Whyvisit Paper

DEVELOPING A MODEL OF MUSEUM VISITING
Paper presented at Museums Australia Conference, Canberra, April, 2001 Lynda Kelly, Head, Australian Museum Audience Research Centre
1.
INTRODUCTION
Museums have changed rapidly in the twentieth century from cabinets of curiosities with thousands of objects presented in didactic ways, to being about ideas: actively encouraging learning, debate, critical thought and action, as well as dealing with complex issues of global concern such as sustainability and social justice (Bradburne, 1998; Brown, 1997; Carr, 1999; Griffin, 1998; Kelly and Gordon, in press; Weil, 1997). Museums present a different context for learning, often described as free-choice learning environments visited by a broad range of people (Falk and Dierking, 2000). Museums have the opportunity to shape identities: through access to objects, knowledge and information visitors can see themselves and their culture reflected in ways that encourages new connections, meaning making and learning (Bradburne, 1998; Hein, 1998; Silverman, 1995; Weil, 1997).
Museums have always seen themselves as having some kind of educational role. The earliest museums were founded on the premise of education for the uneducated masses (Bennett, 1995), cabinets of curiosities established to raise the level of public understandingto elevate the spirit of its visitorsto refine and uplift the common taste (Weil, 1997:257). People currently writing about museums have identified the need for a conceptual change from museums as places of education to places for learning, responding to the needs and interests of those who visit and use their services (Bradburne, 1998; Carr, 1999; Falk and Dierking, 2000; Griffin, 1998; Pitman, 1999; Weil, 1997). Museums have shifted from being repositories of knowledge and objects to a multifaceted, outward looking role as hosts who invite visitors inside to wonder, encounter and learn (Schauble, Leinhardt and Martin, 1997:3). Museums are an important part of a broad educational framework, complementing other forms of learning, therefore they need to be understood and promoted as integral parts of a society-wide learning infrastructure (Falk and Dierking, 2000:225).
Developing a model of museum visiting, Paper presented at Museums Australia Annual Conference, Canberra 2001 Lynda Kelly
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However, museums are finding themselves competing with other leisure and learning experiences in an increasingly global world (Falk and Dierking, 2000; Kelly, 2000a; Mintz, 1994) in what has been called the experience economy, where people engage in highly memorable, rich experiences in a range of contexts (Pines and Gilmore, 1999). The challenge for museums is that supply is increasing over demand. Global trends show that museum visits are either stabilising or in decline and that the types of people who visit them has remained pretty much the same (ABS, 1997; 1999; Bradburne, 1998; Davies, 1994; Falk, 1998; Hooper-Greenhill, 1994; Kawashima, 1998; Kelly, 1991; Kelly, 2000b; Kirchberg, 1998).
2.
MODEL OF MUSEUM VISITING
To understand the pull of museums as destinations, it has been argued that we need to understand the motivations for visits and how these factors combine to influence behaviour (Jansen-Verbeke and van Rekom, 1996).
Figure 1 shows the model I have developed for museum visiting that includes global trends (market forces), predictors (characteristics of visitors) and motivations. This model is based on literature sourced from a wide range of disciplines covering leisure; travel and tourism; museum education; museum management; marketing; consumer behaviour and museum audience and visitor research. The majority of these that detail actual research studies are limited to quantitative methodologies, usually surveys across targeted geographical areas, with a number of these sampling both visitors and non-visitors (Jansen-Verbeke and van Rekom, 1996; Merriman, 1989; Prentice, 1994, 1998; Prentice, Davies and Beeho, 1997; Prince, 1990; Ryan and Glendon, 1998; Tian, Crompton and Witt, 1996).
The model is still in development and such is a work-in-progress and any comments/feedback would be appreciated!
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interests of children, experience family something new worthwhile leisure learning
entertainment
MOTIVATIONS
MUSEUM VISITING
PREDICTORS
GLOBAL TRENDS
personal interest demographics psychographics prior exposure
opportunity
Figure 1: Model of Museum Visiting (@April, 2001)
As Carol and Chris have already outlined global issues, this paper will concentrate on the two other aspects of the model, firstly a brief look at the predictors, and secondly a more thorough exploration of motivations. In doing so Ill talk about data collected from a series of exit surveys conducted with Australian Museum visitors that tested aspects of the model.
3.
PREDICTORS: MUSEUMS ARE NOT FOR EVERYONE
