Searching for the Biosphere Reserve Tourism: the

Academic Tourists’ Perspectives

Associate Prof. Dr. Habibah Ahmad,

Dato’ Prof. Dr. Mushrifah Idris,

Prof. Dr. Hamzah Jusoh,

Prof. Dr. Amriah Buang,

Prof. Dr. Er Ah Choy.

UNIVERSITI KEBANGSAAN MALAYSIAUNIVERSITI KEBANGSAAN MALAYSIA

MALAYSIA

a paper presented at TOURAVEL15, 2th Tourism and Travel Studies International Conference

18 - 20 June 2015 / Turkey, Istanbul.

Objective of the

study:

• Introduction

• Study area: Tasik Chini as a Biosphere Reserve

OUTLINE OF THE PRESENTATION

study: This article aims to analyse what academic tourists perceived as the Biosphere Reserve tourism of Tasik Chini in the context of experience economy.

Reserve

• The learning approaches/ experiences

• Results and Discussion

• Conclusion

TASIK CHINI: The Study Area

• Tasik Chini is the second largest natural freshwater lake in Malaysia.

• Designated as a UNESCO Biosphere Reserve in 2009, THE AREA covers the lake catchment area and its feeders, totaling 6,951.44 hectares.

SPECIALTIES: SPECIALTIES:

� The water body with 12 interconnected open water bodies called “laut” or SEA by the local Orang Asli (Tasik Chini dossier, 2009).

� Surrounded by natural hills, lowland dipterocarps forests, vegetated low hills and undulating land.

� The indigenous Jakun tribe lives around the lakeshore and the surrounding areas (Habibah et al., 2011).

A Biosphere Reserve

• Biosphere reserves are special areas that promote solutions reconciling the conservation of biodiversity with its sustainable use.

A BIOSPHERE RESERVE IN

MALAYSIA

• places for interdisciplinary approaches to understanding and managing changes and interactions between social and ecological systems, including conflict prevention and management of biodiversity.

Fig 1: Location of study area,

Tasik Chini Biosphere Reserve

Tasik Chini as a Biosphere Reserve• Tree interrelated zones - fulfil three

complementary and mutually reinforcing functions:

� The core area(s): a strictly protected ecosystem that contributes to the conservation of landscapes, ecosystems, species and genetic variation.

� The buffer zone surrounds or adjoins the core areas, : activities compatible with sound ecological practices that can reinforce scientific research, monitoring,

CONSERVATION

Biodiversity and

ecosystem

DEVELOPMENT

Synergy between

environment and

development

BIOSPHERE

RESERVE

reinforce scientific research, monitoring, training and education.

� The transition area: fostering economic and human development that is socio-culturally and ecologically sustainable.

LOGISTIC

International network

for research and

monitoring

Picture 1. Thre function of Bioshere reserve

LOGISTIC

research, education and monitoring

LOGISTIC FUNCTIONS:….Learning Experiences of Tasik Chini

Table 2: Traces of Events Held in Tasik Chini

Year of event Name of event Medium of

interaction

Location of event Level of event Mode of Learning Destination

Pre-dossier

preparation

2004 Tasik Chini

Expedition

2004

On site

experience

At the destination State Scientific expedition and

Real experience

Pre-

establishment

of Tasik Chini

as BR

2008 Public

consultation

events and

World café

Booth

Booth and event

that stages the

Tasik Chini

Biosphere reserve

At the destination National Science of Biosphere reserve,

conservation, development

and education

2)Post

establishment

and Current

events

2009 Adopted

Village of UKM

Booth and play Johor, outside

destination

State Informed knowledge

2010 Celebrating

UKM’s 40

Years

Booth and hands

on activities

Bangi, Universiti

Kebangsaan

Malaysia

University Disseminating knowledge to

public and educational

institution audience

2010 Mobility

program

On site

experience, lake,

forest and

community living

At the destination International Science and play to

international students

2011 UNESCO DAY Booth and event Kuala Lumpur,

capital city

National Disseminating knowledge to

public and international

audience

Table 2: Traces of Events Held in Tasik Chini

Year of event Name of event Medium of

interaction

Location of

event

Level of

event

Mode of Learning

Destination

2)Post

establishment

and Current

events

2011 Mobility program On site experience,

lake, forest and

community living

At the

destination

International Science and play to

international students

2011 Knowledge

ecotourism event

Booth and talk Bangi, UKM National Disseminating knowledge

to public, tourism

providers and ministry

2012 Mobility program On site experience,

lake, forest and

community living

At the

destination

International Science and play to

international students

2012 Scientific visit On site experience,

lake, forest

At the

destination

Regional Science based activities

2012 Educational

workshop

On site and living labAt the

destination

State Science based activities

2012 University-Industry

Collaborative

Initiative Agenda 21

Putrajaya

Booth and Talk Putrajaya University-

Industry

Working collaboration

2013 Engineering PBL

case study visit

On site learning At the destination Faculty Scientific-based learning

activities.

