Dissertation On Tourism Travel Behaviour Of Students From China And The Indian Sub-Continent In The UK 2014-2015 CHTM29: TOURISM HOSPITALITY AND EVENTS MAJOR PROJECT Declaration: No component of the work referred to this report has been submitted in support of any application for another qualification, for this or any other University or Institute of learning. Signed:___________________________________________________________Date____________ Acknowledgments: I am deeply obliged and very much thankful to my supervisor, who has helped me throughout these four months on the construction of my dissertation report, without him it would have been impossible for me to finish my dissertation. He was simply very supportive and encouraging throughout all these four months of time. My fellow classmates and other university friends, who were also spent their time for me in the library, in quest to find out the resources related to my dissertation report and made me kept going this past year on this module, I sincerely thank them a lot. I would like to thank all the participants who have participated in the surveys and interviews and I also thank my module leaders for being very nice and very supportive throughout the year. Finally I would thank my family and friends both from my country and here as they made me feel confident and was acted as my pillar of strength throughout my times of difficulties , which boosted me a lot, made me kept going. Abstract: When building-up and handling products for tourism, knowing the travel choices and preferences of subtle markets, just like international students can produce a viable benefit for tourism products. The aim of this study was to discover the travel behaviour of international students (Chinese and Indian sub-continental) studying in UK. The study utilized the mixed method approach comprising both quantitative and qualitative research to examine the travel behaviour of international students and to identify the perceived constraints which limits the students’ decision making process for acquiring leisure activity during their studies. With limited time and resources, the survey was conducted on 150 Chinese and Indian Sub-continental students from three major universities and the quantitative data was obtained by using self-administered questionnaire distributed among the students through e-surveys and on-site surveys. However, the focus group session was also arranged at Murray’s Library in Sunderland University (with four international students) to collect additional explanation, by asking them open-ended questions related to their travel experience and motivational factor behind their decision of selecting UK for their higher studies . Additionally, Mean value analysis and Standard deviation calculation techniques were also applied in the last question to highlight the difference in the perception of travel constraints with respect to the ethnicity. At the end, the findings disclosed that the international students have specific preferences and choices, but also some common points with other investigations conducted among traveller markets. The results also exposed that there are few dissimilarities in travel preferences and in acquiring leisure activities at some aspect due to difference in cultural backgrounds and nationalities among international students. Contents: Introduction………………………………………………………………………………………………… Literature Review………………………………………………………………………………………... Fundamental stage of travel decision making……………………………………….. Motivation factor behind travel and tourism………………………………………… International students places of origin studying in UK…………………………… Tourist preferences of international students in the countries in which they are studying…………………………………………………………………………………………. Accommodation…………………………………………………………………………. Mode of travel……………………………………………………………………………. Travel motivation and destination choices of international students……………………………………………………………………………………… Destination choices…………………………………………………………………….. Barriers to international students being tourists in the countries in which they are studying………………………………………………………………………………………… Social constraints………………………………………………………………………. Economic constraints………………………………………………………………… Time constraints………………………………………………………………………… Security constraints…………………………………………………………………… Environmental constraints………………………………………………………... Research methodology……………………………………………………………………………… Qualitative research……………………………………………………………………………. Quantitative Research………………………………………………………………………… Selection of research method……………………………………………………………… Quantitative Approach……………………………………………………………………… Sampling of participants…………………………………………………………… Questionnaire…………………………………………………………………………… Survey technique……………………………………………………………………… Data analysis of quantitative approach……………………………………… 3.5 Qualitative approach…………………………………………………………………………… 3.5.1 Focus group………………………………………………………………………………… 3.5.2 Question schedule design…………………………………………………………… 3.5.3 Size of the group and ethnicity of the participants…………………….. 3.5.4 Data analysis……………………………………………………………………………… 3.6 Limitations………………………………………………………………………………...... 4. Results and findings…………………………………………………………………………………………… 4.1 Demographic profiles……………………………………………………………………………. 4.2 Gender…………………………………………………………………………………………………… 4.3 Duration of the trip………………………………………………………………………………… 4.4 Type of accommodation………………………………………………………………………… 4.5 Mode of transport…………………………………………………………………………………. 4.6 Companionship……………………………………………………………………………………… 4.7 Expenditure on leisure trip…………………………………………………………………… 4.8 Places of attraction visited by international students…………………………… 4.9 Choice of places for dine out for during the trip…………………………………… 4.10 Quality of trip with respect to city or place…………………………………………… 4.11 Reason behind studying in UK……………………………………………………………… Travel barriers……………………………………………………………………………………… Safety issues………………………………………………………………………………. Health issues……………………………………………………………………………… Financial issues…………………………………………………………………………… Lack of intrust in places……………………………………………………………… Cultural issues……………………………………………………………………………… Weather issues…………………………………………………………………………… Lack of time………………………………………………………………………………… Constraints regarding terrorism, family issues, unconfident about travel and dissatisfaction with travel……………………………………………………… Lack of accommodation places and workload…………………………… Language issues…………………………………………………………………… Travel companion issues……………………………………………………… Transportation issues…………………………………………………………… Conclusion……………………………………………………………………………………………………… References……………………………………………………………………………………………………… Appendices…………………………………………………………………………………………………….. List of Tables: Chapter 1: Introduction INTRODUCTION: My dissertation work is on International Students and their travel behaviour and travel preferences, while they were away from home for persuading higher education in the abroad countries. One such country which I have picked is UK and my study is mainly focused on the Chinese and The Indian sub-continent students. The main aim of my report is to focus on how these international students spend their leisure time in travelling in and around UK and what are all their experiences which they have obtained and how tourism and hospitality industry plays a vital role in this part. Questionnaire/surveys and interviews were conducted among the international Chinese and The Indian sub-continent students about their leisure travelling purpose, which are more supportive to gain deep knowledge in how these students spend their time in travelling, what mode of transport they are using for the travel, how much they are spending on their trip, what are the places they prefer to visit in UK, about their companionship for the travel and how they make new friends in the host country, how long they spend their time on travel and even briefly brings out about the food they love to have in the host country. The journey along my dissertation was very interesting and even very resourceful as the results were very unique as it follows with my literature work then concludes with my results of the research. A focus group session was done during my research and more than 150 international Chinese and The Indian sub-continent students have participated, as it was crystal clear that from this report all most everyone like to explore and travel and how these students becoming a platform on the development of the tourism and hospitality industries in UK. My research on my topic is divided into five chapters, in which chapter 2 brings out the essentials as given blow: 2.1. Fundamental steps of travel decision making. 2.2. Motivation factor behind travel and tourism. 2.3. International students' places of origin in UK. 2.4. Tourist preferences of international students in the countries which they are studying. 2.5. Barriers to the international students during their travel in their host countries respectively. Chapter three brings out what are all the research methodologies which are used in my report, i.e. it briefly explains about the qualitative and quantitative techniques which have been used and the results are estimated by the charts and tables in which the results are obtained in a precise method. Chapter four brings out the results and finding part of the techniques which have been used and finally my report end on the concluding part of my research. Chapter 2: Literature Review The whole scenario of international travel would point out that students symbolize a rising proportion of international tourists. According to the report from an affiliated forum with UNWTO that international students’ sector comprises 20% of all international travellers (StudentMarketing, 2012). The students who come for study in UK contribute a major role its economy. According to the reports of Times Higher Education UK (2015), international students create a net part of £2.3billion annually to the UK’s market in London only and anchor 70,000 employments in the capital. This segment has grown to a substantial size that every year, over 430,000 overseas students, from over 180 countries study in the UK (UCAS - The Universities and Colleges Admissions Services, 2015). It is very important for the host country to collect the information regarding the travel preferences of the international students as tourists because they provide a large amount of financial benefits in many forms. Without trustworthy and available information, development of this market segment would not be possible and the host country would be in the position to lose vast potential financial gains derived from this type of tourism (Cutler & Chadee, 1996). Overseas students are embedded tourists; their duration in the host country and the deepness of adaptation might formulate their type of tourism seem more genuine than other forms of travel, their characteristics are way different from other type of tourists suggested by many authors. The students of universities who come from different countries to study in the host country should be considered as an important market for hospitality and tourism industry (Fordham, 2006). According to the research report on travel behaviour of international students by Sarah Gardiner and Brian King in 2013 that overseas students as tourists are somehow dissimilar to international visitors who are not students; they usually stay longer and set up a temporary residency in the vicinity of their university or college. And they are also different from domestic tourists by their short term stay and greater tendency to discover the country before going back home. They can be easily distinguishable from domestic leisure visitors because of their funding source, their culture and lifestyle, their preferences and their time constraints. In this report, the travel behaviour of international students in UK will be examined including the their expenditure, the type of their transportation, accommodation, companionship, national origin and the possible barriers faced by students to their travel, it would help in creating such opportunities and options in the field of travel and tourism according to the students’ preferences. 2.1 Fundamental Steps of Travel Decision Making: In order to evaluate and understand the travel behaviour of students as tourists, we would first discuss the basic factors that are involved in any leisure activity and are essential for every tourist while planning for travel. Major factor which initiates any travel or leisure activity is decision making process, there are many sub-decisions that are involved while going on vacation, i.e. when to go, where to go, what things to do on trip and what type of transport is required to reach the destination. These are complicated multifarious decisions where the options for different elements are interconnected and build up in a decision process over period (Crompton, 1992). Many authors have proposed models based on decision making process, Um and Crompton (1990) put forward a model consist of three major phases known as internal inputs, external inputs and cognitive constructs. Internal inputs originate from the traveller’s socio-psychological aspects, i.e. values, motives, personal characteristics and attitudes, whereas external inputs derive from both the marketing and social environment, they are categorized into promotional messages, destination attributes and social stimuli. Cognitive constructs define the consolidation of external and internal inputs into the evoked set of destinations and awareness set of destinations. The model is defined in the block diagram given below (Figure 1). The block diagram defines the five steps in which a tourist can experience during his/her planning for vacation or travel, there are many models such as Woodside and Lysonki (1989), Schmoll (1977), etc. These models described the specifications associated with the destination and the qualities of the given touristic products as being the vital parts of the travelling choice and of the traveller’s behaviour. Postelnicu (1998) presented the process of making decision for travelling in five stages. The chain of the five steps (in Figure 2) is resolutely relied on the information acquired by youth and the illustration they form about the travel destination is question. The information can be drawn together from the variety of sources, starting with knowledge provided by the representatives of tourism offices and ending with experience of acquaintances, friends and other people who visited that destination. This information can be drawn from various sources and presented in (Figure 3) proposed by Lancaster (1966). According to Lancaster (1966), the consumers do not select goods themselves, but rather the characteristics are acquired by the goods and consumers apply perceptions of attributes as input factors to evaluate utility. 2.2 Motivation Factor behind Travel and Tourism: Motivation is the chief aspect of the tourist’s behaviour in the eyes of many authors, the theories upon motivation is somehow revolves around the notion ‘need’. Need is assumed as the force that stimulate behaviour of motivation and it is seen that, to know the spirit of human motivation, it is essential to find out that what needs people possess and how these can be satisfied. Fundamental motivation theory explains a dynamic procedure of inner psychological factors such as wants, needs and goals that cause an uncomfortable level of stress inside person’s body and mind (Fodness, 1994). Human needs has been divided into five levels by (Maslow, 1970) and put up into a hierarchal form (see Figure 4). According to him, the need hierarchy starts from physiological needs, then safety needs, belongingness and love, esteem and finally ends in self-actualization. Higher needs appear only when the lower needs are satisfied. The suitable five level arrangement of Maslow’s model makes it simple to demonstrate to non-psychologists and has been extensively dominant in several applied sectors such as organizational and industrial psychology, tourism, marketing and counseling (Simon, 1999). Pearce, in 1982, conducted a research on travel experience and stated that younger travellers, in comparison with the aged, concentrate more on physiological needs than belongingness- love needs and self-actualization needs. Based on Maslow’s triangular hierarchy, he sustained bringing up his own model known as Travel Career Ladder or (TCL). It starts from relaxation needs, then security requirements, relationship desires, self-esteem and ends up on development needs. He further proposed the concept that the motivation of travel changes when experience of travel varies. The TCL model suggests a career goal in travel behaviour and as travellers turn out to be more experienced they increasingly look for fulfilment of higher need (Pearce, 1991). Dann (1977) also suggested a theory which can be connected to Maslow’s type of needs. According to Dann, there are two forces which play a vital role in the travel decision known as push and pull factors. Push factors direct towards the stimulus that root from inside the human-being and push them in the direction of some act. On the contrary, the destination attributes which influence and drag travellers towards a firm direction can be called pull factors. Guha (2009) conducted a research that newness and getaway from tedium and repetitiveness of everyday life are two most general travelling motivators. In order to market destinations and tourism services fine, marketers must know the motivating factors that show the way to travel decisions and consumption behaviour (Makens, Choy and Gee, 1984). These theories can be extremely important in order to understand the concept of tourism and hospitality and plays important role behind every flourishing travel marketing. 