Museum visiting is not evenly spread in the population. Key predictors in the model include demographic indicators, such as where people live, age and education levels; psychographic factors such as how people see themselves in relation to what they like to do in their leisure time; personal interests and prior experiences with museums, with opportunity also playing an important role.
3.1
Demographic Predictors
Research has shown that the demographic characteristics of museum visitors have remained fairly stable, both over time and across studies that have been undertaken in many different countries (Davies, 1994; Falk, 1998; Falk and Dierking, 1992;
Page 3
Kawashima, 1998; Kelly, 1991; Kelly, 1999; Prentice, 1998; Stanton, 1999). Museum visitors typically: are more highly educated, with post-secondary education likely in humanities or arts; are aged between thirty and fifty years, or are primary school aged children; visit with family or other social groups; are in a higher socio-economic class, and visited museums as children.
To illustrate this, Australian Museum visitors are: predominantly Sydney-based; aged 35-49 years, tertiary educated; car/train travellers, and visit as family groups (Kelly, 1999).
3.2
Psychographic Predictors
Because demographic studies tend to show consistent visitor profiles Kelly argued that museums have traditionally been and continue to be elitist institutions (1991:24). He drew on the work of Bourdieu and others who hypothesised that museum visiting is perceived as having a high social status with the need for people to having been. Current leisure literature describes this in terms of individuals wanting to achieve a defined ideal state (Mitchell, 1999; Prentice, 1994; Tian, et al, 1996).
Due to the limitations of demographic studies other ways to explain museum visiting have been developed. Psychographic profiling has gained in popularity as a way to investigate peoples motivations for visiting museums (Hall, 1997; Hood, 1995; Kelly, 1999; Prentice, et al, 1997). This approach uses personality theory in looking at how people see themselves in relation to leisure and free time and whether they are museum kinds of people. These studies have found that people most open to new ideas, that value social experiences and who are extroverted are more likely to be museum visitors (Hall, 1997). Falk (1998) states that people who value learning seek it in many forms, including through museum visiting. He proposes that the one thing
Developing a model of museum visiting, Paper presented at Museums Australia Annual Conference, Canberra 2001 Lynda Kelly Page 4
that is least likely to change over the next fifty years is the psychographic profile of museum visitors, and that these factors will come to reflect most Americans in the future. This provides the opportunity for museums to contribute beyond their four walls to a new learning society through increased attention and input to lifelong learning (Anderson, 1997; Falk and Dierking, 2000; Matheson and Matheson, 1996).
3.3
Personal Interest
Extensive work at the Australian Museum has found that in order to attract a range of visitors exhibition topics must be of interest and have some emotional appeal. Those that are more likely to appeal and attract visitors are ones where people know just enough to pique their interest, cant be seen anywhere else, have not been overdone and can only be experienced at museums (Kelly, 2000b). It has also been found that themes which are contemporary and specific to youth are more likely to attract them, especially if they have been consulted during development (Environmetrics, 2000).
A series of studies conducted at Museum Victoria found that people wanted information from exhibitions that was relevant to them, enabled them to feel connected to the world around them, in order to become more knowledgeable about issues that will impact on them personally, answering the question - how does this affect me and what can I do about it?. Identification with the community and a sense of place in history to reach understanding through personal reflection was also seen as important (Walton, 1998).
Considering that the literature emphasises prior knowledge and experiences as key factors in visitor learning (Falk and Dierking, 1997; Hein, 1998, Kelly, 2000b; Roschelle, 1995) interest has implications for the types of exhibition experiences offered by museums and their power to attract specific audiences. Engaging peoples interest and making experiences relevant to them is one way to facilitating museum learning.
3.4
Prior Exposure
Research has shown that one of the best predictors of later museum visiting is whether people were taken as a child and what kinds of school visiting experiences they had
