Research Topics: Behavioural Analysis

Trim Cleaner Marketing Paper Study

IN-COURSE GROUP ASSIGNMENT This is a group report which should be submitted using a Business report format.   You are required to carry out the preliminary stages of a new product development project in your given market category. These will be allocated to you in the first tutorial. THE TOPIC IS CAR CARE PRODUCT. HAVE DECIDED TO MAKE RESEARCH ON VARIOUS TYPE OF CAR CARE PROUDUCT AND HAVE DECIDED TO TAKE A TRIM CLEANER. MY TARGET AUDIENCE IS MEN 18-28. You may assume the role of an existing manufacturer in the market or a new entrant.   In either case, your final report should include the following,:   ·        Secondary research – a comprehensive market audit covering: The market – sales volume / value of the market, historical trends, market segmentation, distribution outlets Competitors – who, how many, where, brand shares and advertising expenditure of the existing brands Consumers – demographics, consumer behaviour Analysis of the external marketing environment A summary of the proposed market segment with rationale ·        Concept Development: Idea generation Screening Concept testing via qualitative research (focus groups/depth interviews) ·        Recommendations: Summary of proposed marketing strategy with basic marketing mix ·        A profit and loss forecast for the proposed new product (using Excel spreadsheet or equivalent)   During the tutorials, groups will be required to discuss, develop the various stages of the assignment and occasionally, to present their thinking to the tutor and other class members. The Teaching Programme details the various stages that will be covered in these sessions.   It is therefore vital that groups attend their timetabled session during the course and work to the set deadlines, in order to ensure effective management and completion of the assignment. The word limit for the main report is 3000 words. References and the bibliography must also be included, though they do not form part of the word count. In addition, appendices can contain background findings, figures, graphs; pack designs, competitor data and so on. Although these are also excluded from the word count, they must be relevant and need to be referred to in the main text.   In marking the assignment, the following will be assessed:   ·        Comprehensive background/marketing audit ·<span style="font-style:normal; font-variant:normal; font-size:12pt; font-family:Arial; mso-list:Ignore; mso-fareast-font-family:Symbol; mso-bidi-font-size:12.0pt; mso-bidi-font-family:Symbol" lang="EN-GB" xml:lang="EN-GB">        Use of marketing techniques: interpretation of findings, quality of ideas generation, screening, concept development and testing ·        Relevance of marketing strategy recommendations to assignment findings ·        Profit and loss spreadsheet: clarity, structure, viability ·        Style and presentation: visual presentation, referencing, graphs, spelling and grammar, logical flow, structure, ease of reading. ·        Project management: including in-class assignment work signed off by tutor.   YOUR WORK FORMAT   v   Executive Summary   v   Introduction v   Market background ·       Marking value ·       Key competitors ·       Marketing segmentation ·       Advertisement, selling and distribution ·<span style="font-style:normal; font-variant:normal; font-weight:700; font-size:12pt; font-family:Arial; mso-list:Ignore; mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol" lang="EN-GB" xml:lang="EN-GB">       Pest analysis ·<span style="font-style:normal; font-variant:normal; font-weight:700; font-size:12pt; font-family:Arial; mso-list:Ignore; mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol" lang="EN-GB" xml:lang="EN-GB">       Buyer’s behaviour   v   New product development v   Primary research v   Marketing Strategy v   Marketing plans v    P$L alc v   Swot analysis v   Conclusion v   Bibliography v   Appendices Credit:ivythesis.typepad.com

Trim Cleaner Marketing Paper Study

IN-COURSE GROUP ASSIGNMENT This is a group report which should be submitted using a Business report format. You are required ...

Literature Review

This chapter   will provide the discussion of relevant literature concerning the issues on parents’ perspective about special education provision. Special Education is known to be an educational alternative which gives attention on the teaching of students having academic, health, physical or behavioural needs that cannot sufficiently be met utilising traditional or conventional educational programs or approaches. Special education has been recognised by many as an important development of education since it provides adequate a suitable educational approach to meet the needs of the so-called special children (Stough & Palmer, 2004). The independent variables of interest have ranged from the curriculum and methods to the competencies, or preparation, of teachers and the location of the service. The dependent variables have also varied widely and included academic achievement and behavior. Notwithstanding significant gains in developing a knowledge base of empirically validated practices, measurement problems, and, because of ethical issues, constraints on implementing experimental designs have kept the issues of “best practices” a much debated topic. Special education has become increasingly complex over the past thirty years. Schools have become more diverse, parents have become more involved, accountability for the academic gains of students has increased, and the philosophy of service delivery has become a larger policy issue.   Parents Perspective on Special Education             As mentioned, the context of special education has encountered different issues in the perspective of the parents. If there are people who would become more conscious about the special education provisions, this would be the parents of the children.  Parents avail the services of special education to ensure that their children will be able to adjust in the environment and to ensure that adequate or enough knowledge are being provided.  With these, parents become more critical on identifying different issues concerning the quality of services given in a special education.  There are many issues that parents need to be certain for the sake of their children. Such issues will be discussed below. In the study conducted by the NYS Commission on Quality Care (1990), they concluded that parental satisfaction about their child’s education program depends greatly on the type of disability and the needs of the children. About 75% of parents of students with physical disabilities were satisfied on the service while 57% of parents of children with learning disabilities indicated with children’s programs. In this study, the most typical parental concerns affecting satisfaction includes lack of personal attention/education; inadequate teacher training, and inadequate time spent by handicapped children with non-handicapped children.             One of the issues concerning this is the lack of fully certified and adequately trained special education instructors or teachers, which has been regarded as severe and pervasive, affects the quality of education services that special students receive.  Over the years, researchers have conducted a study to investigate the magnitude of the shortage issue for certified and efficient special educational teachers and the factors that can be attributed to this case.             A number of proposals touched on the issues relevant to the training of teachers to teach students having special needs, sometimes in the concept of determining units of study which should be included in teacher training courses. Such perspective expressed that the extent in which the teacher training courses prepared the trainees to know the whole idea of teaching students with special needs and determine the respond appropriate with these students are insufficient.             In this manner, the need for enhanced teacher training arises from the restrictions of many current teacher training programs.  In a study conducted by Trump and Hange (1996), 48 American private and public instructions of higher education teachers were surveyed to identify the extent in which pre-service general training teachers has been able to received instruction or trainings relevant to inclusion of students with special needs. The survey shows that many of these institutions had failed in preparing regular educators for the challenges of inclusion and joint teaching environments. In a similar study conducted in rural British Columbia, it was concluded that both the in-service and pre-service education had insufficiently prepared the teachers for the realities of having students with special needs (Bandy & Boyer, 1994). The inclusion of students with significant disabilities in the state and local standards-based education reform initiatives is good in improving the current practices within the entire education system and in rectifying the problem about the exclusion of students with disabilities. However, to attain a unified system of educational accountability, legislators and policymakers must have full recognition on the individual and intensive needs of children with significant disabilities; and resolve the problems associated with alternate assessment. This consideration will also make the parents become more satisfied with what their children received in special education services (Glass, 2004).             