2.3 International Students’ Places of Origin Studying in UK: International student are becoming a hot topic not only for the UK higher education division but also for the whole country, they are gaining importance because of the contribution more than £7 billion to the whole UK economy, including £2.3billion in only London alone. According to the survey of OECD (Organization for Economic Co-operation and Development in 2012 that UK shares a major portion of about 12.6% the whole market for internationally mobile students around the globe and became the second largest host for international students after USA. Overseas students in top host countries like UK and USA are particularly important to these markets as they pay premium fees for obtaining their degree, up to three times the amount charged for local students (Lall, 2008). Students come to UK from all over the world to study in different subject courses and level of education. According to the statistics of HESA (Higher Education Statistics Agency) that non-EU students contributed nearly 13% of the total student population of UK in 2012-13 (Figure 6). Hence UK has been considered as a favourite country in terms of welcoming international students; hence it’s the sole English speaking country within the EU, securing its benefits in the region. According to the report (Figure 5) of HESA on Non-EU students enrolled in UK from 2012 to 2013, the two biggest source countries are China and India. These are not only at the top of UK stats but they are the main providers of international students all over the world. According to the report of Open Doors - Institute of International Education (IIE) in2011, that at present one in five of the world’s international student would be from India or China. These international students were further segregated according to their course of study by Project Atlas (2014) showing major portion of international students are related to Undergrads and Postgrads, presented in figure 7. China is now the prime source of overseas students in UK. According to the Vision 2020 report which has forecasted the expansion of Chinese market that number of Chinese students will reach at 130,900 by 2020. The main reason behind the mammoth growth of Chinese students in abroad is due to the lack of higher education institutes which are insufficient to cater large number of high school grads in their own country, this factor forces the students to look elsewhere (Altbach, 1991). The skills and curriculum taught at universities in China are assumed to be outdated in many cases, mainly rely on customary teacher-centred learning, stress on passive learning. On the contrary, western educational system is learner-centred and targets to make student’s independence, debating skills, analytical skills and questioning, this is the major reason for the departure (Chan, 1999). The second most prominent source country is India in terms of student mobilization in UK; the students from India always have a higher tendency to concentrate on English-speaking countries for studying, about 80% of mobile Indian students attracted towards these countries. UK overtook Australia in 2009 to be converted into the second most significant destination for Indians (HESA source).In latest years, steps were taken by the UK authorities to smooth the progress of student mobility and create stronger academic ties with India. UK - India Education and Research Initiative (UKIERI) is the prime example, which was inaugurated by the British Council in 2006 for the promotion of educational connections between these two countries. The years which followed, observed the education division transforming more and more into market oriented entity and provided the rise to the creation of private universities (Verghese, 2004). Possibly the most triumphant tactic for the UK has been the smart promotion of UK universities in India. In cooperation with the British Council, universities have held two large scale education fairs each year, covering nine cities in India. Tourist preferences of international students in the countries in which they are studying The experience which is consumed and produced at same time is considered to be as Tourism (Heung et al., 2001). For a various numbers of reasons like low-cost airlines, leisure income and time, process of booking in an innovative way, travel in general and for easy transfer of money it is crystal clear that the term travelling has become more popular (Yau & Chan, 1990; Hsu & Sung, 1997; Richards & Wilson, 2003; Shoham et al., 2004). There are lots of students who are all identified as relatively neglected segment, who attracts many researchers as they have been a rise in students who would take their holiday break with the guidance of tourism service (Gallarza and Saura, 2006). To travel globally and domestically both ways have become easier for the students. Richard and Wilson (2003 & 2005) shows that nowadays regarding the cost of the trip, mode of travel and destination visit, students structure their travel planning. 2.4.1. Accommodation: Micheal et al. (2003) found that in the case with South Africa, students prefer staying with friends and families as that will be the student's choice of accommodation. A research was conducted by these researchers are Josiam et al. (1994), Chadee and Cutler (1996), Richards and Wilson (2003), and Shoham et al. (2004) and it was evident that in USA students follows the same thing as in South Africa for their accommodation purposes. For the international students it was evident that they pick their accommodation in motels and hotels as they were very popular among the students. 2.4.2. Mode of travel: International students prefer various different types of transport like air, train and car travel. Travelling by bus is the cheapest and more affordable by the international students as they were considered as safest mode of transport (Bywater, 1993). Hobson and Josiam (1992), found that students from America mostly prefer car for their mode of transport. Due to the high costing and poor infrastructure make the airways and train less popular among the international students and though the low costing airways have always attracted and had become more popular among the students. In USA international students prefer to travel by train and according to the above arguments, it is crystal clear that preferences differ in terms of preferred mode of transportation Hobson and Josiam et al. (1992). 2.4.3. TRAVEL MOTIVATION AND DESTINATION CHOICES OF INTERNATIONAL STUDENTS The main purpose of the international students to travel is for 'relax and get away'. Researcher like Josiam et al. (1999) were also found out that for main reason behind the travel, i.e. the main factor which affects the international student's motivation of travel is increasing knowledge to meet different places and people, excitement and the thirst to explore other cultures. Other vital motives for the travel for the international students are scenic beauty, 'to party and drink', variety of good beaches and recommendation by family and friends of the host country which they have been staying for a particular period of time respectively (Michael et al. 2003) Among the international students it is crystal clear that they are more interested in familiar and renowned destinations. Now a day it's becoming fashion for the international students to seek adventure trip on the country which they are going to peruse their higher education. It was also evident that the brand image of certain place influences the choice of destination and more over one of the vital factor which attracts the students is the image of the sun. Many young travellers chose their destination where it was sand and sun (Hobson &Josiam, 1992; Josiam et al., 1994). One of the other factors influencing the destination choices among the international students is the well -developed infra-structure of the tourism industry. If the tourism sector in a country is too good there is no doubt that it has got a very strong and improvised choice of tourist attractive destinations. 2.4.4 Destination Choice: Hobson and Josiam (1992) and Shanka et al. (2002) researched that students are keen to visit famous and familiar places. However, Chadee and Cutler (1996) showed that overseas students more likely to seek adventure experiences like students from New Zealand. Butts et al. (1996) found that sun is being one of the important factors among students to choose the destination. Tourism infrastructure is another aspect that can influence destination choice. Josiam et al. (1994), Gmelch (1997) and Payne (2009) research came out that easy and short route destination is also very famous in students. Hobson and Josiam (1992) and Josiam et al. (1994), found family and friends are basic factors when choosing any destination, while Bywater (1993) and Butts et al. (1994) found that students travel to destinations where accommodation costs are low. Barriers to international students being tourists in the countries in which they are studying: There are many types of constraints and hurdles which obstruct the leisure activity of individual whether he/she is an international student or a domestic tourist, but the factors remain universal. Travel constraints theory has been included into tourism at a wide theoretical level (Andereck and Nyaupane, 2008) and for many other sectors and industries which are somehow related directly and indirectly with tourism such as sport (Hinch et al., 2005) and cruising (Petrick and Hung, 2009) and for sectors founded on demographics (Li et al., 2011). These constraints can be classified into Social issues, Economic issues, Time issues, Security issues, Environmental issues and many more. A survey conducted by Statista (2015) on normal tourists and travellers, tried to find the common barriers affecting tourism, the most common constraints which tourists face during their trip (Figure 8). 2.5.1 Social Constraints: Social factors act as constraints are examined by many researchers; it is the relationship between society and individual. According to Hull (1990), the mood plays a significant part in any leisure activity and that mood is manipulated by attributes of physical and social settings. Person acts upon their observation of reality rather than on objective actualities themselves (Bergier, 1981). D’Ottavio et al. (1980) suggested that family circle is the strongest social institution from early childhood whereas person discovers his own subcultures as well as leisure patterns. International students are away from their families and friends, it makes more difficult for them to acquire any leisure activity without their loved ones, so they form their new social circle in the host country which helps them to participate in tourism. 2.5.2 Economic Constraints: Economic factor can be considered as most important type of constraint for international students, their funding sources are limited and their working hours are also less. Higher a person’s professional level, the more likely he is to take part in public recreational programmes (Morris et al. 1972). Income is very much correlated with profession but doesn’t have autonomous results on leisure and tourism (White, 1975). Overseas students affected by the economic factor because they have some financial commitments to their families. Any individual’s leisure choice, habits, tastes, intrapersonal and interpersonal influences are assessed as customers’ decision process (Brown and Deaton, 1972). 2.5.3 Time Constraints: Time factor is the second most important factor that hinders the travel opportunity for international student; they are bound by their studies and only get time during their semester breaks. Time and cost related constraints rank among the most frequent and powerful constraints on leisure activities (Jackson, 2005). But according to the Walker and Virden (2004), the constraints result from time can be considered as most common and the strongest of all. 2.5.4 Security Constraints: Security issues are nowadays considered as global threat which affects tourism badly if not taken seriously. Terrorism, political turmoil, law and order situation, civil unrest etc poses a serious risk for tourism industry, this type of constraint can be enabled on all type of tourists. According to Gabriel Weimann and Conrad Winn (1993), terrorist activities have a chief impact on global tourism of a nation and are also the biggest economic aspect in the equation between foreign tourism and terror. Risk perception in tourism is associated with the issue of safety in travel, and results in an impact on tourist’s travel decision and destination choice (Sonmez and Graefe, 1998). As we have discussed earlier that tourist’s decision making process derive from the key attributes of internal and external factors, any minor disturbance at the planned destination could result the cancellation of tour, change in destination or modification of travel behaviour (Hartz, 1989). 2.5.5 Environmental Constraints: Environmental issues are of many types, such as natural disasters, epidemic, extreme weather conditions etc which could be the major constraints in front of tourism and leisure activities. The vulnerability of travel destinations and travellers to disaster and other natural calamities have been described by many authors that tourists might be more exposed to risk than anyone else (Drabek, 1995). It results decline in number of travellers visiting the area, builds a negative picture all over the world as being tourist destination. Pushing tourist away because of the site becomes dangerous and risky (HanginQiu Zhang, 2005). Epidemics and diseases are considered as the nightmare for tourism and hospitality industry. According to UNEP (United Nations Environmental Programme), the eruptions of foot and mouth disease pandemic in UK (2001) has relentlessly affected inbound tourism market. Around 81% of hotels in Scotland, 75% in England and 85% in Wales faced decline in their businesses (Survey Report of BHA/Barclays Hospitality Business Trends). Health is an essential part of tourist experience, if not met then it affects the overall satisfaction levels for tourists and can ultimately affect their quality of life (Lawton, 1997). Chapter 3: Research methodology The study seeks to discover the travel behaviour and preferences of Chinese and Indian sub-continent students studying in UK. The vital target of the research is to build a model that can define the leisure activity characteristics and travelling boundaries of these international students. This chapter has clarified the methods and techniques used in this research to acquire the said goals and described the research instrument, sampling selection, questionnaire designing and data analysis procedure. In addition, a step-by-step series of methods for conducting the research and justification of the statistical analysis are also presented in this chapter. Research comprises classifying and reclassifying problems, devising theories or proposed results; gathering, formulating, categorizing and assessing data; processing and analysing data and jumping to conclusions; and at the end, vigilantly checking the conclusions to conclude whether they fit the formulating hypothesis (Clifford woody, 1927). Before applying all these factors, the research design should always be decided at initial stage, and it is usually possible to distinguish a research design as quantitative; as qualitative; or as a mixer of both qualitative and quantitative approach, typically referred to as mixed methods, where mixed method approach is used to deal with project’s objectives, combining both qualitative and quantitative methodologies. There are different perceptions regarding research design, as it may refers only to the methodology of the study ( e.g. data collection and analysis), whereas in another study, it may reflect the entire research process, from conceptualizing a problem to the literature review, research questions, methods, and conclusions (Michael R. Harwell, 2011). Before moving forward, it is necessary to study the two fundamental research methods in depth. 