Perception of events management students in relation to environmental sustainability: case study in Portugal

The relationship between tourism and events has been the subject of extensive research, as events are vital to tourism activity and have experienced significant growth in recent years (Getz & Page, 2020; Quinn, 2009; Stokes, 2008). The connection between these two fields lies in the fact that travellers travel to attend an event but also visit a destination and engage in additional tourism activities (Zanella, 2003). Likewise, the larger the events, the more domestic and even international tourists they will attract. Thus, event tourism is a form of tourism that specialises in events, but it also involves much more than the event itself, including the migration of resources from various areas, such as organisations, sponsors, and potential resources (Getz & Page, 2020).

Event tourism is undeniably an expanding field as well as a prominent experience in the leisure sector, with significant effects on society as well as economy and environment (Jr. & Ruschmann, 2010; Marujo, 2015). The effects of these events extend beyond just the positive ones within the host country or community and may include negative effects on adjacent cultures and environments, especially when they attract a large number of tourists (Yuan, 2013). Their future expansion will lead to a greater number of effects on societies with more apparent repercussions, resulting in increasing concern about sustainability. This concern stems from the fact that events can be used to achieve positive results in the environment in which they are developed, but without proper care, they can have negative effects on the environment, heritage, or culture of the regions in which they occur (Cavagnaro et al., 2012).

Participants in events, whether locals or tourists, are also becoming aware of the problems that poor event management can cause. Thus, they are calling for measures to increase environmental awareness so that negative impacts can be mitigated, or positive aspects generated, to benefit the environment where an event is held (Cavagnaro et al., 2012).

From this perspective, the appropriate education of event organisers has been demonstrated to have a significant impact on their future activity. This is because an appropriate awareness of environmental issues, when imposed immediately on individual development, enables a shift in perception toward a more conscientious citizenship, which translates into the effective implementation of practices based on what is learned (Holfelder, 2019; Venske, 2021). Furthermore, it is possible to accomplish the level of sustainability desired by persuading communities to adopt attitudes, values, and knowledge that will be implemented responsibly in the future, with a realistic and accurate perception of the current environmental situation (Dagiliūtė & Niaura, 2014). Thus, training appears to play a crucial role in equipping aspiring event administrators with the necessary skills for future action.

Nevertheless, it is informative to examine event management students’ current perceptions of sustainability-related events, including what they value most and how they incorporate sustainability into their events. Accordingly, this study developed the following research question:

Are students in event management aware of environmental sustainability, and do they incorporate sustainable values into the events they organise?

This study aimed to examine students’ perspectives on event planning in the tourism industry, as well as their implementation of environmental knowledge and sustainable values. The integrated concepts of education and sustainability in event planning were conceptualised through a literature review, followed by semi-structured interviews with student groups enrolled in event management-related tourism courses and direct observations of the events they organised. The collected data were then analysed to determine whether a correlation existed between the students’ perceptions and their actions, and whether the connections they had formed influenced their decisions.

After evaluating experts’ opinions on sustainability events and environmental problems, this study proceeded through the two following steps to address the study’s aims and research questions: (i) a deductive process (a qualitative method) using semi-structured interviews with nine groups of students in their final academic year to understand their environmental values; and (ii) a qualitative analysis through direct observations of six events organised by the same group of students to determine whether they put into action the values they espoused in the first step.

In the initial phase, the model was implemented in one of the most prestigious higher institutes of hospitality and tourism in Portugal, located in the Estoril region. The Estoril Higher Institute of Tourism & Hotel Studies (ESHTE) offers academic courses on event tourism. Accordingly, a bachelor’s degree is followed by the opinions of experts regarding the optimal training required for event manager certification (Perry et al., 1996). At ESHTE, the bachelor’s degree programme most closely aligned with this topic is titled “Leisure Management and Tourism Entertainment”, with a course on this subject in the third year of study in which students learn how to organise an event. Interviews were thus conducted with groups of students (each containing an average of five individuals) in their final year of study to ascertain their perceptions of environmental sustainability and which values addressed in the course are most important to them.

The interviews were semi-structured, with the group disclosing, among other things, their perceptions and what they value most, serving as a portrait of the study’s representative reality. Initially, a date was set (29th March 2019) to review the student event proposal submissions and present the research to be conducted with them. Interviews were then scheduled for 12th April 2019.

Each group of students was interviewed on the specified date, with the enumerated questions being asked and a spokesperson gathering the group’s collective responses. Nine out of the 12 existing student groups in the final year of their bachelor’s programme were interviewed, including five day-course groups and four night-course groups. The average duration of the nine interviews was 29 minutes, with the shortest lasting 17 minutes and the longest lasting 48 minutes.