Aside from the inadequate training, lack of resources and support is also one of the issues perceived by the parents to the current special education provision. The parents are seeking the help of special education services because they think that the government has enough funding to meet the needs of their children. However, some institutions do not have adequate funding support the needs of the special education services and the special needs of the children.  With this the satisfaction of the parents are being affected. Other issues perceived by the parents and other critics of special education are the issue of inclusion at secondary level. Inclusive classrooms are one of the ways in which educational interventions are delivered to students with special needs in Europe. European Agency for Development in Special Needs Education (2003) stated that behaviour; social and/or emotional problems are biggest challenge within the area of inclusion of pupils with special education needs. Furthermore, character approach to students with Special Educational Needs is rejected in favour of a more environment-interactive approach to SEN. Furthermore, handling diversity is the key issue at the classroom level. When dealing with differences in the classroom, class teachers need an extra pair of hands or extra support from either colleagues (or special education teachers) or other professionals. Basically, it leads to the challenges of co-teaching (classroom level), team teaching and the need for good co-operation between teachers, on the school level and co-ordination with professionals from other support services (EADSNE, 2003). However, with lack of classroom management and comprehensive instructions offered by some of the institutions offering special education services, the parents are concerned that this will cause a bigger conflict. Another issue to be given emphasis is maltreatment of teachers towards children with special needs of with disabilities (Sobsey, 2002). Sometimes, because of lack of training and preparation in handling students with special needs, most teachers could not be able to do their job effectively. Oftentimes, the teachers are abusing children with disabilities physically, verbally, emotionally and psychologically. These abuses affect both parents and children and may have a tendency that the parents will not allow their children to avail special education services. Further, social integration or is also an issue for parents. Social integration issue refers to the lack of time spent by disabled children with other peers. As it was observed by parents, simply placing children in the same classroom or moving a child from institution to home did not ensure positive interactions between handicapped children and their peers (Allen, Benning, Drummond, 1972; Devoney, Guralnick, & Rubin, 1974). Neither did social integration, in itself, foster the goals of cognitive and social growth on the part of the disabled children (Guralnick, 1978). Hence, for parents, if this will continue, the purpose of bringing their child to a special education institution will not be met. In this manner, curricular or programmatic approaches to fostering social integration include, most importantly, a careful choice of the context or activities in which integration occurs. Involving a small number of disabled and non-disabled children in special projects or recreational activities such as planning a carnival or playing on a bowling team is one effective strategy for fostering social interaction and positive attitudes of non-handicapped children toward disabled peers (Aloia, Beaver, & Pettus, 1978; Chennault, 1967; Johnson et al, 1983; Rucker & Vincenzo, 1970; Stainbeck, Stainbeck, & Jaben, 1981). The development of such activities for use with severely handicapped and non-handicapped students is described by Brown and his colleague (1979). An alternative approach is to design activities in which non- handicapped children are given a special invitation to become involved in activities with handicapped children in the capacity of teacher helpers (McHale, 1983; Poorman, 1980). Other programmatic considerations for fostering social integration include the nature of the classroom’s physical layout and equipment (Hoben, 1980), and encouragement and reinforcement by adults (Guralnick, 1978; Hoben, 1980).             Another problem is with regards to curriculum standardisation. The promotion of curriculum standardization is a crucial component to the current education reform movement. This point of view presents problems. According to McIntyre, highlighting curriculum standardisation creates problem for special education because it hampers individualization in special classes (Glass, 2004). This will also affect the satisfaction of parents of those special children. For the parents, there is a tendency that their children would not be able to cope with such standardisation. Ysseldyke et al. (1994) also stresses that the successful participation of students with cognitive disabilities depends on states developing outcomes, which are wide-ranging and broad enough to be significant for the students. Furthermore, McDonnell, et al. (1997) believes that enough attention should be given to the specific curricular needs of students with cognitive disabilities. The successful participation of students with disabilities in the standards-based reform is determined based on the degree to which a set of content standards is appropriate to their valued educational outcomes and consistent with proven instructional practices.   Conclusion Children’s education is practically made by parents using the viability and the quality of life as their basis. They send their kids to normal schools where boards and books are normal. They are expected to retain their everyday learning for progress. However, children with special education needs might receive very little education on classrooms and ordinary schools and might always be excluded from the class (Armstrong, 2004, p.39). Accordingly, every school that offers special education must have an Individualized Education Program (IEP). The said program involves parents, teachers and must have its own faculty staff to verify students’ unique needs. IEP is formulated for parents and teachers to discover the educational results and abilities of the child. In addition, the issues mentioned above should be given enough attention and provide effective solution so as to ensure that children with special needs as well as their parents will be satisfied for the special education services.   Reference Allen K., Benning, P. and Drummond, T. (1972). “Integration of normal and handicapped children in a behavior modification preschool: A case study.” In Behavioural Analysis and Education, edited by G. Semb. Lawrence , KS: University of Kansas Press.   Aloia, G., Beaver, R., and Pettus, W. (1978). “Increasing initial interactions among integrated EMR students and their nonretarded peers in a game-playing situation.” American Journal of Mental Deficiency 82: 573-579.   Armstrong, D.  (2004).  Experiences of Special Education: Re-Evaluating Policy and Practice through Life Stories. New York: Routledge Falmer.   Bandy, H. E. & Boyer, W. A. R. (1994). The impact of special needs students on teachers in the rural areas of British Columbia. In D. McSwan & M. McShane (Eds.), An international conference on issues affecting rural communities: Proceedings of the conference held by the Rural Education Research and Development Centre at Sheraton Breakwater Casino-Hotel, Townsville Queensland Australia, 10-15 July 1994 (pp. 232-241). Townsville: James Cook University of North Queensland, Rural Education Research and Development Centre.   Brown L.; Branston M.; Baumgart D.; Vincent L.; Falvey M.; and Schroeder J. (1979). “Utilizing characteristics of a variety of current and subsequent least restrictive environments as factors in the development of curricular content for severely handicapped students.” American Association for the Severely Profoundly Handicapped Review 4:407-424.   Chennault ,G. (1967). “Improving the social acceptance of unpopular mentally retarded pupils in special classes. American Journal of Mental Deficiency 72:455-458.   Devoney C. Guralnick, M. and Rubin, H. (1974). “Integrating handicapped and nonhandicapped preschool children: Effects on social play.” Childhood Education 50:360-364.   European Agency for Development in Special Needs Education (2003). Key Principles for Special Needs Education: Recommendation for Policy Makers. Brussels, Belgium   Glass, G. V. (2004). Education Policy Analysis Archives. Arizona: Arizona     State   University, College of Education, vol. 12, no. 16.   Guralnick, M. (1978). “Integrated preschools as educational and therapeutic environments: Concepts, design, and analyses.” In Early Interventionand the Integration of Handicapped and Nonhandicapped Children and the Integration of Handicapped and Nonhandicapped Children, edited by M. Guralnick. Baltimore, MD, University Park Press.   Hoben M. (1980):  “Toward integration in the mainstream.” Exceptional Children 47 :100-105   Johnson, R., Johnson, D., DeWeerdt, N., Lyons, V., and Zaidman, B. (1983). “Integrating social adaptively handicapped seventh grade students into constructive relationships with nonhandicapped peers in science class.” American Journal of Mental Deficiency 6: 611-618.   McDonnell, L. et al. (1997). Educating one and all. Washington, D.C.: National         Academy Press.   McHale S. (1983). “Social interactions of autistic and nonhandicapped children during free play.” American Journal of Orthopsychiatry 53: 8191.   NYS Commission on Quality of Care (1990).  Special Education in New York State: Parents’ Perspective. Available at [http://www.cqc.state.ny.us/publications/pubsped.htm]. Accessed on [31/03/06].   Poorman C. (1980). “Mainstreaming in reverse with a special friend.” Teaching Exceptional Children 12: 136-142.   Rucker C., and Vincenzo F. (1970). “Mainstreaming social acceptance gains made by mentally retarded children.” Exceptional Children 36: 679-680.   Sobsey, D. (2002). Exceptionality, Education and Maltreatment. Lawrence Erlbaum Associates Inc, 10(1): 29-46.   Stainbeck W.; Stainbeck T.; and Jaben T. (1981) “Providing opportunities for interaction between severely handicapped and nonhandicapped students. Teaching Exceptional Children 13: 72-75.   Stough, L.M. (2004). Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators. Journal of Special education.   Trump, G. C., & Hange, J. E. (1996). Concerns about and Effective Strategies for Inclusion: Focus Group Interview Findings from West Virginia Teachers. Charleston, West Virginia: Appalachia Educational Laboratory.   Yseldyke, et al. (1994). Educational accountability for students with      disabilities. Minneapolis, Minnesota: University of Minnesota, National     Center on Educational Outcomes. Credit:ivythesis.typepad.com