3.1 Qualitative research: Qualitative approach can be defined as the type of research technique which has the purpose to understand and interpret social interactions of a small and not randomly chosen group with respect to the subject of research and collects the data in form of words, images or objects. The participants and their characteristics may be known to researcher through which subjectivity is expected, and it can be conducted via interviews and group discussions (Lichtman M., 2006). Qualitative methods grab the quotation and saying of participants which are expressed in their own words and portray their experiences thoroughly. Qualitative data gives the contrast of true life in its many distinctions; open-ended questions and inquiring information in depth from the participant gives perception into the reasoning and feelings that inspire people to take action. In a nutshell, these methods are uniform, systematically acquiring concise feedbacks from as many persons as possible and thus provides higher richness and more detailed information about a smaller number of people (Patton, 1986). Data through qualitative research can be collected through focus group, in-depth interviews (one-on-one), Dyads or Triads interviews (with two or three people) etc. A certain number of people which are involved to obtain the unstructured information by the researcher known as Focus group, in which a group of people is focused to gather the information about their perception, attitude, opinion and belief. This will give the outcome, which is an exploratory or an investigative (Bernard, 2009). 3.2 Quantitative research: Quantitative approach can be used for the purpose to test hypotheses upon the large and randomly selected group, where the key variables of study are specific, the data collected through this approach are purely statistical, and the findings are so generalized that these can be applicable to other populations within known limits of errors. The objectivity is more obvious because the researcher set aside his/her perceptions, experiences and biases in the method. The characteristics of the participants are hidden from the researcher known as double blind studies (Johnson B., and Christensen L., 2008). Quantitative research techniques used to increase impartiality, replication, and generalization of findings, and are usually involved in guess and supposition, and this type of approach uses questionnaires, surveys or tests to gather data as key instruments and process the statistical hypotheses through probability theories and graphs (Lincoln & Guba, 1985). 3.3 Selection of Research Method: After a thorough review of literature related to research methods, the mixed method was selected in this research which is helpful to examine the travel behaviour of international students as tourists in broader way, and can be useful to collect multiple kinds of data with different tactics in ways that reveal complementary potencies and non-overlapping weak points, which is not possible when only quantitative or qualitative method is used (Johnson & Turner, 2003). According to Creswell (2003) that mixed methods approach is a very useful technique to grab the best of both qualitative and quantitative methods, thus support each other. The major reasons for the selection of mixed method for this project’s research were due to the multiple research questions with different natures and the focus group interviews. Additionally, it was also selected because by applying a mixed methods design the researcher is able to both simplify the findings from the respondents and develop a comprehensive view of meaning of the experience from the individuals (Creswell, 2003). Creswell et al. (2003) suggested the six mixed method strategies used for designing the research proposals, (1) Sequential Explanatory Design, (2) Sequential Exploratory Design, (3) Sequential Transformative Design, (4) Concurrent Triangulation Design, (5) Concurrent Embedded Design and (6) Concurrent Transformative Design. In this research, Sequential Explanatory Design was used; it is a famous strategy for mixed methods design that attracts the researchers a lot with much quantitative favouritisms. Sequential Explanatory Design is differentiated by the gathering and processing of quantitative data in the primary stage of study followed by the gathering and processing of qualitative data in the secondary stage that forms on the outcomes of the preliminary quantitative findings. Preference is usually given to the quantitative data, and the joining of the data occurs when the preliminary quantitative findings notifies the secondary qualitative data collection, so both types of data are different but connected (Creswell et al., 2003). Hence, this research was divided into two phases; quantitative research phase, which contained the distribution of questionnaires through emails and by hand; and qualitative research phase, which comprised of interviews and focus group. 3.4 Quantitative Approach: 3.4.1 Sampling of Participants: The sample method involves taking a representative selection of the population and using the data collected as research information. A sample is a “subgroup of a population” (Frey et al., 2000). It is important to use correct sampling method which is suitable for the type of research that can lower the research cost, consumes less amount of time, provides greater accuracy and maintains greater flexibility (Cochran, 1953). In this report, proportionate stratified random sampling method was used, which was gathered up on the basis of students’ nationalities and the proportion of their strength, because proportionate stratification is usually completed to cover the representation of strata or groups that have significance to the research (Henry, 1990). Report’s main focus is on Chinese and sub-continental students and their travel behaviour, so the selection criteria in this research was that the respondents must be Chinese or Sub-continental students, who are studying in UK and had at least one vacation or leisure trip in between their tenure of studying. Hence it is very evident to use stratified sampling method for effective research, because the research which involves studying a specific ethnic community of a small proportion as compared to general public, it is unsuitable to apply the typical quantitative methods acquiring large sample size and random sampling technique (Denzin & Lincoln, 1994). Most favourable sample size in quantitative research for probability sampling is in the boundary of 100 to 200 (Hoyle, 1995). In this report, One hundred and fifty students were selected (50% Chinese and 50% Sub-continental) from three main universities that are Northumbria University, University of Sunderland and Cardiff University, these international students were mostly targeted through emails and social media as survey instruments to complete the questionnaire. The questionnaire was circulated and distributed through emailing them personally, via friends’ circle and by on-site visitation of universities. 3.4.2 Questionnaire: The Questionnaire is the technique, which is used to carry out the data collection. The problem of research findings are identified and based on the research findings, research objectives are set with. The research objectives pave way for setting the questionnaire. The questionnaire is of various types like open ended, close ended questionnaire, checklist, and yes or no type (Buttle, 2009). In Tourism sector, the questionnaire are designed, particularly in case of guests or visitors are given the questionnaire to gather the comments about the place visited and the ideas can also be considered (Kothari, 2011), but it can also be used for research point of view by the tourism and hospitality students on their dissertation reports. In this report, the semi-structured questionnaire was used, which started with an introductory note used to help create the scene and lead participants towards answering definitions and instructions (Oppenheim, 1992). There were different types of questions in this questionnaire, some of them were single choice close-ended questions that are easy to manage, easily coded and analysed, allow quantification and comparisons, and they are more probable to generate fully finished questionnaires while setting aside inappropriate responses (Sarantakos, 2005), some of them were open-ended questions which provide benefits of autonomy and naturalness in answers, chance to investigate and convenience for processing hypotheses about awareness or ideas (Oppenheim, 1992), and some had multiple choices. The last question of the questionnaire regarding barriers affecting travel was ranking type question, in which the participant had to answer the top five barriers or hurdles (priority wise) which could prevent them to acquire any leisure travel in UK. There are total 14 questions in the questionnaire (Appendix : ) making it very concise and to the point; hence the length of the questionnaire has a major effect on the willingness of the participants to answer, as well as on their rates of response to the questionnaire (Alreck and Settle, 1985). The questions asked in this survey were shorter and not too lengthy, as it would not bore the respondents taking part in the research (Chon, The Practice of Graduate Research in Hospitality and Tourism, 2014). The questionnaire was developed in MS-Word (2013) after a thorough review of literature, it starts with the filter question by asking the participant that whether they have visited any location for leisure point of view during their tenure as a student or not, it helps the participant to save his/her time before going any further, if the answer is “No”, then definitely the respondent is not eligible to answer any following questions. The following questions from no.2 to no.10 were specifically trying to collect the information about the leisure trip and the travel behaviour of the participants by developing the interest at the very beginning, from question no. 11 to no.13 were directly related to demographic information. Hence using the “funnel” technique, the whole questionnaire was designed, from starting with the broad interest questions that can be easily answered by the respondent and creating interest in the survey by getting them involved in the research instantly (e.g. travel destination, trip duration), then asking them with some complex questions (e.g. type of accommodation, mode of transport, trip companion, expenditure, visiting places, place of dining and quality of the trip), and then placing the demographic questions at the end (Oppenheim, 1992). The last question is based on likert-type scale, the respondents were asked to rank (from 1 to 5) the most common barriers involves in leisure and tourism activity according to their severity. A Likert scale is convenient for the participants to record their attitudes by ticking or entering a particular value, and it is economical as well as flexible (Alreck & Settle, 1995). So, the questionnaire adopted a five-point Likert-type scale for the feedbacks, and each barrier or constraint was measured on a five-point scale ranging from “1 = Most important” to “5 = Least important”. 3.4.3 Survey Technique: The survey techniques is the method, where the data is collected from all the population, it is otherwise called as census method, in which the data are being collected from the respondents, in which the data, is like information like family details, income, occupation details etc. In case of Tourism industry, in the tourists place, there are various information required to be collected about the tourists’ spot, which has to be recorded, where survey can be collected through the short questions, where all the respondents and population are being considered (Kumar, 2010). The information is collected through questionnaire in this report. Questionnaire survey are of many types, such as household survey, telephone survey, street survey, mail survey, e-survey, on-site survey, captive group survey etc (A.J Veal, 1992). In this report, the survey is conducted through emails and visiting some universities, can be called E-survey and on-site survey. Now-a-days, due to the delays in postal system, it takes time to reach the respondents and the respondents may be available and may not take delivery of the questionnaire on time and it may affect the data gathering system. Likewise, the frequently used system is the E-questionnaire or online questionnaire, where the questionnaires are sent through e-mail. The response rate of questionnaire dispatched through mail is less and hence, most of the time, the questionnaire which are sent are not returned filled with too (Chon, The Practice of Graduate Research in Hospitality and Tourism, 2014). In this survey, the questionnaires were being distributed among students having different ethnicity (mainly focuses on Chinese and Sub-continental students) via email. As discussed, the major flaw of e-survey is low response rate (Crawford, Couper & Lamias, 2001), but in this report, the response rate is 74% from the respondents, which is higher than expected (70%) and can be called a reasonably good response rate (e.g. 60% or above) which is normally expected by researchers (Fincham, 2008). The main reason behind the high response rate can be the attractiveness of questionnaire, conduction of repeat mailings and using personalized correspondence which are the essential parts of any e-survey (Kwak & Radler, 2002). In order to get a high response rate at low cost with more clarification and promptness, the questionnaire was personally distributed and handed over to the students at their universities after the official lecture time, and they were asked to fill out the questionnaire accordingly; hence it can be termed as on-site survey. On-site surveys are often the only solution when a population list is unavailable, or people will not or are unable to respond accurately to another type of survey (Salant & Dillman, 1994). The students were free not to contribute in the research, despite the survey was totally confidential and anonymous. 3.4.4 Data Analysis of Quantitative Approach: After the data collection from the respondents through questionnaire and survey, the data then coded, computed and analysed using IBM SPSS Statistics 20. The SPSS (Statistical Package for Social Sciences) software facilitates researcher to attain and analyze quantitative data in a little time and diverse methods of presentation and performance (Bryman & Cramer, 1990). Statistical analysis such as descriptive analysis, frequency analysis, cross-tabulation, multi-response cross-tabulation and frequency analysis were used according to the particular intents of the research. Descriptive statistics were mostly used (e.g. Gender, Ethnicity, Mode of Transport, Accommodation, Expenditure etc), multiple-response statistics were used on those questions where the respondents selected more than one option in the questionnaire (e.g. Attraction visited, Place of dining, etc), bar charts and pie charts were used to demonstrate the frequencies with more proper illustrations. Mean value analysis and Standard Deviation calculation has been performed on Q.14 by using (Compare Mean) option. 3.5 Qualitative Approach: 3.5.1 Focus Group: After conducting the survey and implementation of quantitative approach, the next phase of the research was to use qualitative approach to follow up on matters that were recognized in the survey as needing additional explanation. A focus group can be defined as an interview method planned for small or limited groups to generate qualitative data using a set of open-ended questions (Berg, 1995). These groups are unique with respect to their “composition, size, procedures and purpose” (Krueger & Casey, 2009). The word focus has a significant meaning – it weighs that the group will talk about a particular subject of interest other than vast generalities (Boddy, 2005). The researcher plays the role of a facilitator and puts weight on the group interaction instead of exchanging questions and answers with the participants one by one (Berg, 1995). 