapore.
Black, S & Stuart-Fox, D 1977, Bali 5 th edn. APA Productions, Singapore.
Brokensha, P & Guldberg, H 1992, Cultural tourism in Australia: a report on cultural tourism,
Australian Government Printing Service, Canberra.
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Cohen, E 1973, ‘Nomads from affluence: notes on the phenomenon of drifter-tourism’,
International Journal of Comparative Sociology, vol. XIV, nos. 1-2, pp. 87-103.
Cohen, E 1979, ‘A phenomenology of tourist experiences’, Scoiology, vol. 13, no 2, pp. 180-201.
Cohen, M 1994, ‘God and Mammon: Luxury resort triggers outcry over Bali’s future’. Far Eastern
Economic Review.
Covarrubias, M 1974, Island of Bali, Oxford University Press/Indira, Kuala Lumpur.
Dann, GMS 1977, ‘Anomie, ego-enhancement and tourism’, Annals of Tourism Research, vol. IV,
no 4, pp. 184-194.
Graburn, NHH 1983, ‘The anthropology of tourism’, Annals of Tourism Research, vol. 10, no. 1,
pp. 9-33.
Hall, CM 1997, Tourism in the Pacific Rim. 2nd edn, Addison Wesley Longman, South
Melbourne.
Hullett, A 1984, Papineau’s Guide to Bali, MHP Magazines, Singapore.
Lett, JW 1983 ‘Ludic and liminoid aspects of charter yacht tourism in the Caribbean’. Annals of
Tourism Research, vol. 10, pp. 35-56.
Long, VH & Wall, G 1995, ‘Small-scale tourism development in Bali’, in MV Conlin & T Baum
(eds), Island tourism: management principles and practice, John Wiley and Sons,
Chichester.
Loveard, K 1997, ‘The Paradise Paradox’, Asiaweek, October.
MacCannell, D 1976, The tourist: a new theory of the leisure class, Schocken Books, New York.
McCarthy, J 1994, Are Sweet Dreams Made of This? Tourism in Bali and Eastern Indonesia,
Indonesia Resources and Information Program, Northcote, Australia.
McIntosh, RW, Goeldner, CR, Ritchie, J & Brent R 1995, Tourism: principles, practices,
philosophies, 7th edn, John Wiley and Sons, New York.
McKean, PF 1989, ‘Towards a theoretical analysis of tourism: economic dualism and cultural
involution in Bali’,in V Smith (ed.), Hosts and guests: The anthropology of tourism, 2nd edn,
University of Pennsylvania Press, Philadelphia, pp. 119-138.
Picard, M 2008, ‘Balinese identity as tourist attraction’, Tourist studies, vol. 8, no. 2, pp. 155-173.
Robinson, AJ & Meaton, J 2005, ‘Bali beyond the bomb: disparate discourses and implications
for sustainability’, Sustainable Development, vol. 13, pp. 69-78.
Trotter, R 2001, ‘Heritage tourism’ in N Douglas, N Douglas & R Derrett, (eds.), Special Interest
Tourism, John Wiley & Sons, Milton, Queensland, pp. 140-164.
Urry, J 2002, The tourist gaze, SAGE Publications, London.
Vickers, A 1989, Bali: a paradise created, Penguin Books, Ringwood, Victoria.
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Weaver, D & Lawton, L 2002, Tourism management, 2nd edn, John Wiley and Sons, Milton,
Queensland.
Witton, P, Elliott, M, Greenway, P, Jealous, V, O’Carroll, E, Ray, Tarbell, A & Warren, M, 2003,
Indonesia 7 th edn, Lonely Planet Publications, Melbourne.
Wood, C 1992, Framework for travellers, Australians Studying Abroad, Melbourne.
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ASSIGNMENT 3 CHECKLIST
PRESENTATION
1. Did the title page show
a. the student’s name? b. the student’s ID? c. The student’s username? d. The title ASSIGNMENT 3? e. the name of the destination the student chose? f. the date of submission?
SIDE HEADINGS (See the Bali example in this Study Guide.)
2. Were the side headings concise?
INTRODUCTION
3. Did the assignment have an introduction containing a. general background information about the chosen topic? b. the main themes of the assignment?
4. Did the introduction avoid brochure/advertisement/guidebook style? 5. Did the introduction avoid such statements as ‘I have chosen/selected’? 6. Did the introduction avoid the personal pronouns ‘I’ or ‘you’?
MAPS AND ILLUSTRATIONS
7. Did the assignment have a political map of the destination? 8. Was the map referenced? 9. Were pictures used to illustrate the assignment content? 10. If pictures were used, were they referenced?
THE NATURAL ENVIRONMENT
11. Did the assignment discuss two features of the natural environment interesting to tourists?
SOCIETY AT THE DESTINATION
12. Did the assignment describe the cultural characteristics of the society? 13. Did the assignment describe the economic activities of the host society?
HISTORY AND HERITAGE
14. Did the assignment describe two major heritage resources of the destination? 15. Did the assignment link heritage resources with the destination’s history?
HISTORY OF TOURISM AT THE DESTINATION
16. Did the assignment explain why/how the destination became a tourist destination?
LIKELY MOTIVATIONAL FACTORS
17. Did the assignment explain motivation? 18. Did the assignment discuss motivations relevant to tourists at the destination?
