Journal of Hospitality Leisure Sport & Tourism Education最新文献

Critical thinking competence has recently become a popular topic in education research; however, it is insufficiently researched in tourism education. This study seeks to evaluate the effectiveness of peer assessment in developing critical thinking skills in a Chinese context. Peer assessment data were collected through group news presentations and individual assignments of college students studying tourism management. An epistemic network analysis was conducted to examine the role of peer assessment in students' critical thinking competence. The findings show that students’ critical thinking skills significantly improve as peer assessment activities are conducted, with higher-level critical thinking skills clearly emerging at a later stage of peer assessment activities.

Recently, there has been a likely transformation from traditional face-to-face education to distance education and hybrid models. Higher tourism education has undergone these changes concordantly as it incorporates an applied field. Therefore, an atmosphere of uncertainty and chaos has arisen in universities. The study approaches the effects of the pandemic on the education system through the perspective of chaos theory. The data were collected from tourism academics, one of the pillars of the higher education system. Semi-structured in-depth interviews were conducted with 21 lecturers. Study findings revealed that the lack of compulsory attendance reduced student participation in online classes. Accordingly, low student attendance resulted in the lack of lecturer-student interaction in courses, negatively impacting lecturer motivation and highlighting the inefficiency of distance education. The study also provides clues regarding differences and managerial implications experienced by public and foundation universities during the pandemic.

Few studies have investigated teaching and learning experiences of university sports students which is surprising considering the high annual numbers recruited to sport degree programmes and consequent non-completion rates. This study compared teaching and learning experiences of 350 first-year sport students at a post-92 English University with how they were taught at their further education institutions. Key findings showed the teaching and learning methods at university were less structured and tutor-led but with more teaching staff involved. Practical implications for developing rich modes of university provision that best support the needs and expectations of newly arrived sports students are provided.

Experiential learning within sport management classrooms provides valuable industry experience to complement theoretical knowledge. Content creation is a valuable skill for sport management students, particularly those who are looking to work within media and marketing spaces after graduation. Therefore, sport communication undergraduate students at a large research-intensive institution in the Midwest of the United States participated in a podcast creation project for their sport communication class. The experiential learning opportunity provided students with the opportunity to collaborate with a classmate to write, record, and edit a podcast episode under the umbrella of the department's podcast show. This gave the students valuable experience in creating content for professional consumption. The project received positive feedback from students on skill development and the benefits of collaboration, while also discussing the challenges associated with the time demands of the project.

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.