2012 UNESCO Day Booth and hands on

activities

Kuala Lumpur,

capital city

National Disseminating knowledge

to public and international

audience

Learning About The Culture of Tasik Chini

Conservation and environment

The Programs

The Mobility Program for

Sustainability of Tropical

Heritage (UKM)

The Mobility Program for the

Sustainable Environmental

Management (PPTC)

The Problem-Based Learning

For Integrated Engineering

Design Project (Faculty)

Designed by Tasik Chini Research

Centre (PPTC) as part of UKM

MOBILITY PROGRAM

Designed to meet the Hong Kong

University Students visit in 2012

Design as the Problem-Based

Learning (PBL) site for integrated

Engineering design projects.

2-3-days program session One day program session 3 days - self-managed 2-3-days program session One day program session 3 days - self-managed

engineering program.

Theme: Sustainability of Tasik

Chini as the Tropical Heritage

Mode of learning:

on site learning, sustainability of

the ecosystem, conservation and

restoration, livelihood of the

community and learning about

culture of the guest-host

relationship.

Theme: Sustainable

environmental management

Mode of learning:

hands-on activities, comprising

the conservation of the BR, fish

hatchery, cultural and local visit to

the orang asli villages.

Theme: PBL for Integrated

Design project

Modes of learning:

hands-on cases at the selected

site, on campus lectures and

interactive panel session with the

experts.

on site: conservation and

rehabilitation efforts, lake and

social-cultural of Orang Asli

Academic’s

perspective for these

components in

response to

experience economy

Educational

THE

BIOSPHERE

Components in the

BR tourism

Elements of experiences

(displayed/ measurable)

Learning activities/

programmes

Formal and non formal

Culture play,

environmental

Activities, leisure, Scientific and

cultural based.

Staff/ host Friendliness,

professionalism, Educational

Entertainment

Esthetic

Escapist

BIOSPHERE

RESERVE

TOURISM

professionalism,

scientist, locals.

Services quality of

facilities

Food, accommodation,

safety, transportation

Destination/ sites Ecosystem as a whole,

landscape, tangible and

non tangible

environment, specialties,

The Biosphere Reserve Tourism Experience

of Tasik Chini

EXPERIENCE THE BIOSPHERE RESERVE EXPERIENCE

Educational The BR tourism activities are thus, able to be experienced in a holistic

learning perspective, especially in reconciling environmental issues and

sustainable learning. The learning processes will help to expose the

socio-cultural elements, development and conservation.

Entertainment Elements of fun, leisure and play. The entertainment, blends in the Entertainment Elements of fun, leisure and play. The entertainment, blends in the

learning activities, even with the purist science-based session;

The entertainment, takes place during the interactive sessions with the

locals, and within the peer groups, especially between internationals

and local academic students.

Esthetic The hospitality of the locals, experts and tourism facilities such as

accommodation, food, safety, cleanliness .

Escapist Specialties of the precinct ecosystem, beautiful landscape, unique

culture and attractions.

Aspects The Mobility Program The Hong Kong mobility

student

The engineering PBL case

study

Numbers of academic

tourists, gender

55 students, 22 males (40)

and 33 females (60%)

15 student, 3 male, 12

females

31, 17 male and 1 4

females

Age group Age group of 21 -25 Age group of 21 -25 Age group of 21 -25

Place of origin/

countries/state

Various origin,

international, Malaysian

Hong Kong origin and

British

Malaysia of diverse states

University discipline and

coursework

Second year of diverse

science and social science

faculty

Second and third year of

Hong University of

Technology,

Fourth year engineering

undergraduate students

Visit to Biosphere reserve First time to Tasik Chini, First time to Tasik Chini, Mixed, first timer and Visit to Biosphere reserve

– Tasik Chini and other

First time to Tasik Chini,

mixed of visit of Br at the

home country

First time to Tasik Chini,

and none to any of the BR

at their home country

Mixed, first timer and

repeat leisure tourist.

Knowledge on

conservation, ecotourism

and Biosphere reserve

With the background of

environmental science

and social sciences, the

response rate of the BR

was satisfactory. Only

small numbers mentioned

they don’t know about BR

Of the total, only three

mentioned don’t know

about the BR, however all

knew about conservation

and ecotourism.

Stated they knew the BR

before visiting due to

information

disseminations with the

panel experts of TCBR.

Results and Discussion Results and Discussion

Tasik Chini as the Biosphere Reserve Tourism Destination

Components

in the BR

tourism

Components of

the experience

economy

Elements on offer

at Tasik Chini

Mobility

Program

Rank Hong Kong

Mobility

Program

RankPBL

Engineering

Students Visit

Rank

N - 55 N -15 N - 31

Mean Mean Mean

Learning

activities/

programs

Educational,

entertainment

Program and

Activities 4.09

53.68

24.48

1

Content,

Diversification,

Information 4.35

1

3.35

5

4.19

5

Social, Cultural

and leisure4.13

43.33

64.35

4

and leisure4.13 3.33 4.35

Host Educational,

Esthetic,

entertainment

Facilitator and

staffs 4.29 2 3.93 1 4.45 2

Services Esthetic

entertainment,

escapism

Overall Services 3.89 8 3.67 3 3.90 6

Accommodation 3.22 10 1.47 10 3.74 7

Transportation 4.00 6 3.00 7 3.90 6

Food 3.93 7 2.60 8 4.39 3

Cleanliness and

safety3.33

92.40

93.32

8

Destination Escapism Tasik Chini as a

Learning Site4.18

33.60

44.35

4

The Mobility Program for Sustainability of Tropical Heritage (UKM)