(Falk and Dierking, 1997). This was also found in McManuss work on memories as indicators of museum visiting and learning. She found that visitors could recall details of their museum visits long after they had occurred (McManus, 1993). A recent study conducted by the Australian Museum found indelible memories of past school visits. Even though, as adults, people had visited the Museum since school, those memories were still incredibly strong, coming through in their perceptions of the Museum and whether they felt it had changed (Blue Moon Research and Planning, 2001).
3.5
Opportunity
Research undertaken into triggers for family visitors to the Australian Museum found that most family visits were unplanned, often taking advantage of a situations such as my wife was having her hair done or driving past and chancing on a parking spot (Mitchell, 1999). In the exit survey study visitors were asked two questions: how long they had been wanting to visit the Australian Museum and when they decided to visit, as shown on Charts 1 and 2. Visits are generally spontaneous with 39% deciding on the day or on the previous day (29%). Overall, 89% of people had decided to visit the Museum within the past week.
Chart 1: How long have they been wanting to visit the Australian Museum (n=329)
100%
90%
80%
70%
60%
50% 40% 40% 34% 30%
20% 9%
17%
10%
0% less than 1 week more than a week but less than 3 months more than 3 months but less than six months more than 6 months
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Chart 2: When did they decide to visit the Australian Museum (n=329)
100%
90%
80%
70%
60%
50% 39%
40%
30% 24% 20%
26%
10% 10%
0% Today Yesterday During the week Since beginning of year
Other research conducted for the Museum (Blue Moon Research and Planning, 2001) found that visits are often planned, yet also spur of the moment, with the nature of these being very different. Planned visits are either part of a family day out, where people want to see a special exhibition or somewhere to take overseas or domestic guests. Unplanned visits tend to be where people just happen to be passing by and interested in whats on, or a spur of the moment decision to do something different, particularly if they are infrequent museum/gallery visitors.
In contrast to this, in work on gender and museum visitation Stanton (1999) found that family visits are carefully planned, a justifiable use of non-work time, with specific underlying agendas for males and females. However, we still need to understand the opportune nature of much decision-making about leisure, as well as account for the negotiation processes that occur between group members that often lead to compromises being made and new opportunities created (Hall, 1997).
4.
WHY DO PEOPLE VISIT MUSEUMS?
The overwhelming reason given for visiting museums is for some type of learning experience, usually described as education, getting information, expanding knowledge, doing something worthwhile, and even directly as learning, which is often linked to higher-order fulfilment of personal needs and enhancing self esteem
(Falk, Moussouri and Coulson, 1998; Hood, 1995; Jansen-Verbeke and van Rekom, 1996; Kelly, 2000a; Mitchell, 1999; Prentice, 1998; Prentice, et al, 1997; Silverman, 1995; Tian, et al, 1996).
Hoods research (1995) found that six concepts affect the decisions that people make about their leisure choices: being with people (social interaction); doing something worthwhile for the self or others; feeling comfortable and at ease in the surroundings; challenging new experiences; the opportunity to learn and actively participating. Research into benefits and constraints for visitors to museums in Galveston, Texas identified the benefits attributed to museum visiting as socialisation/bonding; relaxation; social recognition; self esteem and educational entertainment (Tian, et al, 1996). Prentice, et al, concluded that visitors to museums were purposeful in what they sought from their visit with learning the main one of many reasons given, which was expressed as broadening ones general knowledge, satisfying curiosity and a general day out (1997:53).
Mitchells study (1999) found that whilst many factors triggered the decision to visit the most important reason cited for family groups was to learn closely followed by entertainment. This study also found that although the mother was usually the initiator and gatherer of information the final decision to visit was made jointly by the adults and children in the group.
5. Testing the Model: Motivations for Museum Visiting A series of exit surveys were conducted from November 1999 to January 2001 with visitors to the Australian Museum. Questions were designed to see what factors identified from the literature influenced reasons given for visiting museums and galleries generally, and the Australian Museum in particular. 413 visitors were asked to rate eleven indicators on a 5-point Likert-scale, with 1 being low and 5 high. The factors used, with means and standard deviations, are shown on Chart 3.
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Chart 3: Why people visit museums/galleries (n=413)