3.5.2 Question Schedule Design: The arrangement of question schedule in either the focus group or an interview can be termed as the most essential part which contains the list of questions or subject areas that the researcher or interviewer needs to explore during the session (Krueger & Casey, 2009). The major reason of a question schedule is to permit the flow of the discussion during the focus group within the estimated amount of time to be given on each question and allowing the researcher to know what aspects are to be covered (Greenbaum, 2000). There were four major questions which were asked to the participants to explore the additional information regarding travel behaviour of international students. They were asked about the experience in UK as tourist; their reviews regarding UK and its local areas; their leisure activity during their study period; the motivation factor which forced them to study in UK; and the difference they did find in UK as compared to their home country. Each question has been provided with 20 minutes estimated time to cover the answer from the participants, hence the total length of the session was about one and a half hour. 3.5.3 Size of the Group and Ethnicity of the Participants: The size of the focus group was small and consisted of 4 participants, hence small sized groups of four to six may be productive given that they support participants to involve in the dialogue; but there are many different ideas related to the certain limit of time (Prince & Davies‘, 2001). Jinks and Daniels (1999), Dreachslin(1999), observed that a larger group was not easy to manage, having had trouble obtaining equal contribution in the discussion. The research hence only focuses on Chinese and sub-continental students, so the ethnicity of the participants was also based on them, which consisted of 3 Chinese students and 1 Indian, the list is given below S.no. Gender Age Name Ethnicity 1 Male 23 Rahul Indian 2 Female 22 Nicole Chinese 3 Female 21 Chenyang Chinese 4 Female 21 Liliana Chinese 3.5.4 Data Analysis: The initial stage of data analysis in qualitative approach started with the transcription of the interviews, the data then was coded by systematizing it and sorted out according to the travel experiences of students as tourists in UK, their opinion about the attraction of UK and its local places, the leisure activity during their study and motivation factor behind the decision to study in UK. These remarks and information along the analysis got processed and the main ideas of clarification, reliability or sufficiency of the sources appeared. These quotations were going along in the analysis as well. Only excerpts from the interviews were used in the study, which were considered as helpful for this report. Additionally, as the research utilizes a theoretical perspective, in the analysis both quantitative and qualitative data was linked with the existing theories. 3.6 Limitations: Data collection process can be termed as the first limitation in the research; data collection may seem to be insufficient to cover such large number of international students. Due to the time limitations and access to international students with limited resources, this study could only use 150 Chinese and Sub-continental students as respondents to come up with the results. The second limitation of this research is generalizability, because it was conducted on specific category of students (International students) within three universities and cannot be applicable on general. The respondents were only from either China or Indian sub-continent, so the research cannot represents the travel behaviour of students with other nationalities, hence become limited with its scope. Due to the one member research project, the data was handled by just one person so this study may still be at risk of researcher’s bias by making its third limitation. The two analysts handling the same set of data may conclude a number of varying categories during the process of thematic analysis. It is advisable for data analysis to be carried out by a few analysts so that the final list of thematic findings produced is guarded against single researcher’s bias Ryan and Bernard (2003). CHAPTER: 4 RESULTS AND FINDINGS The aim of this research is to explore the travel behaviour and perceived barriers in acquiring leisure activities of international students (especially Chinese and Indian sub-continent) studying in UK; as well as to examine the difference in the responses with respect to ethnicity. The target sample consisted of 150 international students from three major universities, who have at least once visited any location or place in UK for leisure purpose during their studies. The students completed the self-administered questionnaire; there were three questions asked to the students related to personal details, ten questions regarding travel behaviour and last question was associated with the barriers or constraints in travel decision making. The analysis upon the responses will be shown in this chapter with the usage of academic sources from literature review to support the research target. 4.1 Demographic Profiles: Total 150 valid instruments were analysed and processed in this survey. The respondents were divided into two major categories which formed an independent variable “Ethnicity of the students”. These were (1) Chinese students and (2) Indian Sub-continent students participated in this study; however the Indian Sub-continent students comprised of Indian, Pakistani and Bangladeshi nationals. The other independent variables are Age and gender used in the research. The demographic characteristics of these international students are presented in Table4.1 by using descriptive analysis (e.g. percentages and frequencies). Table 4.1: Demographic profiles of the respondents Variable Subgroups N (150) % Gender Male 101 67.3 Female 49 32.7         Age Under 19 1 0.7 19-22 65 43.3 23-26 51 34 26-30 33 22         Nationalities Chinese 75 50 Indian Sub-continent 75 50 ∴ Indian = 25 Pakistani = 25 Bangladeshi = 25 It can be seen on (table 4.1) that (67.3%) respondents are male while remaining (32.7%) are females. The participants were further divided into four categories by age, there was only one participant who was under 19 years of age making (0.7%) of the participants, majority were between 19-22 years of age by making the largest proportion of the sample (43.3%), students aged 23-26 years make up (34%) of the sample while (22%) students falls under the category of age between 26-30 years as shown in above table. There is an equal distribution of respondents with respect to ethnicity in this research, Chinese students make up (50%) while Indian Sub-continent students shares (50%) sample of the research, however Indian Sub-continent students comprises of 25 Indian, 25 Pakistani and 25 Bangladeshi students. 4.2 Gender: One of the important factors influencing cross-cultural adaptation is gender (Wang et al., 2015). In 1982, Church suggested that, "compared to men, women usually encountered more difficulties in adapting to their host countries and the status of women's psychological well-being was worse". In contrast to this statement in 2006, Ying and Han made a research on Taiwanese international students in US. In their research they found that the women are more adaptable to the North American culture, and is reportedly known to be less psychological discomfort than men did. Few researchers also found that according to gender there is no finding any difference in cross-cultural adaptation in international students (Wang et al., 2015). Online setting is a method in which the gender differences are determined in the cross-cultural adaptation. In 2001, Jackson, Ervin, Gardner and Schmitt examined the internet usage by the students in which it is found to be women used email more than men and men used web more than women did. The following results strongly brings out that women's strong motive on usage of internet is for interpersonal communication; and men for information respectively. More over in 2007, Adams-Blodnieks and Blank found out that to get information support on the net, men are more willing than women, where as women prefer more to get emotional and social support. Thus the differences seen in gender exist in both male and female cross-cultural adaptation and in the support activities used online. Due to these results, it is evident that the gender may affect the relationship between international students and online social support in cross cultural adaptation. My research is on what is the travel behaviour of international students visiting UK. In the questionnaire I am conducting, gender plays a vital role, as I made my surveys with many foreign students in UK and asked about their travel behaviour during their leisure activity. The survey has been made with many Chinese and Indian sub-continent students, frequencies shown in table 4.2. Table 4.2: Gender of the participant. Frequency Percent Valid Percent Cumulative Percent Valid Male 101 67.3 67.3 67.3 Female 49 32.7 32.7 100.0 Total 150 100.0 100.0 Chart 4.2: Gender Participation From the above chart it is evident that the men are more interested to travel a lot than women in their leisure activities as the ratio tells 67.3 % of men travel a lot while 32.7 % of women alone travel during their leisure time period. This survey is on the Chinese and Indian subcontinent students, and from the results of this survey is crystal clear that among Asian students visiting UK, more men travel a lot than women as women like to go back to their native countries, do their studies and to stick with work in their leisure time. 4.3 Duration of the Trip: International students are those who move to other country from their origin country for the study purposes (Hughes et al, 2015). As the educational departments is considered as strong potentials to the industry of tourism as they have comparatively huge time to block free from school and/or work commitments. Also to understand the different people and culture international students are strongly motivated to travel and as the host country to which these students are travelling, helps to the significant growth of the hospitality industry. The international students are generally not seen a tourist as the definition of tourist as people 'who travel to stay in place outside their usual environment for not more than one consecutive year for leisure, business and other purposes'. But as the duration of stay by these international students in their host country will be longer so that they can serve as the scope for the development of economy than the tourist, because most of the student's spending is with the business which is local. My research of this paper is to find out the travel activities and travel preferences of the International students within the host country (UK). A survey was conducted with the Chinese and Indian sub-continent students about their travel preferences and this part of my work is focused on the duration of their travel. All the values have been calculated from the report taken with 150 students and are represented as table 1 (in Appendix A) and chart 4.3 below: (Chart 4.3: Duration of the trip with respect to ethnicity) The table and graph above represents how long the international students stay on their tourist destination. From the above chart and table (located in Appendix A), it is crystal clear that both the Chinese and sub-continental students spent their leisure time on their vacation not more than 5 days. That is 46.7% and 42.7% of Chinese and sub-continental students spend 3-4 days on their trip. And 9.3% of students spend around a week on their duration of stay on their travel. So from the above calculation, more number of students spends 3-4 days as their duration of stay on their trip, as this average is determined on the cost of expenses, transportation and the place where they are staying and more over the time they allocated for their travel plan. There are few students, i.e. 1.3% of the Chinese students who spend more than a week on their duration of stay, whereas 0.7% of sub- continental students respectively. Students taking more than a week off the duration of stay may be wealthy as they are affordable on their expenditures, as my views on this is that the economic standards of the country too comes in play for the students who spent a lot on their travel behaviours. Thus the travel behaviour of the international students not only gives strong impact of the host county's economy, but also creates an impact on the development of tourism and travel destinations. But despite the above results, some students also take long holidays (more than a week) right after the end of their semester. Liliana stated during the interview in focus group that she normally prefers to go to holidays for long duration. “I normally take long holidays just after finishing my semester, but I used to go somewhere like restaurant or cafe every weekend near to my residence, but I love to travel far and to different places soon after the semester’s end” (Liliana) 4.4 Type of Accommodation: The survey asked the international students about the type of accommodation which they acquired on vacation (e.g. hotels, motels, friends or family house etc), the findings conclude that most of the respondents either stayed at hotel or their friends’ or family home. According to Michael et al. (2003), Chadee and cutler (1996) and shoham et al (2004) that most preferable type of accommodation for international students in USA are hotels and motels during leisure journey, hence theory can be applicable here in UK as well, which is described in the chart 4.4 below. (Chart 4.4: Type of accommodation acquired by international students during trip) Payne (2009) and Bywater (1993) suggested that the first choice of students is hostel or backpackers, but the finding contradicts the statement of authors. Frequency Percent Valid Percent Cumulative Percent Valid Hotel 101 67.3 67.3 67.3 Hostel 7 4.7 4.7 72.0 Camping / Campervan 1 .7 .7 72.7 Friends / Family House 41 27.3 27.3 100.0 Total 150 100.0 100.0 Table 4.4: Frequencies showing type of accommodation used while on vacation. From table 4.4, we come to know that about 67.3% respondents stayed at hotel, 27.3% stayed at friends or family house, 4.7% chose to stay at hostel and only 0.7% chose to camp. We could find the link between response from majority and Nicole’s statement that hotels are the most preferred type of accommodation in front of International students’ travel behaviour: “I stayed at Wheatsland Hotel, York; and always felt that I had an amazing time staying in it. So I only choose hotels as accommodation place during my trip and love to arrive at my hotel after a full day of sightseeing.” (Nicole) From Table 2 (in Appendix A), about 46 Chinese students, and about 55 Indian Sub-continental students out of 150 total participants which make 67.3% of the total respondents so far, chose to stay at hotels and selected the hotels as most preferable type of accommodation satisfying Michael et al. (2003), Chadee and cutler (1996) and shoham et al (2004) research. Chenyang, part of the majority, likes to stay in hotels especially boutique hotels: “On my trip last time, I stayed at boutique hotel Hilton London Metropole, and I only prefer boutique hotels not because of their facilities which they offer but the décor which attracts me a lot.” (Chenyang) 4.5 Mode of Transport: The transportation system of any tourist destination has an influence on the experience of the tourists. They choose various destinations for different purposes and they use the different transportations system (Cooper et al. 2008). From the survey, we gathered a mix response about the mode of transportation used by the participant during their travel. Most of the respondent (shown in Table 4.5 and Chart 4.5 below), about 35.3% selected their mode of transportation as train, while second most favourable transport is bus, which was chosen by 28.7% students. According to Bywater (1993), that travelling through bus is considered to be most popular and affordable, and assumed as a safe way to travel. Pearce and Son (2004) also stated that Australian students preferred train. It can be applicable with UK’s condition too. Some people find interesting by travelling through train, it can encourage window gazing in which a person may observe harsh environments while being in the comfortness of a train (T. Elsrud, 1998). One of the respondents of focus group supported the finding: “I would prefer train, as it is very comfortable” (Rahul) Mode of transport utilized during the trip. Frequency Percent Valid Percent Cumulative Percent Valid Own / Friends or Family Car 28 18.7 18.7 18.7 Rental Car 19 12.7 12.7 31.3 Train 53 35.3 35.3 66.7 Bus 43 28.7 28.7 95.3 Plane 5 3.3 3.3 98.7 Bike 2 1.3 1.3 100.0 Total 150 100.0 100.0 Table 4.5: Mode of transport utilized during the trip. (Chart 4.5: Pie-chart illustration of mode of transport utilized) From Table 3 (in Appendix A), through cross tabulation we can observe that Chinese students (37.3%) mostly preferred train travelling during their trip, while Indian Sub-continental students (38.7%) travelled via bus hence satisfying Bywater (1993) research. However, travelling through car is also preferred by many students. In this research, if we merge the results from own / friends or family car and rental car, then about (31.4%) travelled through car that makes (39.7%) of Chinese students and (22.7%) of Indian sub-continent students which supports the findings of Payne (2009) and Hobson & Josiam (1992) that preferred mode of travelling for students is through ‘car’. About 3.3% travelled through plane and 1.3% through bike which indicated them as least favourite type of transport in UK for travelling purpose of international students. 