Journal of Hospitality Leisure Sport & Tourism Education最新文献

Acknowledging the limitations of traditional pedagogy on conventional competencies, this study aims to explore the effectiveness of the Living Lab approach in enhancing students' competencies and propose a Living Lab model in tourism higher education. For this purpose, the data were collected from university students of tourism and hotel management who took a tourism Living Lab class in South Korea in 2019, 2021, 2022, and 2023. Adapting Sker and Floričić’s three stages of the Living Lab procedure, this study analyzed the data using feedback from observations, field notes, open-ended questionnaires, and reflective journals that enabled qualitative content analysis. The results of this research manifest four themes: competency in professional development, collaboration and networking, learning agility and adaptability, and emotional connections. Based on these, this study proposes a Living Lab model of tourism higher education and suggests practical implications for higher education institutions.

Sport is an important activity for tourists when they travel away from home, and travel experiences are accompanied by different types of sport. This paper focuses on an innovative pedagogical approach based on experiential learning activities. With this study we intend to describe the context, the teaching and learning process, and a real case package proposal that was successfully implemented by a group of undergraduate students. This education approach has been developed for the last three academic years as part of a 3rd year module ‘Sport, Leisure and Tourism’ within Sports undergraduate degree at the University of Algarve (Portugal). The case study method and reflective portfolio, underpinned by experiential learning theory, were designed to create an authentic, enriching and transformative learning experience for all students. The authentic experiential learning had positive impact on the dynamics established in the classroom, where we could see active participation of the students. This education experience allowed the creation of a tourist sport package that fits the objectives of a specific hotel, and allows the diversity of their offer and the attraction of new senior clients.

Purpose

While there has been a considerable amount of research conducted on experiential learning and sport sales, the purpose of this study is to shift the focus from students to current sport sales professionals and examine how experientially learning sales assisted in the sales professionals’ growth, competency, and skill development in the current sales roles they occupy.

Design

Employing a stratified purposeful sampling technique, sport sales-related professionals (from a diverse group of sports organizations, including, but not limited to, organizations within the MLB, NBA, XFL, and NASCAR; n = 7) who completed an experiential sales learning project between 2015 and 2022 were invited to give their perceptions of experientially learning sport sales in the form of a focus group. Post-interview inductive thematic analysis was conducted using Braun and Clarke's (2006) six-phase framework to extract themes.

Findings

Results highlight three main themes extracted from the participants who engaged in sports sales experiential learning: 1) Initial Perceptions; 2) Project Resultants; and 3) Improvements for Experiential Sales Project, which are further expounded upon and contextualized within the literature.

Originality

This is the first study to examine sport sales professionals’ perceptions of sport sales experiential learning in sport sales education. By shifting the focus from students to sales managers, the researchers highlight the unique differences that exists when comparing student perceptions in, or shortly after the completion of, an experiential sales project, versus the perceptions of the current sales managers in sport industry. For sport management faculty, important findings such experiential sales project improvements are discussed. For students, practical insight is given to help students overcome the negative feelings associated with sport sales experiential learning, in addition to the benefits of learning sales experientially and the impact it has on professional development, job opportunity, and personal marketability.

This paper is born of a now years-long text message conversation and commitment to social learning during an otherwise forced distance education. We thought we would write a paper about care, co-working, and carpool lanes. Instead, this is some writing about contingencies, COVID-19, crises, and the uncomfortable limits of critical theories. We invite readers into an otherwise private (and still ongoing) snippet of our primary texts: a stream-of-consciousness, erratic, always already temporally punctuated, and immediate-yet-delayed process of text messaging. Though our daily text message conversation has lasted years and spanned uncountable topics and immense word counts, the passage we share relates specifically to identity politics. If all objects are relational, we are still two people who share an interest in how to study the object.

This study aims to examine the effects of school support and hotel support on hotel interns' career growth through the mediation of role clarity and occupational identification. Analyzing data from 476 hotel interns in China, the study revealed that both school support and hotel support positively influenced hotel interns' career growth, and role clarity partially mediated this relationship. Occupational identification did not significantly mediate the relationship between school support and career growth, but it significantly mediated the relationship between hotel support and career growth. This study provides both theoretical contributions and practical implications in guiding hotel internship practices and hotel interns’ career development.