5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0
is ur e do Fo re nt er ta in ld re n /p ro m ot io n ad ve rti si ng tim e ne w /fa m ily m en t os ts er s le a or ot h ll c le ng m y se e To fre e it a by w ea th er rn
4.08
3.92
3.86
3.85
3.77 3.56 3.39 3.39 3.13 2.67 2.63
1.51 1.05 1.04 1.15 1.16 1.30
1.33
1.30
1.37
1.43
1.34
so m et hi
Im us t
so m e
m y
en d
hi le
ci ng
or th w
ec om m
th at
us e
of
rie n
te re st s
ts
to
ow
m uc h
ch i
Th e
ed
in
Ex pe
ve n
ng
so m et hi
ci al e
in
Th e
Sp e
oi ng
MEAN
go o
sd
Included in the model are the five highest rating factors which are also supported by the literature. These are (in order): experiencing something new entertainment learning the interests of children/family doing something worthwhile in leisure
There was not much discrimination between factors based on the relatively small variation between standard deviations (from 1.04 to 1.51). This suggests that these are probably the main drivers for visitors to museums, and each is explained further below.
5.1
Experience Something New
Experiencing something new was the highest rated factor for visiting, with 77% rating this as high or very high. Museums and galleries have long known that offering changing, vibrant exhibition programs are essential in attracting new and repeat visitors to their institutions. This factor relates both to the spontaneous nature of visits and visitor interest. As mentioned earlier, topics that are unlikely to be experienced anywhere else except via museum exhibitions are key attractors for visitors (Kelly, 2000b). Experiencing something new is also closely aligned with entertainment, learning and worthwhile leisure, other factors scoring highly in the survey.
Th e
ay
5.2
Entertainment
People visit museums for entertainment, with 71% rating this factor as high or very high. In my research on conceptions of learning of adult museum visitors, respondents discussed the difference between entertainment and learning. Generally people said that although learning could be entertaining, not all entertainment was learning. Entertainment was described as fleeting, short-term, superficial, a good time and fun with family and friends: youve got nothing new to show for it afterwards. In contrast to learning, entertainment was more about the medium and delivery rather than the content: Entertainment doesnt involve your brain as much (Kelly, 2000a, 2001).
Prince states that museum are seen as places of education and entertainment (1990:149, emphasis added). In writing about the blurring of the lines between entertainment and education across theme parks and museums in the United States, Mintz talked about the need for museums to take account of the entertainment sector, as in the past ten years differences between these seemingly disparate communities have eroded (1994:33), with increased pressure on museums to be more competitive and offer similar experiences based on their niche: collections of real objects. In the Experience Economy Pines and Gilmore (1999) state that experiences are memorable, compelling and therefore more highly valued by visitors. They argue that museums need to be aware of these and, although they have been providing such experiences for many years, they now have to compete with more venues that also provide themed, compelling experiences.
5.3
Learning
Those who write about museums place an emphasis on learning as a fundamental goal. It has been suggested widely in the museology literature that museums are places of learning (Falk and Dierking, 1992, 1995, 2000; Griffin, 1998; Hein, 1998; Hooper-Greenhill, 1994; Weil, 1997) and that museums have a role to play in the new learning society (Bradburne, 1998; Carr, 1999; Falk, 1998; Falk and Dierking, 2000; Hein and Alexander, 1998), providing highly valued and memorable learning experiences (Pines and Gilmore, 1998; Pitman, 1999). Museums can also be places
where, through learning about yourself, you change as a person (Kelly and Gordon, in press; Pitman, 1999; Weil, 1997).
A study of visitor agendas and museum learning found that people who visit museums value learning, seek it in many ways and are usually better educated: The primary reason most people attend museums, whether by themselves or with their children, is in order to learn. [therefore, they are] likely to see museums as places that provide opportunities for them to expand their own and their childrens learning horizons (Falk, et al, 1998:40).
Falk predicted that the future middle class of Americans will be composed of educational over-achievers, and family museum outings will become an accepted part of their repertoire (1998:42). Prentices research about recollections of why people visited museums found that motivations of to learn and broaden general knowledge were reported irrespective of visitors educational level, social class or age (1998:53). Jansen-Verbeke and van Rekoms study of visitors to Rotterdam, specifically the Museum of Fine Arts, found that the central motivation for visiting the art museum was to learn something (1996: 367).