With a total of 12 questions, the interviews covered the following five distinct dimensions: (i) interviewee characteristics and application work; (ii) their academic training with respect to events; (iii) their perceptions about sustainability and environmental concerns; (iv) their applied event practice and environmental concern; and (v) their level of academic training in events and environmental sustainability. The study sought to understand the participants’ interpretation and perception of environmental issues, as well as their willingness to apply sustainable ideas.

The first section of the interviews consisted of questions concerning the students’ prior experience, as well as the event they were organising. The second and third sections focused on the group’s perception of the relevance of their studies to the developing skills in event and environmental sustainability, as well as the values and practices they deemed most essential for implementation in events. The final two sections centred on the event that the group was planning, evaluating whether they had contemplated incorporating an environmental component as well as their awareness of the potential impacts and benefits of combining academic training with environmental concern.

Therefore, direct observations were conducted on a sample of six events organised by the interviewed work groups to address questions regarding the incorporation and communication of the analysed environmental sustainability practices. A checklist (Appendix 1) was used on the day of each event to investigate a total of 35 parameters within the following six dimensions: (i) “food and beverages”, with checkpoints pertaining to the selection of menus and alternate options, biological certification of food served, and strategies pertaining to quantities and food leftovers; (ii) “communication and promotion”, including the implementation of digital media, its sustainability awareness, and alternative event communication strategies; (iii) “transportation”, which included an evaluation of the event’s accessibility and the availability of environmentally favourable transportation options; (iv) “merchandising and souvenirs”, which investigated whether the items sold were recyclable or reusable; (v) “energy and water resources”, which determined whether there were initiatives for reducing energy and water consumption; and (vi) “physical waste”, which pertained to the presence of recycling facilities, alternatives to plastic and paper, and the use of recycled or biodegradable materials.

The checklist was developed using examples from universities and organisations certified in the field of sustainability, such as Griffith University, Lehigh University, the University of Waterloo, the European Organisation of Supreme Audit Institutions, and the MeetGreen Agency (Eurosai, 2014; Griffith University, 2016; Lehigh University, 2017; MeetGreen, 2018; University of Waterloo, 2016). For a more accurate comparison, the total points of conformity were added together; the events with the highest sum and percentage were deemed the most environmentally sustainable, with a maximum of 35 points or 100%.

The selection of events to study centred on the first six occurrences, the schedule of which is detailed as follows: (i) “Família Fit”, an outdoor sports event held on May 11th; (ii) “Erotismo Con’Vida”, an event that explored erotic-themed art, held on May 12th; (iii) “Fado sobre Azulejo”, a cultural event in a museum featuring Portuguese fado music, held on May 18th in the afternoon; (iv) “Panóplia”, an event with a mix of music, art, and tattoos, held on May 18th at night; (v) “Jazz It”, an outdoor musical event held on May 25th; and (vi) “Act for the Future”, an event aimed at raising awareness of environmental sustainability, held on May 26th.

Once the data had been collected and transcribed, they were manually analysed globally. Thematic content analysis was used to locate dialogued subjects and categorise the interviews for easier analysis. The data collected through direct observation were organised and analysed descriptively. In sum, the information on the subject of investigation was connected and the secondary objectives were justified, thereby ensuring that the primary research question was answered.

After considering all of the steps outlined in the previous section, it was possible to design an investigation that effectively addressed the defined objectives, which were as follows: (i) to determine the event-management students’ perceptions of environmental sustainability, and whether their current studies had influenced these concerns in any way; and (ii) to determine whether the students had incorporated these values into their practices.

The study’s main methods can be summarised as follows: (i) the characterisation of academic education for event management and whether it includes environmental sustainability issues; (ii) the analysis of students’ perceptions of their courses in helping them understand what they value most; (iii) the observation of students’ event organisation practices, to determine whether these concerns were incorporated and how they are transmitted; and (iv) an understanding of the impacts of sustainability-related training. The findings and data crossover were based on a set of strategic characteristics, with each area portrayed in a way that was validated by the interviews and/or the event analysis.

Regarding the classification of studies for students majoring in event management, even though they are not required to work in the field, these studies are a distinguishing and critical factor for them in the job market, alongside practical experience. The participants believed that in-depth knowledge of these areas can lead to improved event planning by preventing errors and issues in the various sectors affected by events. They also believed that an education based on sustainability and a harmonious balance between the various sectors is required to achieve long-term benefits for the economy, society, and environment.

The opinions of the interviewed groups indicated that, in addition to providing positive preparation for the professional world, training specifically in events enables appropriate lessons to be passed on to future managers, shaping attitudes and fostering an openness to action that might not develop otherwise.