Literature Review

This chapter will provide the discussion of relevant literature concerning the issues on parents’ perspective about special...

Variety Seeking Behaviour and the Economic impact of Sri Lankans when Visiting Friends and Relatives in Sri Lanka and Australia

CONCEPT DESCRIPTION OPERATIONALISATION  Reasons for travel     Influencing Factors Variety Seeking Behaviour Attitude Purpose Leisure and Basics   The reason for selecting a destination or holiday, range of different activities sought, person’s feeling towards something/ someone. Response (agree strongly, agree, disagree strongly, etc) to a number of statements on a given topic.  Number of different activities catered for what they require, demands, level of requirements determined by comparisons.  Who travels     Sri Lankan Visitors Friends and Relatives     Past, present and potential groups involved. Visitor evaluation of visit. Background, relationship, purpose, reason. Visitor evaluation (e.g., on scale of 1-5) of each stage of the visit.    Where?     Destinations Alternatives     The place to be visited and what other alternatives are available Satisfaction level, evaluation of  experiences, comments on experience. Future intentions.    What background?     Social and Economic Circumstances                   Social circumstances and circumstances likely to influence or constrain leisure, e.g. age, gender, occupation, family responsibilities.  Socio- economic or political position of a group of people in society.   Combination of persons’ occupation, income and education level.                       5.1 Research Questions The following questions will be generated from the above conceptual framework. Major question: ‘Is the Sri Lankan VFR traveller influenced by variety-seeking behaviour when visiting friends and relatives?’ Other questions are: Is it the Visitor or the hosts spend most during the holiday and on what? 6.  Research Methodology and Data Collection Freudian theory explains consumer behaviour is guided by the primary desire to maximise pleasure and avoid pain.  It directs a person’s psychic energy toward pleasurable acts without regard for any consequences.  Some will argue that consumers choose products, services and other activities over others because they are associated with a certain lifestyle.  Based on the Foxall’s Behavioural Perspective Model (BPM) the following theoretical framework was developed from the conceptual framework described earlier.  BPM relates patterns of consumer choice to their differing environmental consequences.  It explains purchase and consumption responses in terms of the contingent relationships among the behaviour in question, its stimulus antecedents, and its reinforcing and punishing consequences (Foxall, 1990). Main reasons when considering to Visiting Friends and Relatives would be: ·        strongly influenced by other people (family and friends) ·        considerable emotional significance ·        family commitments ·        lifestyles ·        word of mouth recommendation of friends of elatives The research model in this paper will adopt a macro framework.  It will examine the VFR traveller’s behaviour towards making the decision to travel to certain destinations and also who spends and on what during their holiday.  Based on the above reasons for VFR the following model was developed.                         This model provides an account of VFR traveller choice founded on behaviour analysis.  It explains purchase and consumption responses, its stimulus antecedents, and its reinforcing and punishing consequences.  Emotional attachments are; nostalgia, romance, adventure, escapism, fantasy, need to satisfy others, and to show-off achievements.  Visiting one’s relatives and also due to promotions by advertisements or word of mouth about a destination can lead a decisions based on emotions.  Status is exclusivity, fashionability, obtaining a good deal, and ostentatious spending opportunity. People have a tendency to evaluate themselves, their professional accomplishments and their material well being relative to others or comparison of one’s standard of living with one’s neighbours.  In social conditions some different products and stores are perceived by consumers to be appropriate for certain social classes.  For example “haves” and “have-nots” and “haves” using Mercedes or Rolls Royce cars.  Equally only certain relatives can afford to travel and visit their relatives overseas.  Cultural influences are sightseeing and experience new cultures.  A consumer’s culture determines the overall priorities that the consumer attaches to different activities and products, and it also mandates the success or failure of specific products and services also some consumers in individualist cultures attach more importance to personal goals.  Under economic conditions consumers will gather as much data as needed to make an informed decision.  Variety seeking can influence a consumer to switch from their favourite product to a less pleasurable item.  Soloman (2002) explains this as consumers are willing to trades enjoyment for variety and that variety seeking is a choice strategy that occurs as a result of pleasurable memories for varied sequence.  People with religious believe will travel to certain destinations due to their religious importance. E.g. Laudes and Mecca When the environment provides positive reinforcement in the form of a reward, the response is strengthened and appropriate behaviour is learned (Soloman ,2002).  For example if a traveller is acknowledge by his friends and relatives in the home country as he has achieved something impossible by visiting his friends and relatives in another country, this will have the desired effect for him. Negative reinforcement also strengthens responses so that appropriate behaviour is learned.  For example a traveller will regret of a holiday if outcomes are negative and will think he should have visited different destination, friends or relatives. Informational reinforcement is provided by feedback on the consumer’s performance, especially the social status produced by conspicuous consumption. This study will use primary and secondary data.  Primary data will be obtained from a questionnaire distributed to Sri Lankan national residents in Sri Lanka and expatriates living in Australia.  The survey will be conducted in Melbourne and Sri Lanka.  Secondary data will be obtained from Immigration authorities of both countries, Australian Bureau of Statistics (ABS), and travel and tourism organisations.  It is important to collect new information (primary data) and also to gather existing data (secondary data) including official government statistics and also data from leisure or tourism agencies.  Swarbrooke & Horner (1999) stated that “secondary data play a variety of roles in a research project, from being the whole basis of the research to being a vital or incidental point of comparison”.  As per ABS statistics, there are more than 40,000 expatriate Sri Lankans living in the state of Victoria.  Most visit Sri Lanka and host their friends and relatives when they visit Australia.   Primary data: The primary data relating to VFR behaviour and expenditure will be collected at two points. Surveys will be conducted at the Melbourne Airport. The main sample would be visitors to and from Sri Lanka and Australia.  They will be interviewed and also a questionnaire given for self-completion with stamped envelope for completion later, if preferred. A survey will be carried out in Victoria among the Sri Lankan community at Sri Lankan functions and gatherings to ascertain the behaviour and the spending patterns of Sri Lankan VFR traveller.  A structured questionnaire will be developed for this purpose of the surveys.  The questionnaire developed will take into account the key issues identified, the conceptual framework and the research questions identified earlier.  The questionnaire will consist of three sections.  The first section will gather data about respondent travel characteristics such as purpose of the visit, number of trips to Australia and Sri Lanka in the last five years, e.g. where they stayed, reasons and spending patterns by whom and why? The second section will collect data about the reasons for selecting a particular destination and will be modified as necessary to suit the situation.  The respondents will be asked to rate their choice, expectation and perceptions of each of the destinations.  Also the activities involved during their visits and who made the decisions and planning.  