This was echoed in a study of the values that parents attach to museums (Kelly, 2000b). Parents value museum visits because they provide children with opportunities to learn in different ways by bringing topics/concepts to life, enhancing the school learning experience, stimulating and opening their minds to new ideas, the world around them, history and other cultures. Stantons work also found this - parents felt that through visiting museums they share in the pleasures of learning (1999:8). It is more than something to do on a rainy day, it is a satisfying learning and social activity for all the family.
Learning is a key reason for visiting museums: in the Australian Museum exit surveys 71% of visitors rated learning as high or very high.
5.4
Interests of Children/Family
Families are the main users of museums, accounting for around 60-70% of Australian Museum visitors. Considering that most people visit museums in family groups it is
not surprising that this factor rated highly: 70% of visitors stated that they visit because of the interests of my children/family and this was the number one reason given as to why they chose specifically to visit the Australian Museum. However, as this factor generated the highest standard deviation (1.51) there was considerable variation between groups. This factor did not rate at all for tourists, yet was highly significant for adults aged 35-49 years (p<0.01).
Stantons work with parents and museum visiting showed differences in attitudes between genders. Men saw museums as places you visit to do family business. They distinguished this from personal leisure activities, considering family business as things the family did together for pleasure and learning. Women viewed museums as a parenting resource where they could expose their children to a variety of cultural and social experiences. Both genders who visit museums felt that it was important for their children to understand the world, know how things work and respect and understand other cultures. In an Australian Museum study of parent museum visitors it was found that museum visits were considered valuable in creating and strengthening relationships with children, spending quality time together, sharing experiences and enabling parents to tune into what fascinates their kids. Museums were seen as a good family day out, something all the family can enjoy as a different form of education and generally good value for money (Blue Moon Research and Planning, 1998).
Adults interviewed as part of a summative evaluation of the Museums Indigenous Australians exhibition felt that it was important for them and their children to learn more about Australias Indigenous cultures in order to understand past injustices and contemporary issues (Kelly and Gordon, in press).
5.5
Worthwhile Leisure
As people make leisure choices because they value them (Prince, 1990) we need to understand what it is people value about museums to be better able to predict visiting behaviour. In Stantons research women felt a personal responsibility for developing their children with visiting museums seen as a productive use of leisure time. In addition leisure as a construct was described as things done for personal pleasure (hobbies, reading, etc), with museum visits seen as something other than leisure. In
making decisions she found that mothers, grandmothers and female relatives strongly influence how families used their leisure time (1999:8). One important outcome of a worthwhile leisure experience is increased quality of life achieved through learning, enrichment and food for thought (Jansen-Verbeke and van Rekom, 1996).
It has been recognised that consumers will increasingly use and support companies with values that match their own, particularly those that are concerned for the environment and humanity (Nelson, 1999). This presents a special opportunity for museums to appeal to worthwhile leisure seekers as well as making a broader contribution to these issues through research and public learning. In the exit surveys 64% of visitors rated doing something worthwhile in my leisure as high/very high.
5.6
Other Factors
The other factors tested in the exit survey are as follows: Special events that I must see or do Recommendations by others A good way to use some free time How much it all costs The weather The advertising/promotion 57% 56% 54% 39% 30% 29%
Although cost wasnt a key factor, there were significant gender differences. Women rated cost as more important than men (p<0.05). Stanton found that men thought more about the cost than women and they considered museums as rich resources related to the cost, that is, good value for money.
5.7 Tourists As tourists are a different group with specific needs I have treated them separately in this study. Tourism research in Australia shows that cultural tourists are more likely to match the profile of museum visitors, with cultural experiences part of their travel, not the main reason for it (Foo and Rossetto, 1998). This research also showed that cultural tourists are likely to be female holiday makers, stay longer in Australia, spend more, purchase
inclusive airfares and seek information prior to visiting Australia. They want to see examples of Australian art and culture, with nature-based activities being more popular (Foo and Rossetto, 1998).
