Entry requirements
In many respects the strength of the course is in bringing together students from different disciplines and different countries. The course attracted international interest as soon as it was established, with the first year's entry including students from Kenya and Germany. Since then, we have also had students from Italy, Greece, France, Spain, Portugal, Japan, Thailand, Bangladesh, Chile, Korea, China, Indonesia and New Zealand.
We take students with a variety of qualifications. Most come with an undergraduate degree, either in the natural or environmental sciences or in tourism/hospitality. However, we have taken people with languages, business degrees and leisure degrees. We have also taken people from the computer industry and financial sector (some with no formal degree qualification, but a clear general ability and commitment. The thing that characterises all of our students is their commitment, co-operative nature (the classes are a delight to teach and be involved in) and genuine desire to put something back into the environment and, in particular, empower local communities to benefit from tourism in the long terms.
Our youngest student so far was 22 years old, and our oldest was 67 when he started the course. Most of our students are in their late twenties/early thirties. Regardless of age, all of our students seem to work (and often play) well together, providing mutual support in their study and pursuit of their ideals.
Course description
Our research on protection of nature conservation around the world shows that, whilst they often have the technical ability to restore and protect habitats and wildlife, most countries are looking for the economic means of securing protection. Wildlife watching and nature based tourism is cited as an important means of making nature conservation pay. According to the Quebec Declaration on Ecotourism, ecotourism...
"embraces the principles of sustainable tourism... and the following principles which distinguish it from the wider concept of sustainable tourism:
-Contributes actively to the conservation of natural and cultural heritage.
-Includes local and indigenous communities in its planning, development and operation, contributing to their well-being.
-Interprets the natural and cultural heritage of the destination to visitor.
-Lends itself better to independent travellers, as well as to organized tours for small size groups".
However, Ecotourism is not always a successful solution to sustainable development problems. The course examines the environmental, social, economic and cultural issues associated with Ecotourism.
The course has been designed to offer graduates opportunities to enter employment at three levels of the ecotourism industry:
-Operational - working for a tourism or ecotourism company or NGO on the ground, or setting one up.
-Planning - working for a local authority or for the regional office of a tourism company.
-Policy - working for a central government agency/quango or NGO, making policy directly related to tourism.
In addition, it focuses on the management of natural and built resources for tourism purposes. In this respect it provides a much-needed supply-side perspective on tourism management and development. We hope that our graduates will play an important role in improving the integrity of this rapidly growing industry.
The course is arranged into separate units, each worth fifteen credits. A Postgraduate Diploma (PgD) is awarded for 120 credits. A Master of Science degree is awarded for 180 credits. In both cases, 120 credits are achieved through 8 taught units. In addition, MSc students complete a research dissertation, worth 60 credits.
For the MSc Ecotourism there are 6 'core' units that you must study
Ecotourism Issues
A general introduction to the subject area, including definitions of ecotourism and contemporary issues related to the development of this rapidly expanding industry. For this unit we use a variety of lectures and workshops, making full use of guest speakers from outside the University. Last year our speakers included representatives from the UK Forestry Commission; the IUCN and National Parks in Nepal; a community based ecotourism project in St. Kitts; a conservation NGO in India. The unit is assessed by coursework.
Planning for Sustainable Tourism Development
An introduction to regional and local planning for sustainable tourism development. This includes sessions on the awareness of spatial constraints and opportunities, management issues, development control regulations, financial constraints and social and environmental impact assessments. We make full use of local development examples to allow students to see first hand the development of sustainable planning solutions. The unit is assessed by coursework and examination.
Wildlife and Habitat Management
This unit provides a general introduction to ecology, wildlife and habitat understanding. It is partly classroom based, but is backed-up by a weekend fieldtrip and practical assessment. After a basic grounding in wildlife habitat has been obtained, students begin to explore issues of the relationship between tourism and visitors and wildlife. We use the nearby New Forest as a case study for such interaction and possible solutions. The unit is assessed by coursework.
Tourism Policy
An understanding of the role of governments in tourism planning and management is essential for any tourism-based course. This unit provides a basic understanding of the development of public policy. It is classroom based, but draws on specific examples around the world of how issues reach the policy agenda; how problems are defined and policy options are drawn up; issues related to implementing, monitoring and reviewing policy. Case studies include Foot and Mouth in the UK and its effects on tourism; Wildlife policy in Botswana; Visitor–pay schemes around the world; Accreditation schemes for tourism; Marine mammal watching policy in New Zealand and Canada; Community based ecotourism in Mexico and the Caribbean. The unit is assessed by coursework.
Research Design & Methods
This unit equips students with the skills needed to design and complete a research project. It includes instruction on how to establish a topic of research, draw up a full research proposal and design a research plan of action. Finally, students are taught how to write-up their results into a research thesis and further publication. Weekly classes in specific research skills, such as participatory techniques, interview techniques, questionnaire design, database construction, statistical analysis, etc., are also given to help students with individual needs. The unit is assessed by coursework, in the form of a full research proposal for the MSc thesis.
Fieldwork
Each year in May the students are taken on a week-long field trip. Most years this has been to the Dalyan delta in South west Turkey. In 2004, however, we visited the Cairngorms National Park in Scotland. All students confirm that this is often the highlight of their course; where all the taught units that they have studied come together and they are able to apply the knowledge and understanding they have gained on the course. The fieldwork involves three small projects, two carried out in groups. Fieldwork is always tailored to the specific needs of those operating in the area visited. In 2004 we carried out work for the Cairngorms Reindeer Company and the Cairngorms National Park Authority.
In addition to the above 6 core units, you will be required to study 2 elective units from across the University. Students of Ecotourism normally chose to study Geographical information Systems for at least one of their electives, because of the invaluable skills it offers to ecotourism planners and managers. Other elective units include:
-Resource Management
-Environmental Economics
-Coastal & Marine Policy
-Museum Studies
-Languages
-Human Resource Management
-Collections Management
-Environmental Management & Planning.
Finally, if you continue to the MSc Ecotourism, you will complete a small research project over 4 months and write it up as a 12-15,000 word thesis. Topics from previous students have included, amongst other things:
-Visitor Codes in Indian national parks
-Tourist awareness of Turtle Protection in Belek, Turkey
-Ethics and ecotourism - a study of 'ecotourists'
-The Development of Cetacean Watching enterprises in UK (industry study)
-Management of visitors at Victoria Falls, Zimbabwe
-Marketing ecotours
-Diving Codes in Thailand
-Self Development and Ecotourism: BTCV case study
-Community Based Management in Kenyan national parks
-Community Based Ecotourism in the Dominican Republic
-A Feasibility study of Ecotourism in the Azores
-The Role of Women in tourism in the High Atlas Mountains of Morocco