The Mobility students

The Mobility Program for the Sustainable Environmental Management (PPTC)

The Hong Kong Mobility Program students

The Problem-Based Learning For Integrated Engineering Design Project (Faculty)

The engineering students

The Educational Experiences

The Mobility

students

The Hong Kong

students

The engineering

students

9 ACTITIVIES:

More than two third

of the activities had

their mean values

5 ACTIVITIES:

Students showed

slightly better, with

only one activity

12 ACTIVITIES:

Excitement with the

OUTDOOR

EDUCATION:

The Educational

experience

rated first / the

highest score of

the the BR

tourism. their mean values

above average mean.

Only three activities

rated below average

means.

only one activity

below average .

EDUCATION:

authentic problems of

lake ecosystem

management,

including eco-house

construction, slope

and green building.

‘Usual in house

practices.’ - NOT

REALLY appreciated

tourism.

The Entertainment Experiences

The Mobility students The Hong Kong

students

The engineering

students

Appreciate most the

traditional style of

Kayaking (M 4.67, SD

0.47), lotus planting (M

4.27, SD 0.65), fauna

and flora (M 4.25, SD

0.27) and blowpipe (M

All activities fit well

with entertainment

components.

The lake excursion,

water quality and

hydrology as well as

The engineering-based

real project activities

were more appreciated

as entertainment.

The Slope Failure

Mitigation project, lotus

The Entertainment

experience rated 0.27) and blowpipe (M

4.16, SD 0.63).

hydrology as well as

the talk on

rehabilitation and

conservation program

were rated high with

the mean values reach

4.13 to 4.20

Mitigation project, lotus

rehabilitation project

and development of

Fresh Water Laboratory

are the three major

activities rated at the

mean values of 4.23 (SD

0.71), 4.16 (SD 0.68 and

4.13 (SD 0.76)

respectively

experience rated

second

component of the

the BR tourism.

The Esthetic Experience

The Mobility

students

The Hong Kong

students

The engineering

students

The esthetic

concerns are

revealed more by

the mobility

program

participants.

The esthetic of the

lake excursion and

meeting with the

locals at their

village were

The esthetic of

local activities

with the

community

were rated high.

The Esthetic

experience

Third component participants.

Learning and

interacting with the

locals – women, the

headman and young

schoolchildren.

The boatman skills

during the lake

excursion and young

school children

performances of the

village were

rated high.

The esthetic

expectation in

services achieved

‘satisfied standard’

Ratings for food,

cleanliness and

safety - three

bottom components

were rated high.

Food, local

interaction

however second

rated highest

score.

Third component

of the the BR

tourism.

The Escapism Experiences

The Mobility

students

The Hong Kong

students

The engineering

students

they assert that

the site provides

the leisure of an

ecotourism site.

Kayaking, boat ride

The escapist

‘satisfied standard’

as perceived by

the academic

tourists.

The real

engineering

activities as an

escapist in

learning.

The escapist

Fourth priority

components of the BR

tourism.

Kayaking, boat ride

and serenity of the

lake are

expressions and

site offering.

Majority deeply

felt the

experiences of

Tasik Chini as an

escape.

Lake visit most

escapist

experience.

learning.

Unexplored site

Addition to

leisure, visit and

CSR with the

locals.

Intention for revisit and recommend to

others

• Revisit: More than 50 to 69% agree that they would seek opportunities for the revisit trip.

• Constraints: distance, time and cost.

• Intention to recommend to their friends and relatives. • Intention to recommend to their friends and relatives.

• The Mobility students and Hong Kong students showed their eagerness more than the local students

• 91.7%, 86.7% for Mobility Program and Hong Kong Students, and Engineering Students 58.1% respectively.

What can we learned from Tasik Chini?

• The Tasik Chini site has initiated attempts to uncover the characters of the academic tourists - most of the BRs have opportunities to attract this segment.

• The academic tourists mostly traveled in groups favor the site specific knowledge & hands-on activities.

• The content of entertainment, educational, esthetic and escapist should be felt during their visit/ stay.

• Need more contextual and involvement with the locals.

• The services such as accommodation, food, cleanliness and safety are components not to be underrated as these experiences are the basic tourism experiences.

Conclusion

• The BR tourism focused on their responsibility in providing the knowledge experience, basic components of tourism should not be taken for granted.

• The academic tourists in the changing experience economy demand quality knowledge and experiences;

• Providing programs and activities allow active participation.

Not to be neglected

• The needs of ‘self-explored’ and ‘self-reflection’ at the site, ‘the individual sphere of seeking experiences’ essential in the itineraries.

• Specialized segmentation plan of academic tourists as domestic/international tourists is recommended; differ in some components of the BR tourism.

Thank YouThank You