| Summary: | Cruising is a segment of tourism that is increasing at a faster rate than other formats of leisure travel (CLIA, 2014; Luck, 2007), especially in the Arctic region (Luck, Maher & Stewart, 2010). Due to milder weather conditions in recent years, ships have been able to access more regions during a longer operating season. In addition, increasing participation in “last chance tourism” is confirmed to cause a further increase in visitors (Eijgelaar, Thaper, & Peeters, 2010). The educational impact of expedition cruising on cruisers has been researched in Antarctica (Powell, Kellert & Ham, 2008) and Australia (Walker & Moscardo, 2006). However, in the 30 years that expedition cruising has occurred in Canada’s Arctic, little research has focused on the immediate influence of these immersive tourism experiences on cruisers (Green, 2010). Arctic cruise lines have developed a range of educational programs that address the presumed need of cruisers for an educational experience. Pre-embarkation packages might include a variety of resources from company-specific handbooks to suggested reading lists. Field staff may present specialized lectures on destination-specific topics during time at sea, as well as lead excursions on shore (Douglas & Douglas, 2004). This study explores the educational dimensions of expedition cruising in five phases and determines the relationship between expectations, program delivery, and engagement. Motivations and expectations of cruisers were identified using entrance surveys prior to embarking on the expedition. Motivations are found to be important to cruisers when determining a cruise package to purchase. The study investigates key motivations for Arctic cruising, and in forms on levels of escape, socialization, learning, sightseeing and adventure. The study also determines the level of importance educational programming has on cruiser expectations. A qualitative approach included interview and observation on the vessel to support survey findings. These assessed the level ...
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