UK's Emergence as a Leader in Educational Tourism: Opportunities

This essay examines the United Kingdom's emergence as a prominent destination for educational tourism, focusing on the factors contributing to its appeal for international students. It presents three main arguments: the rise in university collaborations and cultural exchange programs due to globalization, the economic growth stimulated by educational tourism, and the efforts to overcome discrimination and promote inclusivity. Counter-arguments address the strain on resources, security concerns, and potential negative impacts of Brexit. The essay rebuts these concerns by highlighting job creation, demographic segregation for better data management, and the promotion of unity among diverse student populations. Evidence includes statistics on international student enrollment and the global rankings of UK universities. The conclusion reinforces the sustained importance of educational tourism, the validation of the thesis statement, and the positive impact of technological tools in bridging cultural gaps, emphasizing the importance of empathy and cooperation within the global community. Desklib provides students with access to this essay and a wealth of other study resources, including past papers and solved assignments.

ESSAY

TABLE OF CONTENTS
MAIN BODY...................................................................................................................................2
ARGUMENT..............................................................................................................................2
COUNTER-ARGUMENT..........................................................................................................3
REBUTTAL................................................................................................................................3
EVIDENCE.................................................................................................................................3
ARGUMENT..............................................................................................................................3
COUNTER-ARGUMENT..........................................................................................................4
REBUTTAL................................................................................................................................4
EVIDENCE.................................................................................................................................4
ARGUMENT..............................................................................................................................4
COUNTER-ARGUMENT..........................................................................................................5
REBUTTAL................................................................................................................................5
EVIDENCE.................................................................................................................................5
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................7

ESSAY TITLE: UK is a great destination for educational tourism
ESSAY OUTLINE: Educational Tourism is defined as the sub-section of the travel and tourism
sector that is popularly gaining momentum and insights to facilitate the exploration and
acquisition of knowledge in more approachable and flexible manner. This contains a widespread
perspective to comprehend the tourism in relation to the educational aspects of academic
subjects. It also lays an emphasis on building a visual experience on the minds of students to
assist in the reinforcement of their fundamentals to bring radical modifications in the old syllabus
by incorporating new concepts and features to make it appealing and interesting for students. In
this regard, UK has become one of the hubs for international students to join several short term
courses to enhance their understanding through practical utility of models, principles and
methodologies. Moreover, this country's educational department is highlighting the self
improvement ideology and learning aspects.
This essay will contain three major argumentative statements that emphasis on the significance
of this tourism in UK along with counter arguments against it with suitable examples and
evidences. Furthermore, it will also add the rebuttal implications to comprehend its emergence
among other countries of the world.
Thesis statement: To understand UK's emergence on the global map as the next destination for
educational hub for foreign students.
MAIN BODY
ARGUMENT
With advent of globalization and emergence of technological advancements, there has
been an upsurge in the rise of collaborations between several universities in the name of foreign
exchange cultural programs. This paved the path of different nationalities to enter into the
developing countries like UK with a purpose of learning the atrocities of lives along with gaining
knowledge for their career growth in leaps and bounds (Zarzuela and et.al., 2013). Additionally,
there is a sudden shift from traditional learning techniques towards a more progressive outbound
that holds more value and promote the computer based learning through comprehending all the
aspects associated with it. Nonetheless, it put light on the diversified formal set-ups such as
experiential, diversion-al, experimental etc. that are in alignment with UK's educational board.

COUNTER-ARGUMENT
However, there are few hiccups in this enriching road and that is inclusion of the
additional burden on the universities, schools and other such organisations along with their
resources plus other relatable components like accommodation, lodging, food etc. Furthermore,
it also adds to the woes of the exploitation of resources to fed such extra populace and provide
them with equal basic amenities for fulfilment of their expectations from the UK's government
and their citizens (Petroman and et.al., 2016). This also has a downside of threats and security
concerns for these tourist students in new geographical locations.
REBUTTAL
Consequently, there will be a pressure for the creation of jobs in such wide pool of
seekers and candidates, especially after the 2008 recession. However, this loop-side is evident
these days due to many socio-economic parameters with respect to this global conceptual
framework that have driven the education industry of UK in more cut-throat competitive
direction that has affected adversely on the whole (Reisinger,2013). Along with this, this has out
constraints on the familiarity stranger hood continuum because it might recognise the bubble
formed due to the typologies of individual mass tourist, drifter, explorer and organized mass
tourist. This bubble connects their own ideologies with that of the prevalent surroundings.
EVIDENCE
Students of different nationalities have outnumbered the local students and have reached a
potential 70 percent. For instance, Imperial College London have come under the top thirty
universities for science and engineering that has attracted maximum international students in the
United Kingdom and has a world's overall rank of eighth (Lam, Ariffin and Ahmad, 2011).
Henceforth, connecting with people has become easier but to maintain harmonious relationships
can be a different game due to divergence in various aspects of lives.
ARGUMENT
Educational tourism has also developed the economic growth of UK and made it among
the top five currencies in the world. This podium has become one of the significant vehicles to
gain the financial acceleration for embarking upon the onset of this type of tourism in the field of
education and teaching (McGladdery and Lubbe,2017). Furthermore, it has highlighted the
consumer centric approachability factor that the public sector attractions have been employing to