4.6 Companionship: As there is a rise in number of international students who are willing and trying to do their studies abroad (Rienties and Nolan, 2014), it is important to understand how these students build friendship with each other and also with the host-national students. There have been adjustments which are very successful of the host culture in various aspects (i.e. social interaction, general living and work) and there have been positive outcomes such as satisfaction, increased task performance which are linked due to the interaction of national-host students with the international students and are cut short of intent to quit prematurely. In the last 30 years, the point of focus enquiry on both educational literature and general adjustment which are derived from the understanding of the interaction of the individuals, results in formation of social ties and how the international students learn about each other in a host culture. Many other "western" countries along with UK have experiencing increase in substantial numbers of international students persuading for their higher education in their countries respectively. The formation of friendship among the international students which are functional model was developed by (Hendrickson et al, 2011). The friendship of international students is classified into three categories they are multi-national, host-national and co-national friendship. Many international students forms enduring friendships with other international students i.e. visiting other nationalities many number of times; As soon as a international student step into a new country, he/she will seek new friendship. For the foreign visitor the common bond according to the host nation is quoted by "a stranger in strange land"; the contacts of host nationals is determined by the majority of friendship formed by the international students with the host nationals. Sometimes the desire of the international students to form friendship with the host nationals goes in vain as sometimes they will get discouraged and disappointed as their expectation level of forming friendship with the locals will not met; co-national friendship is more common among the international students as co-national friendship is nothing but the formation of friendship among the people from their own nations. This kind of friendship gives the international students the opportunity to understand better about the new culture through intellectual, social interaction and discussion with other students who are experiencing the same feeling and emotions. According to the table 4 (in Appendix A), majority of the students (43.3%) travelled with friends, so as Chenyang, who described the reason in detail for travelling with friends during the discussion in focus group: “I travelled with my close friends last time because I’d love to travel with people I know quite well and I know exactly how to deal with. In my opinion, having the company of friends while travelling is just as similar as carrying a small part of your home because these are the people with whom you spend majority of your time” (Chenyang) (Chart 4.6: Travel companion of international students) The main aim of my report is to determine the travel behaviour and travel preference of the Chinese and Indian sub-continental international students, who are persuading their higher education in UK. The acquaintance of the international students of these nationalities where also determined by conducting a survey among the students. The above table and chart determines during the travel for leisure that will the students accompany with, and according to the results and finding many international students i.e. average percentage of total Chinese and Sub-continental students over 43.3%% travel with their friends. However, Nicole also asserted about the travel companion during the trip which supports the majority’s response that it is very common and obvious for international students to travel with friends; and it also fills up the communication gap: “Of course friends because have more topic to communicate” (Nicole) There are some interesting results too as 34.7% of Chinese students likes to travel alone. Few students travel along with their family over the total percentage of 12.7%. There are also visible participants who travel along with the people on same academic course and over 20% of the sub-continental students travel like that. So from the above equations it is clear that the international students want to mix with different diversities of the host nation and a healthy companionship was been build among each others. There are also students who want to travel alone and will try to learn about the host nation's culture and traditions. As the conclusion of these results most of the students accompany new friends during their travel for leisure rather than going along with families as it is difficult for some students to bring their families to the host nation as it was not that easy. But the students as travellers will blast their time enjoying their leisure trip with their friends rather than their families. 4.7 Expenditure on Leisure Trip: Spending money during the leisure travel is essential and tangible factor, and financial restrictions are one of the greatest challenges that students have to face when deciding to go on vacation during their free time (Donaldson and Gatsinzi, 2005). In the questionnaire, it was asked to 150 participants that how much amount of money they spent during their travel, and there was no one who spent more than £1000 on the trip, making the above statement of the authors valid. According to table 4.7, only 2 persons selected the 2nd option which is £20.00 - £49.99 and about 33 participants gone with 5th one which is £500.00 - £999.99, and rest of them answered 3rd and 4th. None of them spent less than £20.00. Amount spent on the trip. Frequency Percent Valid Percent Cumulative Percent Valid £20.00 - £49.99 2 1.3 1.3 1.3 £50.00 - £99.99 58 38.7 38.7 40.0 £100.00 - £499.99 57 38.0 38.0 78.0 £500.00 - £999.99 33 22.0 22.0 100.0 Total 150 100.0 100.0 Table 4.7: Amount spent on the trip We applied cross tabulation between the nationalities of the participants and the amount which they spent on the trip shown in table 5 (in Appendix A). The international students has a binding to pay the fees for their studies in the host country, but they still have the potential to make a significant contribution to the local economy through spending on accommodation, food, travel and leisure (Llewellyn-Smith & McCabe, 2008). From 75 Chinese students, the majority 42.7% respondents spent £100.00 - £499.99, making them big spender when comparing to Indian Sub-continental students. There are very few participants who chose that their expenditure is about £20.00 - £49.99 e.g. 2.7% Chinese and rest of them are 0%, hence satisfying the authors’ statement that they actually spend sufficient amount while on vacation. But there was no one who spent more than £1000, also making the budget conscious as well. 4.8 Places of Attraction Visited by International Students: Students who move to another country from their origin country, for the purpose of study are called international students. This field has potentials to contribute to the industry of tourism as they have relatively huge space of time free from school and/or work commitments (Hughes et al., 2015). To understand better about the host nation's people and culture are the main reason to the international students, which motivates them to travel in the foreign countries. In Australia about 70% of expenditure to the tourism was contributed by the international visitors and an average of $13,101 per visitors was contributed by the students who are all in the age group between 15-29 years. In the host countries it is apparent that the international students play a vital role in the development of the industry of tourism. My main of this dissertation paper is to bring out the international student's travel behaviour and travel preferences. A survey was conducted among the Chinese and sub-continental students about their travel for leisure who are all came to UK to do their under and post graduate. The places visited by the international student plays a vital role, as it determines the bonding of places which has been never visited by the students. Prior studies regarding emotional bonding with the places have proposed many concepts which are similar, such as place attachment, place bonding, sense of place, place dependence, place identity and place rootedness. These are the terms which bring out the affective bond which are positive between the specific place and the individuals (Cheng and Kuo, 2015). One of the complex phenomenons is "place bonding", as it relates not only an individual's unique aspects of a particular environment or location but also to significant feeling related to the value, function, or emotions of the location. Place bonding is defined as a process of experience accumulation. Once individuals have engaged in activities and accumulated experiences in a given location, the location becomes a meaningful place. The aspects of quality of destination is depends upon place bonding. Destination bonding acts as the tool of projecting authentic and a unique image of destination. A positive destination image leads to stronger emotional bonding with the destination. There will be more emotional bonding for the visitors on the places which have been never visited (emotionally attached). For instance, conjectured that individuals can feel strong emotional connections to the places which they have never resided, and suppose to believe that "contact" of the place is and stronger on the psychological than the physical level. And the experience for international students would be more entertaining and thrilling in those countries where they have never visited before, just like Rahul who told that his experience is great studying in UK: “But as a tourist to this country it was quiet different experience to me as this was my first time exposure to the west. The experience for here as a tourist is great I would say” (Rahul) Thus there has been a strong emotion with the travellers who are all visiting destinations, which was never visited by them. The table 6 (in Appendix A) was the places visited more often by the international Chinese and sub-continent students, during their leisure trip in UK. There are many students who have visited natural attractions like lake, river, etc, forests, museums, beach, heritage and historical monuments, theme parks, shopping malls, sporting stadiums, casinos, live concert, theatres and still many others in UK. There is a mixed response gathered on the visited places by international students. Nicole described about her choice of visiting places in UK: “I have been to several cities in UK such as London, Edinburgh, York, Brighton and many more. I like the architecture and natural scenery the most. The people here are very nice and the population is much less than china. Every time when I go for travel, I feel comfortable, freedom and relax.” (Nicole) According to the survey many students have been visited the shopping malls and restlessly walking in and around the city with the percentage of 25.2% and 18.3% of sub-continental students and 10.9% and 12.1% of Chinese students respectively during their leisure trip. 11.5% and 14.5% of both Chinese and sub-continental international students have visited museum and historical monuments in UK during their leisure trip which shows that international students are willing to explore the culture and people of the host nation. There are some more interesting facts on this survey is most number of Chinese students, about 12.1% of them more frequently visited the casinos, as we have heard that the Chinese people have some craze in gambling. An average of 15.8% of both Chinese and sub-continental students have visited the natural attractions like forest trekking, river, lakes etc. Liliana also quoted in the interview that she loves to visit natural attractions in UK, stated below: “Not a typical sightseeing tourist, but I love engaging myself into place just like Cambridge because of its peace and beauty, although I love boating, that’s why I visited the lakeside with the spectacular view.” (Liliana) Thus from the above discussion it is clear that the international students loves to travel and wants to explore the host nation in which it is rich and wonderful at. It is also clear that the international students are more emotionally bonded to the places where they have never been visited. Many students have also said that its been their opportunity to visit UK in and all around, UK is the most famous tourist destination among all and it has became more favourite to many students who have been visiting UK for the first time. 4.9 Choice of Places for Dine out During the Trip: The major export industry of the international education at the level of university, among the key markets of Canada, Australia, New Zealand and United Kingdom are with fierce competition (Brown et al, 2010). Since 1997 there was a steady increase in international students who persuaded their higher education (HE) in UK and there are now 351,465 international students, on third of them are post graduates in UK. In the overall student population in UK, 15 % of international students are there and moreover the percentage varies with different types of institution in UK. For the past five years two market which are so big and dominating the UK soil are India and China in the field of international students. For HE colleges and universities, one third of its total income is represented by the tuition fees of the international students as its play a vital role in the financial health of HE sector. Many international students are possibly eating their home town's food as their feelings are connected emotionally with reassurance and comfort. This is indicated in the recurrent juxtaposition of the words familiar, the same, home and expecting to describe food and happy, enjoy, satisfied at ease and nice to refer to student's emotional state. My research paper is based on finding the travel behaviour and travel preference of international students in UK. On the above topic a survey was made to the international students, on what places they will visit for food or drink during their leisure trip (vacation). All the values in the below table was calculated according to the questionnaires conducted to the Chinese, Sub-continental international students who were on UK for HE. Responses Percent of Cases N Percent The place where they did eat and drink. Pub or a Bar 52 17.7% 34.7% Restaurant or Café 104 35.5% 69.3% Hotel 44 15.0% 29.3% Hostel 4 1.4% 2.7% Take away food 73 24.9% 48.7% Own Food 14 4.8% 9.3% Other 2 0.7% 1.3% Total 293 100.0% 195.3% Table 4.9: Places of dining out during the trip (Chart 4.9: Eating places preferences of international students) Many international students are fond of the English food also during their time of travel, as they experienced each and every pubs or bar, restaurant or cafe, hotels, hostels, take away food and self-made food items too. But eating out by international students is not related to their trip, as stated earlier by Liliana that she used to dine out even when she is not travelling: “I used to go somewhere like restaurant or cafe every weekend near to my residence.” (Liliana) According to the survey conducted to the international students and the result shown in table 7 (in Appendix A), it is precise that over 69.3% of the students prefer restaurants/cafe, during their leisure trip. As UK is famous for its night life and party many international students wants to get acquaint with it as 34.7% of students spend time in English pubs for drinks and food. Another important element found in this survey is the take away food, as during the travel, the food should be instant, quick ready to eat as at times during the travel take away food comes in great advance. Over 48.7% of international students spent their money on take away foods. There are very few International students, who stated that they carried their own food during the travel as they cook themselves where they stayed on their leisure trip. The conclusion of the above discussion is that so far from the survey the Chinese, sub-continental international students who came to UK for persuading their higher education got passion towards the food and in interacting with the mixed diversities. Many students want to try different cafes and restaurant for different varieties of food so that they can experience new food from new culture. 