In addition, a question on respondent overall satisfaction with their choices will be included and this will be measured using a five-point scale (1 = very dissatisfied, and 5 = very satisfied).  The final section of the questionnaire will gather   demographic data about respondents’ such as age, sex, education level, profession and income. This data should provide clear, accurate and comprehensive information about Sri Lankan VFR travellers to and from Australia. ABS figures will provide a platform to profile the Sri Lankan VFR market and to further investigate their tripographics. These results will be complemented by personal interviews and the information collected by means of the surveys through questionnaires.  For the personal questionnaire the questions will be in-depth, and specific, e.g., which of the countries you would like to visit on holiday in the future and why? The minimum age for the respondents will be 18 years since it may be difficult to gather accurate information from very young children.  Also, it may be considered ethically unacceptable to subject children to the sort of questioning which adults can freely choose to answer or not.  The sample will be between 500 and 1000 and will be randomly chosen (every other person of either sex) from the categories given below at the above-mentioned locations.  These data will be collected within a period of two months. ·        The origin countries chosen will be Sri Lanka and Australia because its residents have traditionally been a major and economically vital travel market for VFR (Gamage and King 1996). ·        Expatriates visiting their friends and relatives in Sri Lanka. ·        Relatives, friends and business people coming to Australia from Sri Lanka for a holiday, business or education. ·        Business people arriving in Sri Lanka from Australia. ·        Regular tourists arriving in Sri Lanka from Australia. ·        Travel agents specialising Sri Lanka in Australia. ·        Travel agents specialising Australia in Sri Lanka. Secondary data: ·        Data collected by immigration authorities at ports of entry (Arrivals/Departures International tourism data) from government international arrivals and departures statistics. ·        Australian Bureau of Statistics (ABS). 7. Data Analysis:  Firstly, the statistical differences in socio-demographics and tripographics among the four VFR variety-seeking groups will be examined by using chi-square tests.   The two factors that will be used as independent variables will be destination patterns and trip purposes.  The destination pattern variable (D) will have two levels, single-destination (VFR visitor who do not stop between the origin and the destination) and multi-destination (VFR visitor who visit other places at least once, in either direction).  Trip purpose will also have two levels; single purpose (either way to visit friends and relatives) and multi purpose (different trip purpose other than VFR).  The dependent variables will be travel distance (TD), length of stay away from home (SA), and nights in commercial accommodation (CA), are the most used characteristics in describing trip behaviours. Secondly, GLM Multivariate Analysis of Variance (MANOVA) of factorial design will be used to further investigate the composition of groups defined by trip purposes and destination patterns. Multivariate ANOVA will be employed instead of ANOVA to account for the inter-relationships among the travel distances, length of stay, and nights in commercial accommodation. This will allow the testing of the effects of trip purposes and destination pattern on the means of various groupings of the joint distribution of the dependent variables.  The use of MANOVA goes beyond analysing only the differences among groups by assessing whether their purposes and/or destination patterns created groups with differences (Hair, J.F., R. E. Anderson, R. L. Tatham, and W. C. Black, 1998). The results from GLM MANOVA will show the age and household size of the four groups and also the distribution of each of the age categories.  Importantly it will indicate the popularity of the travel purpose also which age categories were not at all interested in visiting family and friends and who would enjoy visiting other places for sightseeing, shopping, relaxation or business.  It will also show which group (single, couples or families) of travellers will compose VFR travel parties together with the size of households involved. The results of this research will be provided to Sri Lankan and Australian Travel and Tourism Agencies.  8. Equipment Required: A Laptop computer is needed when travelling for research with Internet facilities (Self provided). Adequate software to analyse data. Access to stationery supplies including postage and photocopying. References Australian Bureau of Statistics. Population Census – population by birth of country http://www.abs.gov.au/. Braunlich, C.G., and Nadkarni, N., (1995). ‘The importance of the VFR market to the Hotel Industry’. Journal of Tourism Studies. Vol 6, No. 1, 38-47.   Denman, R. (1988). ‘A response to the VFR market’. BTA/ETB Consultancy report.   Gamage, A and King, B., (1999). ‘Comparing migrant and non-migrant tourism impacts’.  International Journal of Social Economics. Vol 26, 1/2/3, 312-324.   Hair, J.F., Anderson, R. E., Tatham, R. L., and Black, W. C., (1998). Multivariate Data Analysis. New Jersey: Prentice Hall.   Hebb, D.O. (1955). Drives and the C.N.S. (Conceptual Nervous System). Psychological Review, Vol 62, 243-254.   Hu, B. and Morrison, A.M., (2002) Tripography: ‘Can destination use patterns enhance our understanding of the VFR market?’.  Journal of Vacation Marketing. Vol 8, No. 3, 201-222.    Hoyer, W.D, and Ridgway, N.M. (1984). ‘Variety seeking as an explanation for exploratory purchase behaviour: a theoretical model’. In T.C.Kinnear (Ed.), Advances in consumer research, Vol XI, 114-119. Provo, UT: Association for Consumer Research.   Kemperman, A., Borgers, A., Oppewal, H. and Timmermans, H.J.P.(1995). ‘Variety-seeking behaviour in consumer choice of theme parks’. Proceedings of the fourth international outdoor recreation & tourism trends symposium and the 1995 national recreation resources planning conference, 43-49.   King, B. (1996). ‘VFR – A Future Research Agenda’ in Yaman, H.R. (ed.) VFR Tourism: Issues and Implications Conference Proceedings, Melbourne.   King, B and Gamage. A M. (1994). ‘Measuring the value of the ethnic connection: Expatriate travellers from Australia to Sri Lanka’. Journal of Travel Research, Vol. 33, No 2, 46-49.   Leuba, C. (1955). ‘Toward some integration of learning theories: the concept of optimal stimulation’. Psychological Reports, Vol I, 27-33.   Morrison, A.M., Hsieh. S., and O’Leary, J.T. (1995). ‘Segmenting the Visiting Friends and Relatives market by holiday activity participation’. Journal of Tourism Studies, Vol. 6, No. 1, 48-63.   Moscardo, G., Pearce, P., Morrison, A., Green, D., and O’Leary, J., (2000). ‘Developing a typology for understanding visiting friends and relatives markets’. Journal of Travel Research. Vol 38, 251-259.   McAlister, L. and Pessemier, E. (1982). ‘Variety seeking behaviour: an interdisciplinary review’. Journal of Consumer Research., Vol 9, No 4, 311-322.   Pessemier, E.A. (1978). ‘Stochastic properties of changing preferences’. The American Economic Review. Vol 68, No 2, 380-385.   Seaton, A.V. (1994). ‘Are relatives friends? Reassessing the VFR category in segmenting tourism markets’. Tourism: The State of the Art, Wiley, London, pp 316-321.   Seaton, A.V. (1996). ‘Making (even more) Sense of the VFR Category in Tourism Analysis. in Yaman, H.R. (ed.) VFR Tourism: Issues and Implications Conference Proceedings, Melbourne.   Seaton A.V. and Palmer, C. (1996). ‘The structure of Domestic VFR Tourism in the UK 1989-1993, and What It Tells Us About the VFR Category’. in Yaman, H.R. (ed.). Melbourne.   Shifflet, D.K. and Associates. (2001). ‘Hotel industry sees major opportunity to help families and friends’ [online]. http://www.dksa.com/vfr.htm [February 3, 2002].   Solomon, M.R. (2002). ‘Consumer Behaviour’. 5th ed. Prentice Hall International, Inc. Mexico.   Stoessel, H. (1997), ‘Impact on socioeconomic, cultural and environmental development’. presentation at first International Conference on Sustainable Tourism in Vietnam, Hué, Vietnam, 22-23.   Swarbrooke, J and Horner, S. (1999). ‘Consumer Behaviour in Tourism’. Butteerworth-Heinmann. Oxford. England.   World Travel and Tourism Council (2000) Annual Report on ‘High Lights for 1999’. http://www.world travel and tourism council.com   Yuan, Tsao-Fang and Fridgen, J.D. (1994). ‘Visiting friends and relatives travel market: The Dutch case’. Journal of Tourism Studies, Vol 6, No. 1, 19-26.   I have developed 3 hypothesis and main questions based on my Conceptual Framework and the Model. I have given the details below.   Main questions of the thesis (goals and objectives):   <li class="MsoNormal">Is the Sri Lankan traveller influenced by Variety Seeking Behaviour when visiting Friends and Relatives?</li> <li class="MsoNormal">Would Sri Lankan travellers selected a different destination if not for Visiting Friends and Relatives?</li> <li class="MsoNormal">When making a decision to travel, will they take into consideration of their   positive or negative past experiences?</li> <li class="MsoNormal">Is VFR the only reason when selecting a destination?</li>   Hypothesis 1: Sri Lankan travellers are strongly influenced by family and friends, social and economic circumstances, quality of leisure participation and high holiday expectations when making a decision to travel. The decisions are also influenced by past experiences, cultural and religious believes.   