The first thing to say here is that the model that we are going to explore in this topic, the Whole Tourism System Model, is the organising conceptual framework for the entire unit. In other words, we are going to use a systems approach, utilising the whole tourism system model as our way of exploring tourism – to understand how the component parts relate together and how the tourism system is influenced by, and in turn, influences, other systems and broader ‘environments’. The Photo-Essay assignment is focused on the Whole Tourism System and your understanding of it.
Let’s first begin by understanding what is meant by taking a ‘systems approach’ to studying something like tourism. What is a ‘system’?
A system can be defined as a ‘set of elements standing in interrelation among themselves and their environments’ (Bertalanffy, 1972: 31). Put another, perhaps more simpler way, a system is a set of inter-related elements surrounded and (often) influenced by its environment, usually consisting of other systems. Some examples of systems: the human digestive system; the education system; ecosystem; economic system; transport system.
Here’s a model of an economic system:
In the model of the economic system above we can see that consumption or demand is affected by and also affects the relationships between manufacturing, distribution, circulation and regulation, which are themselves reliant on labour, capital and land as underpinning resources. And we know of course that economic systems are influenced by political systems and social systems.
Some systems are classed as closed systems, which are systems completely isolated from their surrounding environment. Open systems are systems that do interact with and communicate with other systems and are influenced by their environment.
The tourism system is an open system because it communicates with, and is influenced by, the broader environment in which it operates, such as governments (through laws and regulations), the physical environment (e.g. climate and weather or natural disasters) and information and communication technologies.
So if we are to adopt a ‘systems approach’ to our study of tourism we need to conceptualise tourism as a system made up of elements or components that are connected by various relationships and which interacts with a number of other systems in the broader environment. A systems approach can also be thought of as a holistic approach, meaning that ‘the bigger picture’ is taken into consideration when examining tourism.
The particular model of a tourism system that we will be using is the Whole Tourism System Model developed by Professor Neil Leiper who was Professor of Tourism here at Southern Cross University in the 1990s and into the 2000s. Unfortunately, Neil died in February, 2010.
Neil’s development of the whole tourism system has been very influential in tourism studies worldwide and has been used by many researchers as a basis for their own research. This is not to say that other researchers and scholars have not critiqued the model or have argued that it has weaknesses, because they have. But as I pointed out in Topic 1, models are themselves simplifications of a more complex reality and are open to change and modification.
So the crucial things you need to understand about the WTS are:
- The 5 components or elements: what does the WTS need in order to function?
- The relationships which connect the elements together.
- The fact that tourism is a partially industrialised industry (in other words, it relies not just on a single industry to function, but also relies on elements that are outside of any industry such as climate and weather or privately owned motor vehicles). It also includes many businesses that are only partially involved in tourism, such as pharmacies, cafes, and supermarkets.
- The tourism system is open to a number of external environments which are both influenced by and influence tourism: political, social, cultural, economic, technological, and the natural and built environments.
Textbook: Chapter 2 – The tourism system
Now read Chapter 2 of your text. This introduces you to the concept of systems thinking and ‘Whole Tourism Systems’ theory. Note there are five elements of any ‘whole tourism system’. These elements will be further explained in coming topics. A criticism I have of the textbook’s treatment of the whole tourism system is that it has represented the model in a way that I don’t think is as good as Leiper did originally. I have reproduced Leiper’s original model below
Practical case study: Cambodia
Review the powerpoint presentation attached that was prepared by Professor Leiper based on a critical analysis of Cambodia that was published in the Pacific Tourism Review in 1998. Although this was prepared in 1998, it simply shows how you can think about tourism from a systems perspective. The slides first present some images relating to tourism in Cambodia generally, and then presents a more critical analysis of Cambodia from a Whole Tourism Systems perspective. Note there is no audio with this presentation – just the slides.
Reading 3.1
Lamont, M. (2009), Independent bicycle tourism: A whole tourism systems perspective.
Dr Matt Lamont is a Senior Lecturer with the School of Business and Tourism. He conducted his PhD/Doctorate research on (bi)cycle tourism. This article links cycle tourism to the Whole Tourism Systems (WTS) model and is relatively easy to read. It initially provides a very good overview of Whole Tourism Systems thinking so by reading it, it should reinforce what you have learned from the textbook. But, Matt also offers a critique of the model in respect of cycle tourism and so he is using the model as a ‘conceptual or theoretical springboard’ to develop knowledge further.
This is the first academic journal article that you will have read for this unit. It will probably take you longer to read this article than a textbook chapter because it has been written predominantly for other academics, not for beginner tourism students. However, you need to begin learning how to read and understand articles such as this because you will need to use them for your assignments. It is also a good article to read because Matt identifies some limitations to the model in respect of bicycle tourism and suggests a way of improving the model (Matt, by the way, undertook his PhD under the supervision of Professor Leiper).
Here are a couple of videos providing advice on how to most effectively read (and get the most out of) academic journal articles.
SCU’s Centre for Teaching and Learning, Academic Skills, has also got some great resources that help you with reading an academic article, developing critical reading skills, and tips for reading effectively.
On the Academic Skills website, there is a series of ‘Quick Guides’. Click on Effective Reading and you will find helpful resources there.
If you Google ‘reading an academic journal article’ you will find some other helpful articles.
In the case of Matt’s article, you need to focus on:
- the Title of the article
- the Abstract
- Introduction
- Background (including the sub-sections)
- Methods (just the first paragraph)
- Findings and Discussion
- Conclusion.