Australian Museum research with overseas tourists at Circular Quay (n=150) found that 46% had visited a museum or gallery and 44% had visited a heritage site. Those who had visited museums were visiting Australia for leisure and 53% of those who stayed more than four weeks visited museums. Those surveyed wanted exhibitions about Australias environment and nature, Australias Indigenous people and Australian contemporary life.
In the exit survey tourists were analysed separately to see whether there were any differences to Sydney-based visitors. Generally results were the same: tourists visit museums for new experiences, worthwhile leisure, learning and entertainment, although due to the small sample size (n=75) these are indicative only.
6.
CONCLUSION
This research shows that there are a number of factors that motivate museum and gallery visits - entertainment, learning, family interests and worthwhile leisure through experiencing something new. The major limitations to these studies is that none have attempted to unpack these constructs: when people say they visit museums for learning or entertainment, for example, what does this actually mean? What associations are people making when answering questions that use learning, education, entertainment and leisure as categories of responses?
The recent attempts to uncover visiting motivations in psychographic and leisure research, as well as using anthropological techniques to research gender differences in museum visiting behaviour (Stanton, 1999), are good starting points for revealing motivations. However, there still has been little attempt to understand in a qualitative way what these constructs mean as reasons for visiting museums. I am undertaking further research into what visitors to museums mean when they talk about learning as a construct, in order to both better understand learning from a visitor perspective and enable museums to provide better learning experiences (Kelly, 2000a; 2001). The current environment of declining attendances and increased competition makes it
more urgent that we understand what it is about museums that people value and what attracts them in order to achieve museums goals as places for public learning about key issues of global concern.
REFERENCES Anderson, D. (1997). A Common Wealth: Museums and Learning in the United Kingdom. London: Department of National Heritage. Australian Bureau of Statistics. (1997). Cultural Trends in Australia: A Statistical Overview. Canberra: Commonwealth of Australia. Australian Bureau of Statistics. (1999). Cultural Trends in Australia: A Statistical Overview. Canberra: Commonwealth of Australia Bennett, T. (1995). The Birth of the Museum: history, theory, politics. London: Routledge. Blue Moon Research and Planning. (1998). Qualitative study for Australian Museum Forward Plan, December (unpublished). Blue Moon Research and Planning. (2001). Showroom: Front-end Evaluation of the Proposed Exhibition, February (unpublished). Bradburne, J. (1998). Dinosaurs and White Elephants: the Science Centre in the 21st Century. Museum Management and Curatorship, 17(2), 119-137. Brown, E. (1997). Toward A Natural History Museum for the 21st Century. Museum News, November/December, 38-49. Carr, D. (1999). The Need for the Museum. Museum News, March/April, 31-52. Davies, S. (1994). The Museum Visitor: Statistical Information and Trends. in Durbin, G. (ed.) (1996). Developing Museum Exhibitions for Lifelong Learning. London: The Stationery Office for the Group for Education in Museums, 52-55. Environmetrics. (2000). Youth Audiences: Recalcitrant or Discerning? [http://www.environmetrics.com/youthmuseums.pdf]. Falk, J. (1998). Visitors: Who Does, Who Doesnt and Why. Museum News, March/April, 38-43. Falk, J. and Dierking, L. (1992). The Museum Experience. Washington, D.C.: Whalesback Books. Falk, J. and Dierking, L. (1995). (Eds.) Public Institutions for Personal Learning: Establishing a Research Agenda. Washington, D.C.: American Association of Museums. Falk, J. and Dierking, L. (1997). School Field trips: Assessing Their Long-Term Impact. Curator, 40(3), pp-pp. Falk, J. and Dierking, L. (2000). Learning from Museums: Visitor Experiences and the Making of Meaning. Walnut Creek, CA: AltaMira Press. Falk, J., Moussouri, T., and Coulson, D. (1998). The Effect of Visitors Agendas on Museum Learning. Curator, 41(2), 107-120. Foo, L. and Rossetto, A. (1998). Cultural Tourism in Australia: Characteristics and Motivations. Bureau of Tourism Research Australia Occasional Paper 27. Canberra: Commonwealth of Australia. Griffin, D. (1998). Not the Last Hurrah! Muse, September/October, 2-3, 13-15. Hall, R. (1997). Who goes where? Self-perception and the kinds of museums most visited. Paper presented at Visitor Studies Conference, 1997, Alabama, July. Hein, G. (1998). Learning in the Museum. London: Routledge.