4.10 Quality of Trip with respect to City or Place: The activity of tourism involves the place of consumption, with historical, cultural and visual aspects of destination, creating a very high priority to the visitors (Sims, 2010). Some form of economic prosperity of a rural region is generated by tourism, as there is a raising recognition which should be balanced against the number of changes which are negative occurring due to the pressure on the destinations by more number of visitors. According to my research, the study was conducted on the international students who were doing their studies in UK. A survey was conducted among the students who have visited many places in UK as a tourist, in their leisure time. There was more number of places in which the destination in UK is acted as the backbone to the development of tourism. Table 8 (in Appendix A) describes the percentage of the "Quality of the trip" to different places in UK by the international students. In the table (Located in Appendix A), values have been generated by the students who are all Chinese, and Indian sub-continent as my research is mainly focused on how the Asian international students spent their value time in the surface of UK and how they use to choose their tourist destination. The above table shows London city as its ranks number 1 as the favourite tourist destination spot in UK. About 22.7 % of the participants visited the city of London and expressed their feelings that London is one of the best cities for tourist destination in UK. 32% of students have just quoted it was "A symbol of Excellence" for the UK. Next to London is the city of Manchester with 12.5% of participants visited this city, as this city is well known for its football club and other leisure activities which are essential in the field of tourism. Liverpool, Newcastle, Sunderland, Leeds, Cardiff, Durham, York, Bradford are the other heritage cities in UK which are more beautiful with scenic and pleasant ambiance, and there are the most emphasised cities to which most of the participants visited and travelled in their leisure time. But the students who visited Sunderland rated their quality of trip “Poor”, same response obtained from Rahul during the focus group discussion who lives in Sunderland: “I live in Sunderland, as Sunderland is too small there is nothing much to spend leisure time here, as there is no centre of attraction for leisure activities in this city. I usually spent my leisure time in New castle by going to night clubs and casinos, restaurants food and cinemas.” (Rahul) From the survey of the participants of international Asian students, it is clear that most of the international students wanted to visit metro cities like London, Liverpool and Manchester rather than the other scenic cities in UK, which are perfect for a holiday tourist destination. These metro cities are very well sophisticated and modernized where as Durham, Cardiff and Bradford were the most beautiful cities in UK with green nature. More live events and student's life hangout were organized more in the metro cities which make the priority of the international students high for travelling to these cities at first place. 4.11 Reason behind Studying in UK: This question was totally different from quantitative research’s point of view and it was asked during the Focus group session only. The reason behind the topic was to discover the motivational factors which influence international students for selecting UK as their next destination to acquire further higher education. There is a range of ‘push’ and ‘pull’ factors which have been recognized in related research. ‘Push’ factors include 1) perceptions of superior class of overseas Higher Education system, 2) the accessibility of technology-based programs, and 3) a lack of approach to local Higher Education. On the other hand, ‘pull’ factors cover: 1) the generality of the language and chance to develop second language’s communication skills better (English); 2) the college’s or university’s reputation for excellence in delivering education; 3) the geographic closeness of host country; 4) the professors’ or teachers’ credential and qualification; and 5) the range of obtainable courses /programmes and also due to marketing efforts and promotion (Factors obtained from: Soutar &Turner, 2002; McMahon, 1992; Bodycott, 2009; Maringe & Carter, 2007; Chen & Zimitat, 2006; Maringe, 2006). There were descriptive answers obtained from the interviewees during the focus group session which explained the different push pull factors forced them to take the decision to study abroad. Rahul, who is the Master’s student of Tourism and Hospitality, has given the statement that Quality of education and remarkable infrastructure of universities pushed him to acquire HE in UK: “The infrastructures of the universities here in UK are mind boggling than the universities in my home country (INDIA). I am doing my masters in Tourism and Hospitality here, as doing masters at my home country will not bag me anything up to the standards. The standards for doing higher education here is UK is of elite calibres. And more over I did my under-graduation on Hotel Management, as UK is the birth place for hotels my priority for persuading my masters here in UK was in the 1st place” (Rahul) But one of the respondents (Nicole) pointed out the pull factor responsible for taking the step to study in UK: “The idea to study abroad came into my mind soon after my high school’s studies was completed, I don’t know why but may be just want to see the different world and experience the different lift or improve my English skills. During the past one year, I’ve learnt a lot, met different people from different countries and did a lot of things which I hadn’t tried before. The education system is totally different from my country (China). In here, I come to know many new friends who came from other countries and they make me feel so warm. Those teachers which I met are friendly; through them, I have become unafraid to meet the difficulty” (Nicole) But not all of them are influenced by the push and pull factors, there are some other reasons too which become the channel for any student to pursue higher education in foreign countries. For example, there are various exchange programs and articulation agreements between the host and the source countries that allows the student to complete his/her initial semesters in his/her country and then continue the remaining course in other foreign country. Same case took place with one of the respondents (Liliana) in Focus group discussion: “The reason for coming to UK is not about how it looks or any other motivational factor, but this is because of my study program which is connected to the university in UK, so it was necessary for me to come to complete my remaining course in UK.” (Liliana) Push and pull factors also involve in travel behaviour, which were discussed earlier in literature review’s chapter. Liliana described that factor in her statement too: “Mostly the places which I’ve visited were suggested by my friends, I heard about the places from them then try to search for it (e.g. how it looks, what I can do there, which activity I can engage into), and then list down the famous spots of the selected destination” (Liliana) 4.12 Travel Barriers: In this research, Question no. 14 (see Appendix: B) has been included with the aim to examine the constraints and barriers which affect travel experience or demotivate the tourist to acquire any leisure activity. Participants were asked to rate the common factor in the scale of 1(Most important) to 5(Least Important) which stops them to plan any kind of travelling for tourism, there were 17 possible barriers listed in the questionnaire. The avoidance of certain behaviour by the people would be mostly due to the word known as “Constraint” but it can be termed with many different names by researchers, such as “Inhibitor” (Um & Crompton, 1992) or “Risk” (Moutinho, 1987), but the basic concept or connotation of these words are same. Constraints or barriers are the factors that bound people’s participation in any leisure activity (Jackson & Scott, 1999).There are many types of travel constraints and vary according to the authors’ point of view. Breda and Costa (2006) suggested that terrorism, Crime, health issues, food safety, and natural disasters are the main area of concern. 4.12.1 Safety Issues: The first barrier written on the question paper was about the safety issue preventing the students to acquire leisure activity. Safety issues first and foremost denote the personal safety of visitors and their belongings, but it also covers the ability to be adjusted in a foreign environment, indications and communal gatherings, and the safety of consumer services and shopping (Michalko, 2003). Total 35 respondents (23.33%), considered it as a barrier, in which only Chinese students answered it with Mean value (M=2.85) and Standard deviation (SD=1.91) concluding that it is considered the “3rd important” constraint from the scale of 1 to 5. On the other hand, it is evident from the result that the Indian sub-continent students do not think that safety issue could possibly be the obstacle while planning for travel. Ethnicity of the participant. Safety issue Chinese Mean 2.8571 = 3 (round-off) N 35 Std. Deviation 1.91193 Sub-continental Mean (No Response) N Std. Deviation Total Mean 2.8571 N 35 Std. Deviation 1.91193 Table 4.12.1 4.12.2 Health Issues: Health condition of the tourist can decide whether he/she can travel or not, so travel itself can result illnessessuch as upsetting the circadian rhythms or initiating motion sickness, but can turn the condition worst for those tourist who are carrying pre-existing illness (Wilks & Page, 2003).Same output observed on second constraint type, only 15 Chinese students unanimously responded (10% of the total sample) with Mean (M=1) and Standard Deviation (SD=0) that Health issue is the most important factor that can hinder or postpone the leisure travel. On contrary, Indian sub-continent students did not respond to the option simplifying that there are other factor considered more severe than health issues in front of Indian-subcontinent students which can actually make them stop to travel. Ethnicity of the participant. Health issue Chinese Mean 1.0000 N 15 Std. Deviation .00000 Sub-continental Mean No Response N Std. Deviation Total Mean 1.0000 N 15 Std. Deviation .00000 Table 4.12.2 4.12.3 Financial Issues: Financial concerns are common between international students due to their limited funding source, limited working hours and financial commitments; and can be normally recognized as one of the biggest causes of stress for overseas students (Mori, 2000; Chen, 1999; Quintrell, & Hancock, 1995). Lack of money describes the financial concerns which point outs to money-related worries and shortage of funds as constraint. Total 105 respondents gave their response on this option in which 56 students were Chinese and 49 students were from Indian Sub-continent. According to Chinese students, they more likely to perceive “Lack of money” as travel barrier than Indian Sub-continent students by responded it as “2nd most important” factor with the Mean value of (M=2.26) and Standard Deviation (SD=0.86) that can prevent them for choosing any leisure activity. Nicole also supported the results that money and time are the most powerful factors which hinder travel decision making: “It is only money and time which always forces me to cancel such plans for travelling out” (Nicole) However, Indian sub-continent students had provided the Mean value of (M=3.91) and (SD=1.18), stating that it is the “4th important” constraint involved in the hinderance for acquiring leisure activity. Ethnicity of the participant. Not enough money Chinese Mean 2.2679 N 56 Std. Deviation .86321 Sub-continental Mean 3.9184 N 49 Std. Deviation .83757 Total Mean 3.0381 N 105 Std. Deviation 1.18422 Table 4.12.3 4.12.4 Lack of Interesting Places: Beautiful and exotic places are the major force which attract the tourist and convince them to have a visit for relaxation. According to Dann (1977) that tourists’ attractions and interesting places for holidays are the major “pull” factors driving a person towards taking a vacation. The responses upon this factor were very similar and both the parties have agreed to consider it as “2nd important factor”. 45 Chinese students responded it as “2nd important factor” with (M=2.37) and (SD=1.28), so as Indian sub-continent students responded very consistently and perceived it as “2nd Important” constraint also, for travel decision making with (M=2.51) and (SD=0.93). Ethnicity of the participant. Lack of Interesting places to visit Chinese Mean 2.3778 N 45 Std. Deviation 1.28433 Sub-continental Mean 2.6250 N 56 Std. Deviation .48850 Total Mean 2.5149 N 101 Std. Deviation .93396 Table 4.12.4 (Chart 4.12.4) 4.12.5 Cultural Issues: Cultural issues can be possible for international students because the difference of cultural values, traditions, language and lifestyle between host country’s inhabitants and international student are common factors and leads to constrain travel and tourism. The cultural difference may lead to negative attitude between the host and the guest if one fails to identify the certain cues (Bartel, 2001). That is why some of the international students hesitate to travel or even dine out in the host country. The response from the participants upon this question is quite one sided because this factor only constrain Chinese students from travel within the scope of this report. Total 29 Chinese students which makes 38.66% of their category perceived itas “2nd most important” constraint by responding with Mean value of (M=1.9) and (SD=1.01), while Indian Sub-continent students did not respond to it. Ethnicity of the participant. Cultural issues Chinese Mean 1.9655 N 29 Std. Deviation 1.01710 Sub-continental Mean No response N Std. Deviation Total Mean 1.9655 N 29 Std. Deviation 1.01710 Table 4.12.5 4.12.6 Weather Issues: Weather conditions plays a vital role in tourism, many tourist only choose destination spots according to the weather conditions. Many authors have proved this correlation, such as Nicholls and Amelung (2008) put forward the correlation between tourism and weather by investigating as to what scale the increase in temperature plays the role in touristic charisma of countries in Europe. Their investigation demonstrates that during the months of summer, Northern regions of Europe become more attractive, whilst Southern regions become less attractive. So, it may be observed that tourism increases in Northern regions during the summer and vice versa. Hence weather could act as a motivator or as a constraint, so the respondents were asked about how severe weather can be a hurdle in front of travel planning. All participants responded on this factor with the valid response of 100%, where all students (75 Chinese and 75 Indian Sub-continent students) responded it as “Most important” constraint. Chinese students gave the Mean Value of (M=1.33) & (SD=0.47), whereas Indian sub-continent students provided the mean value of (M=1.3) & (SD=0.45), hence the results from both categories are similar on this topic. Ethnicity of the participant. Weather issues Chinese Mean 1.3333 N 75 Std. Deviation .47458 Sub-continental Mean 1.2667 N 75 Std. Deviation .44519 Total Mean 1.3000 N 150 Std. Deviation .45979 Table 4.12.6 4.12.7 Lack of Time: The next constraint asked to the participants is temporal issues which refer to time limitations and extreme study devotions as constraining factors. Both two ethnicities approved that this factor was a barrier to travel, providing Means ranging from 1.51 to 1.81 (on a 5-point scale). Indian sub-continent respondents (M=1.51, SD=0.89) were considerably more probable to perceive lack of time as a travel constraint than Chinese respondents (M=1.81, SD=1.34). But for both, it was considered as “2nd important” factor with total Mean value of (M=1.71). Chenyang, one of the interviewees also perceives “Time” as constraint: “It has to be study then; we can’t really leave all the study stuffs behind and go places because there is very limited time amount of time given to us to complete the assignments and thesis” (Chenyang) Ethnicity of the participant. Lack of time Chinese Mean 1.8182 N 55 Std. Deviation 1.34840 Sub-continental Mean 1.5185 N 27 Std. Deviation .89315 Total Mean 1.7195 N 82 Std. Deviation 1.21994 Table 4.12.7 4.12.8 Constraints regarding Terrorism, Family Issues, Unconfident about Travel and Dissatisfaction with Travel: Other factors such as Terrorism threat, unconfident about the travel, family issues and dissatisfaction with travel were answered by only 15 Chinese students with Mean value (M=2.00) and Standard deviation (SD=0.00), stating that these factors are ranked as “2nd important factor”. Indian Sub-continent student did not respond to it; however these factors are also less important for Chinese students too, because 80% of them did not respond to it. Ethnicity of the participant. Participant don’t be satisfied with travel Terrorism threat Participant not confident about travel Family issues Chinese Mean 2.0000 2.0000 2.0000 2.0000 N 15 15 15 15 Std. Deviation .00000 .00000 .00000 .00000 Sub-continental Mean No Response No Response No Response No Response N Std. Deviation Total Mean 2.0000 2.0000 2.0000 2.0000 N 15 15 15 15 Std. Deviation .00000 .00000 .00000 .00000 Table 4.12.8 4.12.9 Lack of