Hypothesis 2: Their main reasons for travel are considerable emotional attachments to the family, family commitments such as to show gratitude to parents, be part of important family occasions and to show-off or increase in social status.   Hypothesis 3: Sri Lankan visitors do not participate in quality leisure activities during their holiday and also do not use commercial accommodation.   Hypothesis 4: Sri Lankan visitors expect their visitors to make most of the decisions of their holiday and also spend money for their holiday.   Following questions covered the antecedents of the Model: (numbers below is the   numbers of the questionnaire).   Emotional Attachments: 4, 5, 10, 11, 25   Status: 12   Social Conditions: 6, 8, 15, 16, 28   Cultural Influences: 20, 26   Economic Conditions: 7, 29, 30, 31   Religious Believes:   Past Experiences: 3, 9, 13   Following questions cover the consequences:   Negative reinforcement: 17   Positive reinforcements: 18, 24, 34   Informational reinforcements: 19, 23, 32, 33   Hypothesis 3: 21, 22.     I have collected most of the literature to all aspect of the model and others. It is a matter of putting them in order to make it clear. I want to finish the questionnaire first.   Please note that the questionnaire needs polishing. I have adopted the questionnaire from few past questionnaires. They are:   <li class="MsoNormal">Mrs. Huong Nguyen of Victoria University – School of Hospitality, Tourism & Marketing.</li> <li class="MsoNormal">BME Perspectives – Tourism Concern – London – Perspectives on Travel </li> e-mail Michael@tourismconcern.org.uk       3.   Ireland Questionnaire – Bushducks Global adventures.   Questionnaire   Dear Sri Lankan/Australian Visitor,   As a visitor, you are very important to Sri Lanka/Australia. This survey will help in my research which is part of   my Doctorate in Business Administration (DBA). Please complete the questionnaire as best as you could.     Q1. Where is your permanent residency? (Circle response)                   (a) Sri Lanka            (b) Australia           (c) Other, please specify……………….          If Australia how long?   …………… (years).     Q2. What is your Nationality? (Circle response)                   (a) Sri Lankan         (b) Australian         (c) Dual         (d) Other …………………     Q3. Have you travelled overseas on holiday before?      Yes        No                   If Yes, which countries did you visit?                   (a) Sri Lanka           (b) Australia          (c) Other ………………………   When did you visit Australia/Sri Lanka? ………………….                                      How long did you stay? ………………… (days)                                      How many times have you travelled? ………………. (time/s)                   If No, how likely is your intention of travelling on holiday in the next five (5) years?                                                                                                                          Not Likely   Somewhat Likely   Very Likely                                                                                                                                                                                                     (a)      To Sri Lanka                                                                                    1             2             3             4             5   (b)      To another country (Please specify)                                              1              2             3             4            5     Q4. Your future plans to visit (a) Australia or (b) Sri Lanka (Please rate the importance of each of the following           reasons for you when travelling to Australia or Sri Lanka next time).                                                                                                                          Not at all         Moderately            Extremely                                                                                                                        Important        Important             Importsnt   (a)      To have a holiday                                                                                          1            2            3            4            5         (b)      To do business                                                                                               1            2            3            4            5   (c)      To visit family, friends and relatives                                                              1            2            3            4           5   (d)      To participate in a family function                                                                 1            2            3            4           5   (e)      To visit places where I &/or my family came from                                      1            2            3            4           5   (f)      To get married                                                                                                 1            2            3            4           5   (g)      To visit my family’s ancestral place of worship                                            1            2            3            4           5   (h)     To find a life partner                                                                                       1            2            3            4           5   (i)       To experience first-hand Sri Lankan/Australian customs                               1            2            3            4           5   (j)       To visit cultural/historical site/s                                                                     1            2            3            4           5   (k)     To see the developments and changes in Sri Lanka                                        1            2            3            4           5   (l)       To show/teach my family  our cultural values                                             1            2            3            4           5   (m)    To experience new cultures                                                                          1            2            3            4          5   (n)     To visit religious places/reasons.                                                                   1            2            3            4          5       Q5. Which of the following represents the main reason for your trip to Sri Lanka/Australia? Please circle answer.   (a) Pleasure             – Vacation   - Shopping/dinning/entertainment   - Group tour     - Visiting friends & relatives                   (b) Personal             – Studies   - Medical reasons                   (c) Business            – Convention or meeting   - Other business reasons     Q6. Who is most likely to accompany you?                                                                                                                                    Not likely         Somewhat likely      Very likely                                                                                                   (a)      No one                                                                                                  1            2            3            4           5   (b)      family, friends and relatives                                                                  1            2            3            4           5   (c)      Business partner/s                                                                                1            2            3            4           5    (d)      Organised tour group                                                                            1            2            3            4           5   (e)      Other (please specify………………………….)                                 1            2            3            4           5   The duration of your stay will be …………. (days)     Q7. Where did you get the information about Sri Lanka/Australia?                   (a) family/friends   (b) business associates   (c) embassy   (d) media-(e.g. radio/TV/newspapers)   (e) Other, Please specify ………..     Q8. Do you have family, friends and relatives in Australia?                   (a) Yes    (b)   No                   Q9. How many times have you travelled to Sri Lanka/Australia during the last five years?                   (a) Once   (b) Twice   (c) Three times   (d) Four times    (e) Five or more     Q10. Please rate on a five point scale the importance to you of the following statements when you travelled. (1 =         not at all important, 5 = extremely important).                                                                                                                         Not at all          Moderately            Extremely                                                                                                                       Important         Important             Important   (a)      To spend time with my relatives                                                                  1            2            3            4           5   (b)      To spend time with my friends                                                                    1            2            3            4           5   (c)      To spend time with my relatives and friends                                               1            2            3            4           5   (d)      To attend to business only                                                                           1            2            3            4           5   (e)      To have a good holiday                                                                                 1            2            3            4           5   (f)      To be with my friends, relatives & business                                                1            2            3            4           5   (g)      For business and holiday                                                                              1            2            3            4           5   (h)     To have a holiday while visiting friends &/or relatives                                1            2            3            4           5       Q11. Please rate the following statements on a five point scale according the importance them to you when you            make your decision to travel. (1 = not at all important, 5 = extremely important).                                                                                                                        