The power of engaged reflection in fostering new insights on diversity, equity and inclusion

Abstract

This study examined the impact of an experiential, project-based learning initiative on sport management undergraduate students' growth with respect to diversity, equity and inclusion. Quantitative results from pre- and post-testing demonstrated an increase in students' openness to diversity and challenge upon the conclusion of their engagement in the real-world sport industry project. Qualitative analysis showed that the reflection and research requirements associated with the assignment allowed the vast majority of students to develop awareness of unconscious bias in their work, and create inclusive recommendations for future practice. Anchored in Kolb's Theory of Experiential Learning, this work has multiple practical implications for academia, given both the widespread use of experiential learning in sport management education, and the imperative to graduate professionals who can embody diversity, equity and inclusion in the industry.