Sharing practical experiences in conjunction with learning appropriate implementation methods allows for the correct transmission of values. It also imparts valuable knowledge to the students of these courses, making them aware of the salient themes and environmental issues. The groups interviewed were in complete agreement that their professors were aware of the topic and that the classes incorporated evaluation criteria pertaining to environmental concerns. The sustainability concepts are explained accordingly, with the constant use of real-world examples and case studies to enhance comprehension. In addition, the students believed that these practices will encourage action in the future by becoming part of their innate thoughts, while also distinguishing them in the professional world.

Furthermore, the study observed that the area of environmental sustainability is accorded a critical importance and high value in these courses. This suggests the need for it to be a core structure of events-related instruction, as well as for students to be informed and assisted in increasing their awareness of the topic.

Regarding the analysis of students’ perceptions of these courses, most of the interviewees surveyed (89%) expressed a broad view of environmental issues. Each group was shown more than 10 different precautions to be taken with events in relation to the environment, as well as the optimal methods for incorporating these values into events. This was a crucial factor in understanding the initial perceptions of the students, who mentioned that many of the values and concerns they highlighted had been implemented over the course of their bachelor degree. This indicated that environmental care is already ingrained in the education of future event managers. The students even indicated that they are evaluated explicitly on the topic of environmental sustainability, suggesting a positive correlation between student perception and academic training.

As shown in Figure 1, the precautions mentioned by the groups revealed that their primary concerns were directed toward the reduction and reuse of objects and resources (78%), followed by recycling and eco-friendly modes of transportation (67%).

From this perspective, not all students agreed with the methods for incorporating these values into their event planning, with 78% of respondents expressing agreement. For these students, raising awareness was the most important method to implement. Other methodologies mentioned by the students were based on the organisation team’s practical example of sharing innovative and ecological ideas, as well as incentives for participants and the organisation, internal communication, and the transmission of values through lectures and souvenirs (33–56%). Even though the students shared the same learning experience, they had different environmental priorities, resulting in divergent opinions. Despite this, the vast majority believed that promotion, or how the message is conveyed to the end-consumer of events, is the primary means for sustainability education.

All the groups shared the same perception in economic terms of the advantages of applying these ideologies to the events, as depicted in Figure 2, as well as the benefits to the environment. This indicated that there are gains in the form of a long-term reduction in costs. Moreover, 55% of respondents believed that these practices have a positive impact on culture (in the sense of increasing concern, educating, and raising awareness), society (in the sense of fostering the desire to see oneself as part of the ecological community and promoting local tourism), and organisational positioning (offering a positive environmental image). Thus, practices in environmental sustainability, even if they have benefits in multiple regards, always have an economic component when they are implemented, which can be attractive to their organisers and stakeholders.

Concerning the event management practices of the students and their incorporation of environmental concerns, 50% of the analysed events achieved more than half of the criteria on the checklist developed for sustainable environmental events; this indicates a high level of student concern in this area. Although one of the events was entirely focused on sustainability (achieving the highest score, at 77%), another ignored this topic – that is, it did not indicate an intent to implement environmental care in its event – and thus received a score of 31%.

As depicted in Figure 3, even though environmental sustainability was not the focus of the remaining events, the students organising them demonstrated a commitment to preserving some environmental values in their practices by achieving satisfactory scores on at least half of the analysed parameters. A correlation may exist between the students’ subsequent practice in their events and the fact that they had already considered these values prior to their application, resulting in positive checklist scores. This may be because these practices were emphasised during their academic formation.

According to the analysis depicted in Figure 4, the primary issues addressed in the events concerned food and beverages (79% of which were consumed at the analysed events), merchandise and souvenirs (67%), and physical waste (61%). By contrast, transportation was the least-considered parameter in the analysed cases (43%), and only one of the events exhibited a particular concern for transport. Moreover, while two of the events showed general concern for all parameters, two others disregarded many of these points, while the remainder remained primarily concerned with food-related issues.

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Figure 2:

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Figure 4:

The most-considered aspects of food and beverages were the excessive production of food, the availability of “finger food” (i.e., small portions that do not require cutlery or plates), and the presence of vegan or vegetarian options, at 83% of the events analysed. The certification of food with recognised organic logos was the least-considered factor (50%).

Regarding communication and promotion, 83% of the events valued the use of various technologies and digital media as a tool for promotion, while only one considered transmitting these values through activities, workshops, or lectures on their practices.

Ease of access to the event was the most-valued parameter among the events analysed in terms of the transportation dimension (83%), even though only a small percentage of practices (17%) concerned the availability of collective transport options and roads for non-motorised transport and walking.

