Although the concept of educational tourism may be regarded as an emerging phenomenon, tourism motivated by the desire to learn is not. Academic literature provides a wealth of evidence to support the view that people have been undertaking education-related tourism in one form or another for millennia.
Most tourism students can highlight the importance of the travel literature-induced European ‘Grand Tour’ which was based to a large extent on social and cultural experiences with a predominant educational theme. A key reason for young eighteenth-century aristocrats travelling for between six months and three years was the perception that travel broadened the mind. This historical equivalent to today’s student gap year was based around an itinerary which included learning visits to classical works of art and cultural landmarks.
The exponential and continuing growth in tourism reveals a demand for ‘alternative’ touristic experiences which increasingly include a number of educational and learning elements designed to provide a distinctive visitor experience which is both educational and entertaining.
This article presents a definition and illustrates how most students travelling to destinations tend to be motivated by a desire to learn, even where this is not the primary reason for travel. The significant volume and value of UK education tourism is presented, with particular emphasis on the international university student market, as well as its impact on visitor economies.