gain an undivided attention of such international prospects in joining their institutions. UK's
ministry has made their policies and regulations easier and convenient for the students to join for
their courses (Din, 2018). The local markets and dealers are also friendly, amiable and
welcoming to these students which have made them comfortable along with aid in improving the
GDP and making them feel at home.
COUNTER-ARGUMENT
With Brexit, there are still dilemmas and unanswered queries of the local residents that provides
the basic nourishment provisions to live a normal life. However, with additional pressure after
these students' arrival in order to study in different regions that have implicated a push and
survival chances to move in the forwarding path to reap benefits in profound manner.
Nonetheless, 2008 ressesion affected these stiudents to move towards other unexplored europeon
countries like spain, poland etc which also affected their economy and eductaionla toursium in
negative manner.
REBUTTAL
Along with this, there is also an emphasis on comprehending the demographics' segregation for
better hold of the information and data required. There is also heightened levels of growing
insecurities that have led to disparities and led an adverse influence on the overall economy.
Along with this, there will be a downfall in the unemployment scale that has not only hampered
the morale of local but also the international students coming from different areas with pressure
of repaying their education loans etc.
EVIDENCE
Chinese students are the majority in number as international students in various universities and
colleges of United Kingdom. Due to 9/11 attacks, USA become stringent on their visa
applications and this it benefited UK and other European countries where this crowd is moving
in exponential order and have proved beneficial in forming a reputation at the world map.
ARGUMENT
Discrimination on the basis of race, colour, religion or country is one of the controversial reasons
that has affected the number of students going to abroad for higher studies. Due to UK's dark
history and connection to the colonization, it was although difficult but still has attracted various
diversifies background students. This is mainly because of prevalent high-tech facilities in

learning tools, techniques and methods adopted by the teachers, counsellors and academic
scholars. Along with advanced level of research and development has also supported UK to
garner these students' attention by generating awareness regarding scholarships and affordable
lodging and accommodation with emphasis on adaptability quotient (Iglesias, 2014). This
educational tourism have given an opportunity to bring back their glorified hospitality with an
understanding of mutual respect and trust among different nationalities and their cultures and
traditions.
COUNTER-ARGUMENT
However, there is great deal in combating the derogatory remarks these students faces e=in
everyday lives. Along with, there are many racist attacks in other countries and are still low and
thus it is one of the causes for this emergence (Lam, Ariffin and Ahmad,2011). But there is a
growing darkness in the minds of the local residents who are in compact and concise pond of
complexities and challenges.
REBUTTAL
Furthermore, there was an inclination of favouritism between the local and foreign students
affecting the global reputation of UK. There were obstacles like taste and preferences in food and
other things bridging a communication gaps between the students. Moreover, this partial attitude
for local aspects have added to the problems and disoriented the international students in joining
the universities and colleges in UK,
EVIDENCE
It is clearly indicated that there is a pre-dominance and unity among the Europeon countries with
only 4 percent with the local British students, while on the other hand, 21 percent evaulated a
mix of students from both descents, the local and the international origins (McGladdery and
Lubbe, 2017). Thus, it is inidcated that there are chance s of meeting a new alaince is easier in
UK as compared to local making it easier for international students to come and join universities
for their reserch.
CONCLUSION
It has been summarized that educational tourism is going to stay in the global competitive
marketplaces for a while and also shed light on the overall impact of both its advantages and
disadvantages in context of students. Along with this, the thesis statement has been justified in
suitable order by underpinning all the validated and reliable viewpoints to gain insights on the

environment of UK. Furthermore, this essay has summed up the various arguments of students
coming to United Kingdom for their education purposes along with shedding light on the
enhanced economic growth. It has also described the implications of globalization with entry of
technological tools that have bridged the gaps between different people coming from different
cultural backgrounds and societies. Lastly, it also added about the latest trend of foreign
exchange programs for better understanding of different cultures, art and traditions to become
empathetic and cooperative towards the needs of people in holistic manner.

REFERENCES
Books and Journals
Zarzuela, M.M. and et.al., 2013. Educational tourism through a virtual reality platform.Procedia
Computer Science.25. pp.382-388.
Petroman, C. and et.al., 2016. The rural educational tourism at the farm. Procedia Economics
and Finance.39. pp.88-93.
Reisinger, Y. ed., 2013.Transformational tourism: Tourist perspectives. CABI.
Lam, J., Ariffin, A.A.M. and Ahmad, A.H., 2011. EDUTOURISM: EXPLORING THE PUSH-
PULL FACTORS IN SELECTING A UNIVERSITY. International Journal of Business &
Society.12(1).
Din, K.H., 2018. Dialogue with the hosts: an educational strategy towards sustainable tourism. In
Tourism in South-East Asia(pp. 345-354). Routledge.
Iglesias, M., 2014. The transformational impacts of the language tourism experience.
In Proceedings of The European Conference on Language Learning 2014.
McGladdery, C.A. and Lubbe, B.A., 2017. Rethinking educational tourism: proposing a new
model and future directions.Tourism Review.72(3). pp.319-329.