Not at all          Moderately            Extremely                                                                                                                       Important         Important             Important   (a)      I always select a destination for which I have an emotional attachment   such as family, friends, sentimental value.                                                   1            2            3            4          5            (b)   It is important the destination to be more romantic                                      1            2            3            4          5            (c)   I prefer to visit places with unusual and exciting hazardous activities.        1            2            3            4          5            (d)   It is important to have a memorable experience                                             1            2            3            4         5            (e)   I visit my friends and relatives whenever I feel homesick                              1            2            3            4         5            (f)   Visiting friends and relatives is my way of escaping from routine life,                   stress, and when I want a break.                                                                     1            2            3            4        5            (g)   I travel only to satisfy my friends and family.                                                1            2            3            4        5   (h)   Visiting my overseas friends and relatives is a good opportunity to   Show-off to my other family and friends.                                                        1            2            3            4       5            (i)   Travel decisions were made mainly on other’s recommendations                    1            2            3            4       5            (j)   I prefer to visit a destination where I have friends and/or relatives                  1            2            3            4       5            (k)  I never visit a destination if I don’t have friends and/or relatives                     1            2            3            4       5     Q12. Do you agree or disagree with the following statements. 1 = strongly disagree, and 5 = strongly disagree.                                                                                                                      Strongly    Disagree  Agree   Highly   Strongly                                                                                                                    Disagree                                  Agree    Disagree            (a)   Visiting friends and relatives makes me an important person in society.  1            2            3            4            5   (b)      No other relative or friend has travelled overseas to visit friends   and relatives.                                                                                               1            2            3            4            5   (c)      Very few of my friends and relatives can afford to travel overseas.           1            2            3            4            5   (d)      VFR shows that my friends and relatives doing well.                                 1            2            3            4            5   (e)      It is the trend in Sri Lanka to VFR.                                                              1            2            3            4           5   (f)      It makes me proud when visiting friends and relatives overseas.                 1            2            3            4           5   (g)      It gives me the opportunity to buy foreign gifts for people in Sri Lanka.    1            2            3            4          5   (h)     It is a good opportunity to show-off.                                                           1            2            3            4          5   (i)       It is to prove I have obtained good deal when travel to VFR.                       1            2            3            4          5   (j)       It makes me socially equal when VFR.                                                          1            2            3            4          5   (k)     It makes me socially acceptable in the society.                                             1            2            3            4          5   (l)       It will also show that I can afford to travel overseas.                                    1            2            3            4          5   (m)    It will help me to maintain or improve my social status.                              1            2            3            4          5   (n)     Culturally it is important to look after your family.                                      1            2            3            4         5     Q13. Is Visiting Friends and Relatives the more common form of travel for yourself or do you often take other            types of holidays that do not include VFR?   (a)      Visiting Friends and Relatives   (b)     Book own accommodation and travel   (c)      Backpacking   (d)     All inclusive     Q14. Do you see travel as an important activity or priority in people’s lives?  Yes         No          If Yes;   (a)      We all need the opportunity to take a break   (b)     It is important to get in touch with the local culture in the place I am visiting   (c)      I want to escape from life’s problem on holiday.   (d)     Other …………………………………………………………………………………………………………..     Q15. Did you or intend to participate in any sports or outdoor activities?           Yes               No               Don’t know     Q16. Do you agree or disagree with the following statements. 1 = strongly disagree, and 5 = strongly disagree.      Strongly    Disagree  Agree   Highly   Strongly                                                                                                                    Disagree                                  Agree    Disagree     (a)      Before the trip I estimated my costs to see if I can afford it.                         1            2            3            4         5   (b)      I didn’t have to worry about the cost as I have enough money.                    1            2            3            4        5   (c)      I didn’t have to worry about cost as my family paid for it.                            1            2            3            4        5   (d)      I didn’t have to worry about cost as my friends paid for it.                           1            2            3            4        5   (e)      I have taken into consideration all the options available before my   final decision to travel.                                                                                     1            2            3            4        5   (f)      I change my plans to VFR as it is cheaper.                                                    1            2            3            4        5   (g)      Cost was not an important factor in my decision to VFR.                             1            2            3            4        5   (h)     I made my decision solely on my past experiences.                                        1            2            3            4        5   (i)       I always listen to others who has more experience in travelling before   making my final decision to travel.                                                                  1            2            3            4        5     Q17. Do you agree or disagree with the following statements. 1 = strongly disagree, and 5 = strongly disagree.      Strongly    Disagree  Agree   Highly   Strongly                                                                                                                    Disagree                                  Agree    Disagree     (a)      I have always had bad experiences when VFR.                                              1            2            3            4         5   (b)      My past bad experiences don’t bother me when making decisions.              1            2            3            4         5   (c)      It was more expensive to travel than I anticipated.                                                        1            2            3            4         5   (d)      Increase costs will be an important factor in my future decisions to travel.  1            2           3             4         5   (e)      I am not sure if I made the right decision by VFR in Sri Lanka/Australia.   1            2           3             4         5   (f)      Things were different to my expectations.                                                     1             2           3            4         5   (g)      My bad experiences have discouraged me to travel again.                              