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Hein, G. and Alexander, M. (1998). Museums: Places of Learning. Washington, D.C.: American Association of Museums. Hood, M. (1995). Audience Research Tell Us Why Visitors Come to Museums - and why they dont. in Scott, C. (ed.) Evaluation and Visitor Research in Museums: Towards 2000. Sydney: Powerhouse Publishing, 3-10. Hooper-Greenhill, E. (1994). (ed.) The Educational Role of the Museum. London: Routledge. Jansen-Verbeke, M. and van Rekom, J. (1996). Scanning Museum Visitors. Annals of Tourism Research, 23(2), 364-375. Kawashima, N. (1998). Knowing the Public. A Review of Museum Marketing Literature and Research. Museum Management and Curatorship, 17(1), 21-39. Kelly, L. (1999). Australian Museum Visitors. Paper prepared for internal use at the Australian Museum. Kelly, L. (2000a). Understanding Conceptions of Learning. in Change and Choice in the New Century: Is education Y2K compliant? Change in Education Research Group Conference Proceedings, 115-121. Kelly, L. (2000b). Finding Evidence of Visitor Learning. Informal Learning Review, May/June. Kelly, L. (2001). Researching learningand learning about research. in Changing Identities, Changing Knowledges. Change in Education Research Group Conference Proceedings. Kelly, L. and Gordon, P. (in press). Developing a Community of Practice: Museums and Reconciliation in Australia. in Sandell, R. (ed.) Rhetoric or Reality? Museums as agents of social inclusion. London: Routledge. Kelly, R. (1991). Museums as Status Symbols III: A Speculative Examination of Motives Among Those Who Love Being in Museums, Those Who Go to Have Been and Those Who Refuse to Go. Visitor Studies: Theory, Research and Practice, 4, 24-31. Kirchberg, V. (1998). The New Public Interest in Museums. Paper given at the Powerhouse Museum, Sydney, November. McManus, P. (1993). Memories as Indicators of the Impact of Museum Visits. Museum Management and Curatorship, 12, 367-380. Matheson, D. and Matheson, C. (1996). Lifelong Learning and Lifelong Education: a critique. Research in Post-Compulsory Education, 1(2), 219-236. Merriman, N. (1989). Museum Visiting as a Cultural Phenomenon. in Vergo, P. (ed.) The New Museology. London: Reaktion Books, 149-171. Mintz, A. (1994). Thats Edutainment! Museum News, November/December, 32-35. Mitchell, N. (1999). The Buying Decision Process of Families Visiting the Australian Museum a focus on problem recognition and information search. Report prepared for the Australian Museum (unpublished). Nelson, C. (1999). The future has already happened. Business Review Weekly, December 17, 36-38. Pines, B. and Gilmore, J. (1999). The Experience Economy. Museum News, March/April, 45-48. Pitman, B. (1999). (ed.) Presence of Mind: Museums and the Spirit of Learning. Washington, D.C.: American Association of Museums. Prentice, R. (1994). Perceptual Deterrents to Visiting Museums and Other Heritage Attractions. Museum Management and Curatorship, 13, 264-279.
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Prentice, R. (1998). Recollections of Museum Visits: A Case Study of Remembered Cultural Attraction Visiting on the Isle of Man. Museum Management and Curatorship, 17(1), 41-64. Prentice, R., Davies, A. and Beeho, A. (1997). Seeking Generic Motivations for Visiting and Not Visiting Museums and Like Cultural Attractions. Museum Management and Curatorship, 16(1), 45-70. Prince, D. (1990). Factors Influencing Museum Visits: An Empirical Evaluation of Audience Selection. Museum Management and Curatorship, 9, 149-168. Roschelle, J. (1995). Learning in Interactive Environments: Prior Knowledge and New Experience. in Falk, J. and Dierking, L. (Eds.) Public Institutions for Personal Learning. Washington: AAM, 37-51. Ryan, C. and Glendon, I. (1998). Application of Leisure Motivation Scale to Tourism. Annals of Tourism Research, 25, 169-184. Schauble, L., Leinhardt, G. and Martin, L. (1997). A Framework for Organising a Cumulative Research Agenda in Informal Learning Contexts. in Paris, S. (ed.) Understanding the Visitor Experience: Theory and Practice, Part 1, Journal of Museum Education, 22(2/3), 3-8. Silverman, L. (1995). Visitor Meaning Making in Museums for a New Age. Curator, 38(3), 161-169. Stanton, S. (1999). Museums, Families and Cultural Models. Visitor Studies Today!, 2(3), 6-9. Tian, S., Crompton, J. and Witt, P. (1996). Integrating Constraints and Benefits to Identify Responsive Target Markets for Museum Attractions. Journal of Travel Research, Fall, 34-45. Walton, M. (1998). Summary of Front-end Evaluations 1997-1998. Report prepared for Museum Victoria (unpublished). Weil, S. (1997). The Museum and The Public. Curator, 16(3), 257-271.
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DEVELOPING A MODEL OF MUSEUM VISITING

MODEL OF MUSEUM VISITING

interests of children, experience family something new worthwhile leisure learning

personal interest demographics psychographics prior exposure

Figure 1: Model of Museum Visiting (@April, 2001)

PREDICTORS: MUSEUMS ARE NOT FOR EVERYONE

50% 40% 40% 34% 30%

30% 24% 20%

0% Today Yesterday During the week Since beginning of year

WHY DO PEOPLE VISIT MUSEUMS?

Chart 3: Why people visit museums/galleries (n=413)

3.77 3.56 3.39 3.39 3.13 2.67 2.63

1.51 1.05 1.04 1.15 1.16 1.30

Experience Something New

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