Accommodation places and Workload: About 73.33% respondents replied and gave response on workload factor, in which 45 Chinese students termed this factor as “3rd important” factor with Mean of (M=3.26) and (SD=1.07). However Almost same response gathered from Indian Sub-continental counterpart, where 65 students also stating that it hindered them in travel decision making (M=3.46, SD=1.01). The factor, lack of accommodation places was ranked by both categories differently; Chinese students more likely got affected by stating it “2nd most important” factor (M=1.6, SD=0.5), whereas Indian sub-continent counterpart termed it as “4th important” factor (M=4.0, SD=0.00). Ethnicity of the participant. Workload issues Lack of accommodation places Chinese Mean 3.2667 1.6000 N 45 15 Std. Deviation 1.07450 .50709 Sub-continental Mean 3.4615 4.0000 N 65 15 Std. Deviation 1.01669 .00000 Total Mean 3.3818 2.8000 N 110 30 Std. Deviation 1.04031 1.27035 Table 4.12.9 4.12.10 Language Issues: The language gap in international travel has been considered as an obstruction for intercultural communication between hosts and guests (Cohen, 2004). The respondents were asked to rate the language barrier in the scale from 1 to 5; the results portrayed the scenario by which only Chinese students about 80% of their category have agreed that the language barrier is the prominent factor which would influence their travel behaviour in UK, but the Indian sub-continent students did not considered it as a barrier which can affect their travel behaviour. About 60 Chinese students rated it as “4th important” constraint regarding tourism with the mean value of (M=4.21) and (SD=1.37), satisfying the research of Klein, Miller and Alexander (1981) on Chinese students in USA that they face great difficulty in communication skills and possible cultural conflict as there is a big difference between the host and source country, such as culture, political system, language and social structure. Hence the study can also be applicable on UK. Ethnicity of the participant. Language barriers Chinese Mean 4.2167 N 60 Std. Deviation 1.37892 Sub-continental Mean No response N Std. Deviation Total Mean 4.2167 N 60 Std. Deviation 1.37892 Table 4.12.10 4.12.11 Travel Companion Issues: Travel companion’s availability for the trip can play a major role in the motivation of acquiring leisure activity and it falls under tourist interpersonal constraints, which come from social contact or the associations between persons’ features. For the case, persons may confront interpersonal barriers when they are incapable of finding travel partners (Crawford et al., 1991; Hudson & Gilbert, 2000). Again this factor shows much difference in the statements on the basis of nationalities, as Chinese students agreed that they did not go for trip without any travel companions, (M=1.6, SD=0.50). But on the other hand, Indian Sub-continent students disagreed that this factor limited their travel (M=4.42, SD=0.50). But unfortunately, apart from the quantitative response, one of the Indian students (Rahul) has stated that he cannot travel anywhere without friends and termed it as most important barrier: “Without a nice friends gang, I couldn’t travel anywhere, because I won’t travel alone for leisure.” (Rahul) Ethnicity of the participant. Participant has no partner or companion to travel with Chinese Mean 1.6000 N 15 Std. Deviation .50709 Sub-continental Mean 4.4286 N 35 Std. Deviation .50210 Total Mean 3.5800 N 50 Std. Deviation 1.40102 Table 4.12.11 4.12.12 Transportation Issues: The response gathered on transportation issue was quite variant and divergent on the basis of ethnicity, satisfying that the travel behaviours of international students vary with respect to the nationality (Xu et al., 2009). Transportation factor very much likely to constrain Chinese students with the Mean value of (M=1.8) and Standard deviation (SD=0.41) as compared to their Indian sub-continental counterpart with the Mean value (M=5.00) and Standard deviation (SD=0.00) as the “Least Important” factor for Indian Sub-continent students, hence almost opposite responses observed. Ethnicity of the participant. Transportation issue Chinese Mean 1.8000 N 15 Std. Deviation .41404 Sub-continental Mean 5.0000 N 10 Std. Deviation .00000 Total Mean 3.0800 N 25 Std. Deviation 1.63095 Table 4.12.12 Chapter 5: Conclusion Conclusion: Presently, United Kingdom hosts more or less than 0.43 million international students every year from 180 different countries all over the globe and there is much potential for growth in future (UCAS - The Universities and Colleges Admissions Services, 2015). This significant number of international students who are already here within the country for lengthy periods comprises a possibly attractive and easily reachable market for tourism destination authorities. Recognizing the research gap in overseas student travel in UK and the travel behaviour of the overall international student segment, this investigation conducted the research among Chinese and Indian Sub-continental students at three major universities. The comprehensive ethnicity-based study that has been presented should help academics and practitioners to realize the characteristic of the connection between the tourism industry and international education. The findings point out that the tourism industry will be beneficiary from viewing overseas students as a set of subgroups, rather than as an undiversified class. In order to reporting cumulative findings for the sample as a whole, this report has identified only Chinese and the Indian sub-continental students as a foundation of major sub-groupings, because China and Indian Sub-continent are the two major sources, from where a substantial amount of students come to UK for Higher Education (HESA Statistics, 2015). The research at the very beginning explained the intentions and background of the study. Then, synopsis of the earlier studies which can support this research mentioned in the literature review’s chapter. After that, the research methodology and the instrument used to gather data were described in detail. At the end, analysis and results were shown and discussed with the bar charts and pie charts for proper illustrations using appropriate methods. The research explored the travel behaviour of international students by asking them different type of questions regarding their last trip. They were asked about their duration of stay, accommodation place; transport they utilized, and so on. About 44.7% students responded that their stay was about 2-3 days long. Hence the trip duration satisfies the finding of previous researches by (Glover, 2011) & (Weaver, 2004) who have portrayed international students as short-break tourists. Most of the international students’ durations of stay are brief consisting of one to three days. The research however provided the fact that the travel duration of both the Chinese and Indian Sub-continent students are similar and is not influenced by ethnic characteristics. About 67.6% students stayed at Hotel, concluding that the Hotels are the most favourable place to stay during the leisure trip for international students, but this statement contradicts the previous researches of Michael et al. (2003), Shoham et al. (2004), Richards and Wilson (2003). According to them, the most students prefer to stay with relatives. Although, some of the behaviors were slightly different with respect to the nationalities, just like mode of transport in which most of the Chinese respondents prefer to travel through train while Indian Sub-continental students like to travel through bus, overall about 35.3% students utilized train and 28.7% utilized bus as their mode of transportation during their trip, while contradicting the previous researches of Payne (2009), Hobson and Josiam (1992) that students prefer to travel through car, but after merging the results of (own / Friends or Family car) and (Rental car), we come to know that about (31.4%) students travelled through car which supports their research that “car” is most preferable mode of transportation for students while travelling. About 43.3% confessed that they were with their friends on the trip. So, it is also confirmed from the findings that most students prefer to travel with their friends and with other international students hence satisfies the previous research (e.g. Glover, 2011). About 38.7% students admitted that they had spent £50.00 - £99.99 and 38% had spent £100.00 - £499.99; through which the research proved that the students are somehow highly budget conscious because nobody spent more than £1000 on the trip. However, most of them either spent £50-£99 or £100-499 on their vacation. About 69.3% preferred to eat at restaurant or café; most of the students (22.7%) visited London and rate their quality of trip “Excellent”. “Weather issue” was considered to be one of the most important constraints in travel decision making for all international students who had taken part in the research by giving the mean value of (M=1.33) and (N=150), while the “2nd important” factor which hindered the students in acquiring travel was “Lack of Time” with the mean value of (M=1.7) and (N=27). According to the research, the students had agreed upon that the financial issues, Lack of Interesting places and workload issues were the “3rd important” factors with (M=3.03, 2.51 & 3.38) and (N=105, 101 & 3.38), which constrained them to go for leisure travel. However, “Lack of travel companion” was perceived as “4th important factor” with (M=3.58) and (N=50), which forced the students to cancel their travel plan, while “Language issues” were termed as “4th important factor” by Chinese students only. “Transport issues” was the least important factor reported by Indian Sub-continental students only. Some of these constraints are different from those faced by tourists in general, because of the distinct lifestyles and situations encountered by international students. Through the findings of survey and the interviews conducted during the focus group, it come to know that international students find difficulty to create a balance between their work and study dedications and their travel desires while living overseas. In addition to Lack of Money and Lack of Time concerns, other factor which also limits the student to travel is interpersonal constraint such as lack of companionship which also differ them from other form of tourists. However, these structural constraints as well as lack of interesting places or transportation issues can be mitigated through proper collaboration between the tourism industry and education industry. References: A. J. VEAL. (1985): “People in Sport and Recreation: 1980, summary of General Household Survey data”, Report to the Sports Council, Polytechnic of North London, 36pp. ALTBACH P. G. (1991): “Impact and adjustment: Foreign students in comparative perspective”, Higher Education. ANDERECK, K.L. AND NYAUPANE, G.P. (2008): ‘‘Understanding travel constraints: application and extension of a leisure constraints model’’, Journal of Travel Research, Vol. 46 No. 4, pp. 440-5. BABIN, B.J. & KIM, K. (2001): “International students‟ travel behaviour: A model of the travel related consumer/dissatisfaction process”, Journal of Travel and Tourism Marketing, 10(1): 93-106. BERGIER, M.J. (1981): “A Conceptual Model of Leisure-Time Choice Behaviour”, Journal of Leisure Research, Vol. 13, No.2, 1981. BERNARD, H. R. (2000): “About social science”, In H. R. Bernard (Ed.), Social research methods: Qualitative and quantitative approaches (Chapter 1, pp. 3–28), Thousand Oaks, CA: Sage. BREDA, Z., & COSTA, C. (2006): “Safety and security issues affecting inbound tourism in the People’s Republic of China; tourism, security, and safety”, from theory to practice, 187-208. BROWN, A. VE DEATON, A. (1972): “Models of Consumer behaviour: A Survey”, The Economic Journal, No.82, 1972. BUTTLE, F. (2009): “Customer Relationship management: Concepts and technologies”, Second Edition. Burlington: Elsevier Ltd. BYWATER, M. (1993): “Market segments in the youth and student travel market”, EIU Travel and Tourism Analyst, 3: 35-50. CARR, N.S. (2002): “Going with the flow: An assessment of the relationship between young people‟s leisure and vacation behavior”, Tourism Geographies, 4(2): 115-134. CHADEE, D. & CUTLER, J. (1996): “Insights into international travel by students”, Journal of Travel Research, 35(2): 75-80. CHAN, S. (1999): “The Chinese learner: A question of style. Education + Training”, 41(6–7), 294–304. CHEN, C. P. (1999): “Common stressor amongst international students: Research and counseling implications”, Journal of College Counseling, 249-67. CHENG, C. K., & KUO, H. (2014): “Understanding the place bonding to places never visited”, Journal of Geographical Science, 73, 1e24. CLIFFORD WOODY (1927): An article in the Journal of Social Studies Research. COCHRAN, W.G.(1953): “Sampling Techniques”, 1st ed., John Wiley & Sons. COOPER, C. AND OTHERS (2008): “Tourism Principles and Practice”, 4th Edition. Pearson Education Limited. London, United Kingdom. CRAWFORD, S. D., COUPER, M. P., & LAMIAS, M. J. (2001): “Web surveys: Perceptions of burden”, Social Science Computer Review, 19(2), 146-162 CRESWELL, J. W. (2003): “Research design: Qualitative, quantitative, and mixed methods approaches”, (2nd ed.). Thousand Oaks, CA: Sage. CROMPTON, J.L. (1992): “Tourism cognitive distance: A set of research propositions”, Annals of tourism Research DANN, G. (1977): “Anomie, ego-enhancement and tourism”, Annals of Tourism Research, Vol. 4, No.4, pp.184-194. DENZIN, N.K. AND LINCOLN, Y.S. (EDS) (1994): “Handbook of Qualitative Research”, Thousand Oaks, CA: Sage DOTTAVIO, F.D. ET AL. (1980): “The Social Group Variable in Recreation Participation Studies”, Journal of Leisure Research, Vol.12, No.4. DRABEK, T. E. (1995): “Disaster responses within the tourism industry”, International Journal of Mass Emergencies and Disasters, 13, (1), 7-23. DREACHSLIN, J.L. (1999): "Focus groups as a quality improvement technique: a case example from health administration education", Quality Assurance in Education 7, (4) 224-233 FIELD, A.M. (1999): “The college student market segment: A comparative study of travel behaviours of international and domestics students at a South-eastern university”, Journal of Travel Research, 37(4): 375-382. FINCHAM, J. E. 2008: “Response Rate and Responsiveness for Surveys, Standards, and the Journal.” FODNESS, D. (1994): “Measuring tourist motivation”, Annals of Tourism Research, Vol. 21, No.3, pp.555-581. FORDHAM, T. (2006): “Pedagogies of cultural change: The rotary international youth exchange program and narratives of travel and transformation”, Journal of Travel and Cultural Change, 3 (3), 143-159 FREY, L.R., BOTAN, C.H., KREPS, G.L. (2000): “Investigating Communication”, An introduction to research methods (2nd edition), Boston: Allyn & Bacon. GALLARZA, M.G. & SAURA, I.G. (2006): “Value dimensions, perceived value, satisfaction and loyalty: An investigation of university students”, Travel behavior, Tourism Management, 27(3): 437-452. GREENBAUM, T. (2003): “The gold standard, Why the focus group deserves to be the most respected of all qualitative research tools?” GUBA, E. G. & LINCOLN, Y. S. (1985): “Naturalistic inquiry”, Beverly Hills, CA: Sage GUHA, S. 2009: “Motivational push factors for visiting reenactment sites”, Master of Science Master's Theses, San Jose State University. Han Qui Zhang, (2005): ‟Impact of the tsunami on Chinese outbound tourism”, International journal of contemporary hospitality management, vol.17, and issue: 5, pp.433-435. HARTZ, C. (1989): “Business Executives as International Terrorist Targets. In International Terrorism: The Decade Ahead”, J. R. Buckwalter, ed., pp. 21-28. Chicago: The University of Illinois at Chicago. Office of International Criminal Justice HARWELL, M.R. (2011): “Research design: Qualitative, quantitative, and mixed methods”, In C. Conrad & R.C. Serlin (Eds.), The Sage handbook for research in education: Pursuing ideas as the keystone of exemplary inquiry (Second Edition). Thousand Oaks, CA: Sage. HENRY, G. T. (1990): “Practical sampling”, Newbury Park, CA: Sage. Hewstone, HEUNG, V.C.S.; QU, H. & CHU, R. (2001): “The relationship between vacation factors and socio- demographic and travelling characteristics: The case of Japanese leisure travelers”, Tourism Management, 22(3): 259-269. HEUNG, V.C.S. & LEONG, J.S.L. (2006): “Travel demand and behaviour of university students in Hong Kong”, Asia Pacific Journal of Tourism Research, 11(1): 81-96. HINCH, T.D. (2005): “Sport Tourism: Real Places and Real People”, Presented at the Canadian Sport Tourism in the New Millennium: Challenges, Issues and Opportunities, Pre-Conference Workshop, 11th Canadian Congress on Leisure Research. Malaspina University College, May 17, 2005. HOYLE, R. H. (ED.). (2012): “Handbook of structural equation modeling”, New York: Guilford Press. HSU, C.H.C. & SUNG, S. (1997): “Travel behaviour of international