Gastronomy education is relatively new in the university environment. Practical classes in kitchen laboratories are strategic in development the segment. A practical class demands that students mobilize a wide range of skills, assimilate visual cues, information about products and utensils, and critical points of preparation, in a dynamic process in which, besides cooking, students must also practice teamwork, clean the space, manage several activities, and commit to the deadlines and objectives set by the teacher. There are several gaps highlighed in the literature regarding educational practices in hands-on cooking laboratories. Based on this premise, this research aimed to identify enablers and hindrances to hands-on learning in cooking classes, from the perspective of students, in a higher education institution in Portugal. To reach this goal, a structured questionnaire was applied to students of two higher education programmes in the area. Bardin’s content analysis model (2006) was used to analyze the results. The results indicate that the interaction between teachers and students in all stages of a practical class is fundamental for the success of the teaching-learning process.

Academics within events management disciplines should strive to encourage experiential learning opportunities for their students, but should also consider and re-evaluate the importance of reflective practice within this process. In particular, academics should consider the potential benefits of evidence-based practice as part of the experiential reflective learning process in order to encourage the development of key transferable skills and deeper forms of learning that will enable future graduates to become reflective practitioners, with the necessary skillset to regularly engage in continued professional development within industry settings. Further discussion, debate and research on such matters is required within events management literature.

Sense of belonging (SB) has been linked to increased academic engagement, enjoyment, and motivation. This paper explored international graduate students(IGS)’ SB in leisure spaces and its lessons for leisure educators. The paper addressed the following questions: (a) How do IGS’ leisure experiences change after migrating to the US? Furthermore, (b) How does the orientation of IGS towards leisure spaces post-immigration impact their sense of belonging? In the context of leisure, three themes emerged from the intersectional autoethnographic vignettes of five doctoral students. Utilizing Bronfenbrenner's (1979) Ecological Model, we highlight how these themes relate to IGS’ different life systems and we propose a new model for studying IGSs' sense of belonging.

Social media has emerged as one of the most transformative digital phenomena that has reshaped education over the past two decades. New generations of students, often referred to as digital natives, increasingly utilise these platforms for socialization and interaction with their surrounding world. The pandemic prompted by the SARS-CoV-2 virus has further accelerated the adoption of online and hybrid teaching methodologies, wherein social media can assume a central role in creating dynamic teaching-learning environments. While the existing literature has highlighted the advantageous aspects of social media within the educational sphere, the landscape constantly evolves, witnessing the ongoing integration of new functionalities into existing platforms or the emergence of novel social media. TikTok serves as a prime illustration of this phenomenon, a social media platform centered on short videos complemented by music and its effects. Despite TikTok's burgeoning global user base, especially among younger people, its potential in the realm of higher education remains relatively unexplored. This pedagogical paper aims to address this gap in the literature by elucidating an experience involving TikTok within the context of sport sciences. Furthermore, it provides a series of guidelines and recommendations for university professors to incorporate TikTok into their instructional practices and delineates the potential applications of TikTok in various other contexts. These insights may serve as stepping stones for future investigation and educational undertakings.

This perspective article explores the emerging role of artificial intelligence (AI), specifically the OpenAI language model ChatGPT, in the field of Hospitality, Leisure, Sport, and Tourism (HLST) education. With the capacity to personalize education, streamline administrative tasks, and provide data-driven insights, AI holds the potential to revolutionize teaching, learning, and research in these sectors. However, the integration of AI in education also presents challenges, including data privacy, quality control, and the risk of widened digital divide. We delve into these challenges and discuss future directions for the harmonious integration of AI into the HLST educational landscape. Future directions include improved AI-educator collaboration, adaptive and personalized learning, intelligent assessment systems, and the promotion of lifelong learning. This exploration of the transformative potential of AI in education offers valuable insights for educators, policymakers, and researchers in the HLST sectors, highlighting both the challenges to navigate and the opportunities to seize in the journey towards an AI-enhanced educational future.