In this video, Marloes, a student from Breda University of Applied Sciences, shares information about Phase 2 of the Master Tourism Destination Management programme. Marloes expresses their excitement for this phase, considering it to be the most thrilling part of the programme. They explain that during Phase 2, students have the opportunity to go abroad for three months to Australia and Southeast Asia.

In Marloes' year, they visited Melbourne, Australia, as well as Cambodia and Bali. These destinations are interconnected in terms of research and methods. Melbourne served as the initial destination where they engaged with stakeholders and conducted research. Cambodia represented an underdeveloped destination, while Bali exemplified an overtourism destination.

An aspect that Marloes finds particularly exciting is the chance to live and work alongside fellow students during this phase, despite the inherent challenges. They mention that upon returning home after the three-month period, students cherish the beautiful memories of the destinations and the connections made with lecturers and various companies. Networking opportunities, such as staying in touch through platforms like LinkedIn or social media, are also highlighted as beneficial aspects of Phase 2.

Marloes emphasizes that Phase 2 provides an avenue to showcase the skills acquired during Phase 1. The initial phase focuses on theoretical knowledge and the development of professional skills, while the second phase emphasizes their practical application. Students become an integral part of the contexts they had previously studied and contemplated. Each destination in Phase 2 involves working with a stakeholder group. Marloes explains that students are required to write reports on their projections for tourism in the next five years, specifically tailored to these stakeholder groups. They evaluate whether the direction is positive or negative, gathering data through guest lectures, university visits, company interactions, and market exploration.

Marloes also mentions the significant differences encountered between the visited destinations, such as Melbourne, Cambodia, and Bali. They describe the contrast between mornings in Melbourne and the unique experience of riding a tuk-tuk in Cambodia, highlighting the distinctly different worlds they encountered. This diversity of experiences and perspectives adds to the intrigue of Phase 2 but also poses overwhelming challenges for students. Moreover, Marloes notes that each country and city faces distinct problems within the tourism industry.

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