‘PUSH’ FACTORS
19. Did the assignment explain ‘push’ factors? 20. Did the assignment discuss the ‘push’ factors enabling tourists to visit the destination?
‘PULL’ FACTORS
21. Did the assignment explain ‘pull’ factors? 22. Did the assignment discuss factors that attract tourists to the destination? 23. Did the assignment discuss the variety of tourist activities at the destination?
MERCHANDISE
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24. Did the assignment discuss four examples of merchandise available at the destination?
IMPACTS (EFFECTS) OF TOURISM ON THE HOST SOCIETY
25. Did the assignment discuss various kinds of impacts of tourism on the host society? 26. Did the assignment use at least two of the following kinds of theoretical terms?
a. preservation of culture b. commodification of culture c. authenticity d. multiplier effect e. backward linkages f. leakage effect g. direct revenue h. demonstration effect i. sense of place
ACCOMMODATION
27. Did the assignment describe the variety of accommodation at the destination?
TRANSPORTATION
28. Did the assignment explain how tourists come to the destination? 29. Did the assignment describe the kinds of transport available to tourists at the
destination?
GASTRONOMIC EXPERIENCES
30. Did the assignment describe the kinds of food and drink available to tourists at the destination?
PROMOTION AND BROCHURE
31. Did the assignment explain the purpose of promotion? 32. Did the assignment contain the outline of the content of an original brochure? 33. Did the outline of the content include the following:
a. visual material? b. brochure-style promotional words and sentences? c. practical information such as the address of a travel agency?
34. Did the assignment provide the web addresses for pictures used in the brochure?
INTERPRETATION
35. Did the assignment explain the meaning of interpretation? 36. Did the assignment explain the meanings of the pictures used in the brochure?
CONCLUSION
37. Did the conclusion summarise the assignment concisely? REFERENCES
38. Did the assignment have a list of references? 39. Was the list of references headed REFERENCES? 40. Was the list of references in alphabetical order according to the surname/family name
of the first author? 41. Were book and journal titles in the list of references in italics? 42. Were article titles in the list of references in plain print? 43. Did book and journal article references include the publication date? 44. Did book and journal article references give the name of the author or authors? 45. Did journal references provide the volume and issue numbers? 46. Did journal references provide the numbers of the pages on which the article begins
and finishes? 47. Were websites, brochures and encyclopaedias referenced according to university
guidelines? 48. Did book references include publisher and town or city of publication?
IN-TEXT REFERENCING 49. Did the assignment reference ideas that were not the student’s own ideas? 50. Did the assignment reference quotations? 51. Did the assignment use quotation marks around single sentence quotations? 52. Did the assignment use an introductory sentence, where necessary, to explain the
source of a paragraph?
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53. Did the in-text references contain page numbers where necessary and available? 54. Were quotations used sparingly? 55. Were in-text references in the format prescribed in university guidelines?
RESOURCES USED
56. Was the Assignment 2 article used appropriately? 57. Did the assignment make appropriate reference to 4 journal articles? 58. Did the assignment show that the student had followed the instructions given in Study
Guide Part 3?
OVERALL IMPRESSION
59. Was the assignment interesting to read? 60. Was the assignment easy to understand? 61. Did the assignment avoid examples of plagiarism?
THE RUBRIC FOR ASSIGNMENT 3
The Rubric for this Assignment is on the website. Below I have shown the criteria for
Fail 2 and High Distinction to indicate to you the important aspects of the assessment.
This will give you an idea of what to avoid and what to strive for.
1. Tourism Theory and Destination Knowledge - 60% a. Fail 2
i. Failure to understand assignment requirements ii. Failure to apply tourism theory to analysis of the destination
iii. Total reliance on non-scholarly sources* iv. Only basic knowledge of destination v. Insufficient research
2. Written Communication Skills – 20% a. Fail 2
i. Most of the assignment is incomprehensible** ii. Many spelling and/or grammar errors and incomplete sentences
3. Referencing Skills – 20% a. Fail 2
i. Failure to acknowledge sources of information ii. No in-text referencing
iii. No list of references iv. No quotation marks for quotations used in assignments
4. Tourism Theory and Destination Knowledge – 60% a. High Distinction
i. Thorough knowledge of chosen destination ii. Appropriate application of relevant tourism theory
iii. Imaginative literature search *** iv. Substantial and well-integrated use of scholarly literature**** v. Creativity shown in selection of examples of tourism experiences*****
vi. Excellent conclusion and suggestion for future research 5. Written Communication Skills – 20%
a. High Distinction i. Presented in well-constructed paragraphs and clear, concise sentences ii. Well-chosen vocabulary (words)
iii. Error-free in grammar and spelling 6. Referencing Skills – 20%
a. High Distinction i. Thorough understanding and application of Harvard system ii. Error-free
*This means that you have used only advertising websites. You have not used books and journal
articles.
** This means that it is difficult to understand your assignment.
*** This means that you have looked for interesting readings.
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**** This means that you have used books and journal articles. It also means that you have not
taken only a few sentences from these sources so that you can put them in your reference list. It
means that you have read quite a lot from the books and journal articles.
***** This means that you have chosen interesting examples that an intelligent tourist would
choose.