1             2           3            4         5   (h)     I had problems with my friends and/or family while visiting.                        1             2           3            4         5   (i)       I wish I travelled somewhere else than VFR.                                                 1             2           3            4         5   (j)       I regret travelling to certain destinations.                                                        1             2           3            4         5   (k)     Overseas travel always attracts some bad experiences.                                  1             2           3            4         5     Q18.  Do you agree or disagree with the following statements. 1 = strongly disagree, and 5 = strongly disagree.      Strongly    Disagree  Agree   Highly   Strongly                                                                                                                    Disagree                                  Agree    Disagree     (a)      My main aim was to buy things for my friends and family at home.             1            2            3            4         5   (b)      My shopping expenses exceeded all my expectations.                                  1            2            3             4        5   (c)      I buy only things that are not available in my country of residence.             1            2            3             4        5   (d)      Always I find prices are cheap when travelling.                                             1            2           3             4        5   (e)      Always I find the qualities of the goods are better overseas.                          1            2           3             4        5   (f)      I enjoy the variety of food available when travelling.                                      1            2           3             4        5   (g)      My main reason for travel is sight-seeing.                                                       1            2           3             4        5   (h)     I always find it is an unique experience to travel overseas.                             1            2           3             4        5     Q19.  Do you agree or disagree with the following statements. 1 = strongly disagree, and 5 = strongly disagree.      Strongly    Disagree  Agree   Highly   Strongly                                                                                                                    Disagree                                  Agree    Disagree     (a)      I always feel proud and important after travelling overseas.                          1            2            3            4         5   (b)      I have feel been respected more after VFR.                                                    1            2            3            4         5   (c)      Overseas travel attracts lot of attention from my family and friends.           1            2            3            4         5   (d)      I always expect only good experience from my travel.                                  1            2            3            4         5     Q20. What importance do you place on connecting (and/or re-connecting with your cultural roots when visiting            your ancestral homeland.            (a)   Crucial          (b) Important          (c) Neutral          (d) Not important          (e) other………………………     Q21. In your previous travel, where did you stay?   (a)      High-class hotel   (b)     Small hotel   (c)      Chain hotel   (d)     Guesthouse   (e)      Bed and Breakfast   (f)      Hostel   (g)      Caravan   (h)     Self-catering   (i)       Camping   (j)       With family and friends   (k)     Other, please explain ……………………………………………..     Q22. Main type of accommodation that you are likely to use.                                                                                                                         Not likely      Somewhat likely      Very likely                                          (a)      The home (of family/friends/relatives)                                                 1            2            3            4           5   (b)      Commercial accommodation (hotel, motel, rented house etc)             1            2            3            4           5   (c)      Both the home & commercial accommodation                                     1            2            3            4           5         Q23. Do you agree or disagree with the following statements. 1= strongly disagree, and 5= strongly disagree.                                                                                                                      Strongly    Disagree  Agree   Highly   Strongly                                                                                                                    Disagree                                  Agree    Disagree   (a)      It is important to stay with family, friends & relatives                       1            2            3            4           5   (b)      I like to visit a place to pursue my personal interests                          1            2            3            4           5   (c)      I like to spend my time with my family, friends & relatives               1            2            3            4           5   (d)      Prestige is an important reason for travelling abroad                            1            2            3            4           5   (e)      Overseas holidays are better value money                                           1            2            3            4           5   (f)      It is important to show people that I can afford a holiday                  1            2            3            4           5   (g)      I want leisure and comfortable place to stay while on holiday            1            2            3            4           5   (h)     When travelling it is important to buy gifts for families, friends,   relatives, and business contacts                                                            1            2            3            4           5   (i)       Travel decisions are made by me or family & not the host/s               1            2            3            4           5   (j)       Travel decisions are made by the host/s                                               1            2            3            4           5   (k)     I travel to places where my family wants me to                                  1            2            3            4           5   (l)       I travel to places where my host/s wants me to                                   1            2            3            4           5     Q24. Rate the following factors according to their importance to you when choosing a travel destination (both            Domestic and International) on a 5-point scale                                                                                                                                                     Not at all    Moderately    Extremely   (a)      Beautiful Scenery                                                                                   1            2            3            4          5   (b)      Kind and friendly people                                                                       1            2            3            4          5   (c)      Interesting culture and history                                                               1            2            3            4          5   (d)      Good lifestyle                                                                                        1            2            3            4          5   (e)      Good shopping opportunities                                                               1            2            3            4          5   (f)      Different food                                                                                        1            2            3            4          5   (g)      Enhancement of kinship relationships                                                   1            2            3            4          5   (h)     Prestige destination                                                                                1            2            3            4          5   (i)       Exciting and colourful city life                                                               1            2            3            4          5   (j)       Low cost, cheap local goods                                                                  1            2            3            4          5   (k)     Peaceful and quite                                                                                  1            2            3            4          5   (l)       Good sport and recreation facilities                                                       1            2            3            4          5    (m)    Clean environment                                                                                 1            2            3            4          5   (n)     Safe location                                                                                            1            2            3            4         5   (o)     Quality of accommodation                                                                     1            2            3            4         5   (p)     Being different                                                                                        1            2            3            4         5   (q)      Nightlife and entertainment                                                                    1            2            3           4          5   (r)      Ease of getting there                                                                                1            2            3           4          5   (s)      Understanding the language                                                                    1            2            3           4          5     Q25. How would you rate the following statement (on a 1-5 scale?)                     (a)      It is important to have family in the destination I travel                                        1            2            3            4         5   (b)      It is important to have friends in the destination I travel                       1            2            3             4        5   (c)      It is important to have family & friends in the destination I travel                         1           2            3             4        5               (d)      It is not important to have family & friends in the destination I travel   1          2            3             4        5   (e)      It is more important the destination to be more interesting & attractive  1         2           3             4         5     Q26. If you have visited Sri Lanka/Australia previously, will you:   (a)      Return to places you previously visited.   (b)     Visit new areas.   (c)      Take a new in-depth look at the country, i.e. leave the well-known attractions.     Q27. How many days will you spend in Sri Lanka/Australia? ……     (days)            How far in advance did you begin planning this trip? ……..days or …..weeks ……… months     Q28. Were all the costs of this trip paid by you or member of your family or hosts?                   (a)     Myself          (b) Family          (c) Friends          (d) Hosts          (e) Other                      ……………………………….   Q29. On what do you spend money before you start your trip? (Please circle)                   (a) airfares   (b) gifts   (c) shopping for self   (d) accommodation   (e) transport (f) other, please      specify………………………….     Q30. How much did you spend for the trip? (Please circle)                   (a) less than A$ 100   (b) A$ 101-500   (c) A$ 501-1000   (d) A$ 1001-1500   (e) A$ 1501-2000   (f)        more than A$ 2000     Q31. Please estimate how much your travel party spent Sri Lanka/Australia during this trip (estimate as best as you   can)   (a)      A$ …………… Lodging   (b)     A$ …………… Airline tickets   (c)      A$ …………… Eating & drinking   (d)     A$ …………… Admissions and entertainment   (e)      A$ …………… Food and supplies bought at stores   (f)      A$ …………… Motor vehicle expenses (petrol, oil & repairs)   (g)      A$ …………… Taxi, bus, train, etc   (h)     A$ …………… Other purchases (e.g. souvenirs. gifts etc)     Q32. Rate the following statements according to their importance when you making the decision to travel.                                                                                                           Not at all     Moderately     Extremely                                                                                                       Important    important         important                                                                                                                                                                                                           (a)      Visiting family, relatives and friends                                                            1          2           3          4        5   (b)      Attending business matters                                                                          1          2           3          4        5   (c)      Invitation from friends and relatives                                                             1          2           3          4        5   (d)      To show-off                                                                                                  1          2           3          4        5   (e)      Participating family events                                                                           1          2           3          4        5   (f)      Participating cultural/religious events                                                           1          2           3          4        5   (g)      It is maintaining family status                                                                      1          2           3          4        5   (h)     Previous experience                                                                                      1          2           3          4        5   (i)       What others have said                                                                                   1          2           3          4        5   (j)       Family commitments                                                                                    1          2           3          4        5   (k)     Having extra money to spend                                                                       1          2           3          4        5   (l)       Having relatives and friends in the destination                                             1          2           3          4        5   (m)    Always travel to destinations where I have relatives/friends                       1          2           3          4        5   (n)     Variety in a destination is important                                                            1          2           3          4        5   (o)     Low cost of travelling is important                                                                              1          2           3          4        5     Q33.  When you think of a destination to visit, please rate the following statements from 1-5, where 1 is Strongly   disagree with the statement and 5 is Strongly agree with the statement. (Please circle number/s   corresponding to your response).     (a)      Sri Lanka/Australia is a genuine country, offering authentic, real people     and experiences                                                                                                   1          2           3           4     5   (b)      Fulfilled all my expectations                                                                               1          2           3           4     5   (c)      I am completely satisfied with my trip.                                                             1          2           3           4     5   (d)      I would like to visit Sri Lanka/Australia again than visiting another country. 1          2           3           4     5   (e)      I always participate in other activities during my holidays.                              1          2           3           4     5   (f)      All the decisions were made by me during my holiday.                                     1          2           3           4     5   (g)      My host/s made some decisions during my holiday.                                         1          2           3           4     5   (h)     Decisions were made by me and host/s during my holiday.                               1          2           3           4     5   (i)       My host/s spent most of my expenses during my holiday.                                               1          2           3           4     5     Q34. Which of the following best describes you? (Please circle one response only)   (a)      I would like to return to Sri Lanka/Australia in the near future   (b)     I would not like to return to Sri Lanka/Australia in the future.   (c)      I would like to travel to another country next time.     Q35. Some details about yourself.                   Age ……….. years                 Male                       Female                   Country of birth:   Sri Lanka                Australia:               Other (Please specify) ………..   Your household structure in your home country:   (a)     Single, living alone  (b) Single, living with children  (c) Single, living with extended family  (d)   Married, living with spouse (e) Married, living with spouse and children (f) Married, living with   extended family.   Your highest education qualification:   (a) Up-to year 10  (b) Up-to year 12  (c) Diploma   (d) University Degree  (e) Masters Degree  (f)   PhD/DBA   Your Occupation:   (a) Manager/Administrator   (b) Trades & Salesperson   (c) Retired   (d) Unemployed   (e) Professional     (f) Workers   (g) Student   (h) Other, Please specify……………..   Full Time/Par Time/Casual ……….   Annual Income: (Please circle)   (a) less than A$ 10,000   (b) A$ 10,001-20,000   (c) A$ 20,001-30,000   (d) A$ 30,001-40,000    (e) A$   40,001-50,000   (f) over A$ 50.001   If you are a Migrant:   Did you come to Australia as:   (a) a refugee   (b) an independent migrant   (c) business migrant   (d) family re-union migrant   (e)   overseas student   (f) tourist   (g) other ……………..     Q36. Briefly explain your overall visit grades. (What did you like & dislike about the attractions about Sri            Lanka/Australia.   …………………………………………………………………………………………………….…………………   ……………………..…………………………………………………………………………………………………       …………………………………………………………………………………………………………………………                 …………………………………………………………………………………………………………………………       Thank You for your help.   Please return your questionnaire to me by sealing it in the stamp addressed envelope provided and dropping it in mail.   Refer any questions about the survey to: </div> Credit:ivythesis.typepad.com

Variety Seeking Behaviour and the Economic impact of Sri Lankans when Visiting Friends and Relatives in Sri Lanka and Australia

CONCEPT DESCRIPTION OPERATIONALISATION Reasons for travel Influencing Factors Va...