students”, Journal of Travel Research, 36(1): 59. HULL, R.B. (1990): “Mood as a Product of Leisure: causes and Consequences”, Journal of Leisure Research, Vol.22, No.2, 1990. JACKSON, E.L., & SCOTT, D. (1999): “Constraints to leisure”, in E.L. Jackson & T.L. Burton (Eds.), Leisure studies; Prospects for the twenty-first century (pp. 299-321). State College, PA: Venture Publishing, Inc. JACKSON, E. L. (2005): “Leisure constraints research: Overview of a developing theme in leisure studies”, In E. L. Jackson, (Ed.), Constraints to leisure (pp. 3-19). State College, PA: Venture. JINKS, A. M., AND DANIELS, R. (1999): "Workplace health concerns: a focus group study", Journal of Management in Medicine 13, (2) 95-105 JOHNSON, B., & CHRISTENSEN, L. (2008): “Educational research: Quantitative, qualitative, and mixed approaches”, (p. 34). Thousand Oaks, CA: Sage Publications. JOHNSON, R. B., & TURNER, L. A. (2003): “Data collection strategies in mixed methods research”, In A.Tashakkori, and C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 297-319). Thousand Oaks, CA: Sage. JOSIAM, B.M.; CLEMENTS, C.J. & HOBSON, J.S.P. (1994): “Youth travel in the USA: Understanding the spring break market”, In A.V. Seaton (Ed.), Tourism: The state of the art (322-331). Chichester: John Wiley. JOSIAM, M.; SMEATON, G. & CLEMENTS, C.J. (1999): “Involvement: Travel motivation and destination selection”, Journal of Vacation Marketing, 5(2): 67-175. KIM, K. (2007): “Understanding differences in tourist motivation between domestic and international travel: The university student market”, Tourism Analysis, 12(1/2): 65-75. KOTHARI, C. R. (2011): “Research methodology: methods and techniques”, New Age International, 31-55. KOTZE, F. (2005): “The role of print media in travel decision making”, Unpublished M.A. thesis, Potchefstroom: North-West University. KUMAR, N. P. ET. AL. (2010): “Tourism and economic growth: a panel data analysis for Pacific Island countries”, in Tourism Economics, Vol. 16, No. 1, pp. 169-183. KWAK, N. AND B. RADLER. (2002): “A comparison between mail and web surveys: response pattern, respondent profile, and data quality”, Journal of Official Statistics 18(2): 257–273. LALL, DR. M. (2008): “Indian students in Europe: Trends, constraints and prospects, living in the age of migration’’, briefing paper for the European Network of Contemporary Academic Research on India. LANCASTER, K.J. (1966): “A New Approach to Consumer Theory”, Journal of Political Economy, 74, 132-157. LAWTON, G., & PAGE, S. (1997): “Evaluating Travel Agents provision of health advice to travelers”, Tourism Management, 18 (2), 89 - 104. LICHTMAN, M. (2006): “Qualitative research in education: A user’s guide”, Thousand Oaks, CA: Sage Publications, (pp. 7-8). LIU, G. (2008): “Travel behaviour and expenditure patterns of the Chinese University students and the associated visiting friends and relatives (VFRs) markets in New Zealand”, Unpublished PhD dissertation, Waikato (New Zealand): University of Waikato. MASLOW, A. H. (1970A): “Motivation and Personality”, New York: Harper & Row. Gee, C. Y., Makens, J. C. and Choy, D. J. L. (1984): “The Travel Industry”, 1st ed., West port: , CT: AVI MICHAEL, I.; ARMSTRONG, A. & KING, B. (2003): “The travel behaviour of international students: The relationship between studying abroad and their choice of student destinations”, Journal of Vacation Management, 10(1): 57-66. MICHALKO, G., (2003): “Tourism Eclipsed by Crime: the Vulnerability of Foreign Tourists in Hungary”, in C.M. Hall, D.J. Timothy, D.T. Duvall (eds), Safety and security in tourism: relationships, management and marketing, Haworth Hospitality Press, New York, pp. 159-172. MORRIS, G. ET AL. (1972): “Occupational Level and Participation in Public Recreation in a Rural Community”, Journal of Leisure Research, Vol.4, No.25, 1972. MOUTINHO, L. (1987): “Consumer behaviour in Tourism”, European Journal of Marketing, 21 (10), 5 – 44. OPPENHEIM, A.N. (1992): “Questionnaire design, interviewing and attitude measurement”, London: Pinter Publishers. OPPERMANN, M. (1995): “Travel life cycle”, Annals of Tourism Research, 22(3): 535-552. PATTON, M. (1990): “Qualitative evaluation and research methods” (pp. 169-186). Beverly Hills, CA: Sage PAYNE, K. (2009): “International students as domestic tourists in New Zealand”, a study of travel patterns, behaviours, motivations and expenditure. Ministry of Tourism Scholarship Research Report. Lismore, New South Wales: Southern Cross University. PEARCE, P.L. (1982): “Perceived changes in holiday destinations”, Annals of Tourism Research, 9, 145-164. PEARCE, P. & SON, A. (2004): “Youth tourism markets in Australia: Comparing the travel behaviours of international English language students and backpackers”, Tourism (Zagreb), 52(4): 341-350. PETRICK, J.F. & HUNG, K. (2009): “Congruity and destination image: An integrative approach for travel decision-making”, Annual Conference of the International Society of Travel and Tourism Educators (ISTTE), October 15-17, 2009, San Antonio, Texas. PIZAM, A. & SUSSMANN, S. (1995): “Does nationality affect tourism behaviour?”, Annals of Tourism Research, 22(4): 901-917. POSTELNICU, G. (1998): “International Tourism – realities and perspective”. PRINCE, M., AND DAVIES, M. (2001): "Moderator teams: an extension to focus group methodology." Qualitative Market Research: An International Journal 4, (4) 207-216 RICHARDS, G. & WILSON, J. (2003): “Today’s youth travellers: Tomorrow’s global nomads”, A report for the international Student Travel Confederation and the Association of Tourism and Leisure Education. Amsterdam: International Student Travel Confederation. RYAN, G. W. & BERNARD, H. R. (2003): “Data management and analysis methods”. Thousand Oaks, CA: Sage Publications. SARAH GARDINER AND BRIAN KING (2013): “INTERNATIONAL EDUCATION VISITATION— TOURISM OPPORTUNITIES”, Australia SARANTAKOS, S. (2005): “Social Research”, 2nd edition, Palgrave Macmillan Hampshire, 464 pp. SCHMOLL, G.A. (1977): “Tourism Promotion”. London: Tourism International Press. SCHRAGE, C.R.; SHOHAM, A. & VAN EEDEN, S. (2001): “Leisure travel by students: A three- country study”, Unpublished paper presented at the 2001 World Marketing Congress, Cardiff, Wales. 28 June -1 July 2001. SHANKA, T.; ALI-KNIGHT, J. & POPE, J. (2002): “Intrastate travel experiences of international students and their perceptions of Western Australia as a tourist destination”, Tourism and Hospitality Research, 3(3): 245-256. SHOHAM, A.; SCHRAGE, C. & VAN EEDEN, S. (2004): “Student travel behaviour: A cross-national study”, Journal of Travel and Tourism Marketing, 17(4): 1-10. SIMON, H. A. (1999): “Applications and misapplications of cognitive psychology to mathematics education”. SONMEZ AND GRAEFE (1998): “International Vacation Decisions and Terrorism Risk”, Annals of Tourism Research 25(1):112-144. T. ELSRUD (1998): “Time creation in travelling. Time and Society”, 7, 309–334. UM, S., & CROMPTON, J. L. (1990): “Attitude determinants in tourism destination choice”, Annals of Tourism Research, 17, 432-448. VARGHESE, N. V. (ED.). (2004): Private Higher Education: Country Exp WALKER, G., & VIRDEN, R. (2005): “Constraints on outdoor recreation”. In E. L. Jackson (Ed.), Constraints to Leisure (pp. 201-219) State College, PA: Venture. WHITE, T.H. (1975): “The Relative Importance of Education and Income as Predictors in Outdoor Recreation Participation”, Journal of Leisure Research, Vol.7, No.3. WIEMANN, GABRIEL, AND WINN, CONRAD (1994): “The theater of terror: Mass media and international terrorism”, White Plains, NY: Longman. WILKS J. AND PAGE S. 2003: “Managing Tourist Health and Safety in the New Millennium”, Elsevier Science Ltd. UK. WOODSIDE, A.G. & LYSONSKI, S. (1989): “A general model of traveller destination choice", Journal of Travel Research, 17(4) (Spring), 8-14.7 YAU, O.H.M. & CHAN, C.F. (1990): “Hong Kong as a travel destination in South-East Asia”, A Multi-dimensional approach. Tourism Management, 11(2): 123-132. Appendices: Appendix A: Cross-Tabulation charts of Questionnaire Duration of stay. Total 1-2 days 3-4 days 5-6 days 1 week more than a week Ethnicity of the participant. Chinese Count 18 35 14 7 1 75 % within Ethnicity of the participant. 24.0% 46.7% 18.7% 9.3% 1.3% 100.0% Sub-continental Count 18 32 18 7 0 75 % within Ethnicity of the participant. 24.0% 42.7% 24.0% 9.3% 0.0% 100.0% Total Count 36 67 32 14 1 150 % within Ethnicity of the participant. 24.0% 44.7% 21.3% 9.3% 0.7% 100.0% Table 1:Ethnicity of the participant. * Duration of stay. Cross tabulation Type of accommodation used while on vacation. Total Hotel Hostel Camping / Campervan Friends / Family House Ethnicity of the participant. Chinese Count 46 7 1 21 75 % within Ethnicity of the participant. 61.3% 9.3% 1.3% 28.0% 100.0% Sub-continental Count 55 0 0 20 75 % within Ethnicity of the participant. 73.3% 0.0% 0.0% 26.7% 100.0% Total Count 101 7 1 41 150 % within Ethnicity of the participant. 67.3% 4.7% 0.7% 27.3% 100.0% Table 2:Ethnicity of the participant. * Type of accommodation used while on vacation. Cross-tabulation Mode of transport utilized during the trip. Total Own / Friend's or Family Car Rental Car Train Bus Plane Bike Ethnicity of the participant. Chinese Count 19 11 28 14 3 0 75 % within Ethnicity of the participant. 25.3% 14.7% 37.3% 18.7% 4.0% 0.0% 100.0% Sub-continental Count 9 8 25 29 2 2 75 % within Ethnicity of the participant. 12.0% 10.7% 33.3% 38.7% 2.7% 2.7% 100.0% Total Count 28 19 53 43 5 2 150 % within Ethnicity of the participant. 18.7% 12.7% 35.3% 28.7% 3.3% 1.3% 100.0% Table 3:Nationality of the participant. * Mode of transport utilized during the trip. Cross tabulation With whom they did go on Leisure Trip. Total Alone Partner Friends Family People on same academic course Ethnicity of the participant. Chinese Count 26 6 32 5 6 75 % within Ethnicity of the participant. 34.7% 8.0% 42.7% 6.7% 8.0% 100.0% Sub-continental Count 13 0 33 14 15 75 % within Ethnicity of the participant. 17.3% 0.0% 44.0% 18.7% 20.0% 100.0% Total Count 39 6 65 19 21 150 % within Ethnicity of the participant. 26.0% 4.0% 43.3% 12.7% 14.0% 100.0% Table 4:Ethnicity of the participant. * With whom they did go on Leisure Trip. Cross-tabulation Amount spent on the trip. Total £20.00 - £49.99 £50.00 - £99.99 £100.00 - £499.99 £500.00 - £999.99 Ethnicity of the participant. Chinese Count 2 24 32 17 75 % within Ethnicity of the participant. 2.7% 32.0% 42.7% 22.7% 100.0% Sub-continental Count 0 34 25 16 75 % within Ethnicity of the participant. 0.0% 45.3% 33.3% 21.3% 100.0% Total Count 2 58 57 33 150 % within Ethnicity of the participant. 1.3% 38.7% 38.0% 22.0% 100.0% Table 5:Nationality of the participant. * Amount spent on the trip. Cross-tabulation Ethnicity of the participant. Total Chinese Sub continental Visited places by international studentsa Attraction visited by the participant : Museum Count 40 42 82 % within Ethnicity 11.5% 14.5% Attraction visited by the participant : Natural Attraction (Lake, River etc) Count 26 48 74 % within Ethnicity 7.5% 16.6% Attraction visited by the participant : Theme Park Count 29 6 35 % within Ethnicity 8.3% 2.1% Attraction visited by the participant : Beach Count 20 11 31 % within Ethnicity 5.7% 3.8% Attraction visited by the participant : Heritage / Historic Attraction Count 34 11 45 % within Ethnicity 9.8% 3.8% Attraction visited by the participant : Walking around a city Count 38 73 111 % within Ethnicity 10.9% 25.2% Attraction visited by the participant : Shopping Count 42 53 95 % within Ethnicity 12.1% 18.3% Attraction visited by the participant : Sports Event Count 30 0 30 % within Ethnicity 8.6% 0.0% Attraction visited by the participant : Casino Count 42 0 42 % within Ethnicity 12.1% 0.0% Attraction visited by the participant : Cultural or Music event Count 22 0 22 % within Ethnicity 6.3% 0.0% Attraction visited by the participant : Theatre Count 16 0 16 % within Ethnicity 4.6% 0.0% Attraction visited by the participant : Cinema Count 6 46 52 % within Ethnicity 1.7% 15.9% Attraction visited by the participant : Other Count 3 0 3 % within Ethnicity 0.9% 0.0% Total Count 348 290 638 Table 6: $Visited Places*Ethnicity Cross tabulation   Ethnicity of the participant. Total Chinese Sub-continental The place where they did eat and drinka Pub or a Bar Count 47 5 52 % within Ethnicity 62.70% 6.70%   Restaurant or Cafe Count 37 67 104 % within Ethnicity 49.30% 89.30%   Hotel Count 41 3 44 % within Ethnicity 54.70% 4.00%   Hostel Count 4 0 4 % within Ethnicity 5.30% 0.00%   Take away food Count 20 53 73 % within Ethnicity 26.70% 70.70%   Own Food Count 4 10 14 % within Ethnicity 5.30% 13.30%   Other Count 2 0 2 % within Ethnicity 2.70% 0.00%   Total Count 75 75 150 Table 7: $Eating Places*Ethnicity Cross-Tabulation Quality of the trip. Total poor average good very good excellent The city or the place which the participant visited. London Count 0 3 4 19 8 34 % within Quality of the trip. 0.0% 18.8% 8.7% 31.7% 32.0% 22.7% Manchester Count 0 2 4 6 7 19 % within Quality of the trip. 0.0% 12.5% 8.7% 10.0% 28.0% 12.7% Liverpool Count 0 0 3 5 0 8 % within Quality of the trip. 0.0% 0.0% 6.5% 8.3% 0.0% 5.3% Castle-amwich garden Count 0 0 1 0 0 1 % within Quality of the trip. 0.0% 0.0% 2.2% 0.0% 0.0% 0.7% Sunderland Count 3 0 0 3 0 6 % within Quality of the trip. 100.0% 0.0% 0.0% 5.0% 0.0% 4.0% Newcastle Count 0 0 7 3 0 10 % within Quality of the trip. 0.0% 0.0% 15.2% 5.0% 0.0% 6.7% Wales Count 0 3 3 7 1 14 % within Quality of the trip. 0.0% 18.8% 6.5% 11.7% 4.0% 9.3% Scotland Count 0 3 10 2 2 17 % within Quality of the trip. 0.0% 18.8% 21.7% 3.3% 8.0% 11.3% Birmigham Count 0 1 3 3 4 11 % within Quality of the trip. 0.0% 6.2% 6.5% 5.0% 16.0% 7.3% Leeds Count 0 2 4 3 3 12 % within Quality of the trip. 0.0% 12.5% 8.7% 5.0% 12.0% 8.0% Cardiff Count 0 0 1 3 0 4 % within Quality of the trip. 0.0% 0.0% 2.2% 5.0% 0.0% 2.7% Durham Count 0 1 6 0 0 7 % within Quality of the trip. 0.0% 6.2% 13.0% 0.0% 0.0% 4.7% Bradford Count 0 1 0 4 0 5 % within Quality of the trip. 0.0% 6.2% 0.0% 6.7% 0.0% 3.3% York Count 0 0 0 2 0 2 % within Quality of the trip. 0.0% 0.0% 0.0% 3.3% 0.0% 1.3% Total Count 3 16 46 60 25 150 % within Quality of the trip. 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% Table 8:The city or the place which the participant visited. * Quality of the trip. Cross tabulation Appendix B: Travel Barriers Appendix C: Questionnaire QUESTIONNAIRE ON TRAVEL EXPERIENCE OF INTERNATIONAL STUDENTS Dear Concern, I am conducting a survey on travel behaviour of international students in UK for my dissertation report, if you have travelled or spent your time in any leisure activity related to tourism in UK as a student, then I am kindly asking you to participate in this survey. I would be happy if you would share your own experiences with me. Thank you Basic instructions: Tick the box where needed, enter your comment where required. During your time as a student here, have you visited anywhere in the UK for tourism/leisure for at least one full day?(Please tick only one box) Where did you go on your most recent trip? Write your answer here How long did you go for? Write your answer here What type of accommodation did you stay in?(If you stayed in more than type of accommodation tick all that apply & state how many nights you spent in each type.) What type of transport did you use?(if you used more than one type please tick all that apply) Who did you go with?(please tick all that apply) How much money did you spend in total on your trip? What attractions did you visit?(please tick all that apply) Where did you eat and drink?(please tick all that apply) Please evaluate the quality of your trip. (Please tick the most suitable option) Are you?(Please tick only one option) How old are you?(Please tick only one option) What is your nationality? Please state (if you have multiple nationalities, state this and say which different nationalities you have). Please indicate the top 5 things that stop you travelling for tourism/leisure in the UK (put a number 1 in the box for the most important, 2 for the 2nd most important and so on and please give details for each one) Safety (please give details below) Health (please give details below) Poor value for money (please give details below) Don’t have enough money (please give details below) Not enough interesting destinations (please give details below) Cultural issues (please give details below) Weather (please give details below) Lack of accommodation (please give details below) Don’t get satisfaction from travel/leisure in the UK (please give details below) Not enough time (please give details below) Workload / Study load (please give details below) Terrorism (please give details below) Not confident about travelling (please give details below) Not suitable for my children (please give details below) Language problems (please give details below) Problems finding the right people to go with (please give details below) Transport problems (please give details below) “Thank you for giving your precious time” 74