Concerning merchandise and souvenirs, experiences and memories were encouraged as souvenirs for all events in lieu of physical items.

In addition, while there were measures to conserve and reduce water consumption in general, for energy and water resources, no restrooms demonstrated measures that reduced their use of this resource.

Finally, the events demonstrated a concern for the management of “physical waste” by ensuring the presence of appropriate containers for rubbish and cigarettes, as well as promoting the reuse of decorations. However, limited consideration was given to reducing product packaging or substituting it with sustainable alternatives (17%), such as eliminating plastic or polystyrene materials (17%). There was a notable focus on clearly defining the colours of garbage and recycling bags (33%) to ensure proper sorting and disposal.

Regarding the correlation between the perceptions of the interviewed students and the integration of these values into their actions, as depicted in Figure 5, it was evident that, apart from one group, the majority expressed efforts to incorporate their perceived values during the interviews (70% conveyed their presented values). Furthermore, in nearly all cases, they successfully executed the actions necessary to implement these values in their practices (80% fulfilled the requisite actions for implementation). Therefore, this study observed that the students primarily engaged in the environmental initiatives that were established during their academic pursuits, resulting in favourable outcomes that increased environmental sustainability. In reality, the students spontaneously implemented a greater number of sustainability measures than originally intended, indicating that several of these practices had been ingrained by their educators and were implemented without conscious deliberation.

A general concern existed among the students about environmental sustainability, which is emphasised in their education as future event managers and is even a criterion for evaluation in their event management practices. The students demonstrated sufficient knowledge on this topic, resulting in the conscious or unconscious incorporation of environmental concerns into their events, even when the environment was not the primary focus. Considering that events can be a positive means of transmitting values, and that it is possible to raise awareness among individuals through education, future event organisers should and will implement these practices and values in an innate manner. It is increasingly a trend and a requirement that an event manager must consider to ensure their event’s success in the short and long term.

Events occupy a large portion of people’s social lives and have repercussions in numerous areas; thus, they can play a critical role in driving sustainable environmental development because, without proper care, great imbalances can occur in the economy, society, and environment (Gonçalves & Umbelino, 2017; Jr. & Ruschmann, 2010; Lima & Careto, 2006). A sustainable event provides advantages without compromising future generations’ resource consumption; creates a favourable image for participants; and may inspire industry alternatives to its development (Jones, 2017; Lück & Perneckey, 2013). To create sustainable events that benefit communities or future generations, event organisers must incorporate environmental sustainability from the beginning (Venske, 2021).

Figure 5:

This study investigated the perceptions of environmental sustainability in events among event-management students in Estoril, Portugal, to determine whether their training had had an impact on their values, and whether these values are reflected in their practices. In this phase of the study, we concluded that the initial research question could be answered in the affirmative. We saw a concern and awareness about environmental sustainability in students related to event organisation that had been transmitted at the academic level through materials and tests, and thought through at the theoretical level as well as the practical. The students used and incorporated most of the investigated values into their activities, even when the present theme was not their main emphasis.

From an early inquiry and approximation with students, it was clear that they already possessed ideals of environmental sustainability that had been embedded and reinforced during their academic preparation. The students demonstrated a variety of techniques with which they were familiar as they suggested them for tourism and events, highlighting those they were considering using in their final assessment events. Some of the practices they planned to incorporate into their events included the reduction of consumerism, reuse and recycling of materials, availability of alternative modes of transportation, exclusion of plastic, and promotion of environmental consciousness.

Furthermore, it was evident that the majority of the students had incorporated environmentally sustainable practices into events, employing even more sustainable practices than those they enumerated. Therefore, there was a high success rate for grading them on our criteria for environmental sustainability at these events. In conclusion, a pervasive concern about sustainability already existed among these future event organisers, and they attributed some of this concern to what they had learned during their studies.

Through the use of empirical methods, the primary objective of this study was achieved. That is, this study was able to determine how students in event organisation programs perceive environmental sustainability and which values are most important to them, thereby illuminating the connection between the values implemented in their events and their practices.

The primary limitation of this study was its analysis of students from a single institution and region. It would be possible to gain a more broadly applicable understanding of event management students’ behaviours toward the environment through additional research. Future studies could expand the sample to include students from other regions, as well as analyse the perceptions of trainees with varying levels of education.

In general, the evidence suggests a positive correlation between environmental concern and academic training, which has beneficial implications for future event managers. This study’s findings will provide students with a theoretical foundation and facilitate the execution of environmental considerations in future events, whether those considerations are conscious or unconscious.