This study examines the impact of age, education, performance, caregiving responsibilities, and leisure time among 302 female Indonesian lecturers using PLS-SEM. Results show that age and education increase productivity and income but reduce leisure time, while higher performance lowers both income and leisure time. The presence of a toddler mitigates performance's negative effect on leisure, while education buffers its impact on income. Findings highlight work-life balance challenges, emphasizing the need for flexible workloads and institutional support. Despite its cross-sectional design, this study offers insights into gendered work structures in academia, particularly in emerging markets.
{"title":"Leisure time under pressure: Exploring the impact of professional and personal demands on female Indonesian lecturers","authors":"Sri Astuty , Marhawati , Diah Retno Dwi Hastuti , Wirawan Setialaksana","doi":"10.1016/j.jhlste.2025.100553","DOIUrl":"10.1016/j.jhlste.2025.100553","url":null,"abstract":"<div><div>This study examines the impact of age, education, performance, caregiving responsibilities, and leisure time among 302 female Indonesian lecturers using PLS-SEM. Results show that age and education increase productivity and income but reduce leisure time, while higher performance lowers both income and leisure time. The presence of a toddler mitigates performance's negative effect on leisure, while education buffers its impact on income. Findings highlight work-life balance challenges, emphasizing the need for flexible workloads and institutional support. Despite its cross-sectional design, this study offers insights into gendered work structures in academia, particularly in emerging markets.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100553"},"PeriodicalIF":4.8,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-28DOI: 10.1016/j.jhlste.2025.100552
Evelina Avleeva, Jessica Wickey Byrd, Stephen Pratt, Vanessa Gonzalez
This study examines the impact of internships on soft skill development among hospitality students, focusing on communication, teamwork, and emotional intelligence. Drawing on Experiential Learning Theory, applied to survey data from over 17,000 students at a U.S. university, analyzed with Partial Least Squares-Structural Equation Modeling (PLS-SEM), results highlight notable gains in communication and organizational skills, with the highest ratings in respect for diversity and adaptability. The findings underscore the importance of internships in bridging theory and practice, urging educators and industry professionals to enhance internship design, align curricula with industry needs, and improve soft skill assessments to better prepare students for career success.
{"title":"The internship experience: Students’ self-evaluations of soft skill development during hospitality internships","authors":"Evelina Avleeva, Jessica Wickey Byrd, Stephen Pratt, Vanessa Gonzalez","doi":"10.1016/j.jhlste.2025.100552","DOIUrl":"10.1016/j.jhlste.2025.100552","url":null,"abstract":"<div><div>This study examines the impact of internships on soft skill development among hospitality students, focusing on communication, teamwork, and emotional intelligence. Drawing on Experiential Learning Theory, applied to survey data from over 17,000 students at a U.S. university, analyzed with Partial Least Squares-Structural Equation Modeling (PLS-SEM), results highlight notable gains in communication and organizational skills, with the highest ratings in respect for diversity and adaptability. The findings underscore the importance of internships in bridging theory and practice, urging educators and industry professionals to enhance internship design, align curricula with industry needs, and improve soft skill assessments to better prepare students for career success.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100552"},"PeriodicalIF":4.8,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143879380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-05DOI: 10.1016/j.jhlste.2025.100551
Chen-Jin Lin , Min-Yen Lu , Wen-Hwa Ko
In hospitality education, it is important to cultivate students’ professional skills in reducing food waste for culinary professionalism and sustainable societal development. This study aims to explore the differences between hospitality students in Shanghai and Taipei in terms of their professional competencies in avoiding food waste, as well as the curriculum design of hospitality education. This study conducted questionnaire survey and analyzed the results by the importance-performance analysis, in order to explore the relationship between professional competencies and culinary course training. The results indicate that the students in Shanghai and Taipei differed in self-assessed personal moral attitudes, food handling attitudes, menu analysis, and planning management skills.
{"title":"Professional competencies of culinary in hospitality education based on the food waste avoidance perspective","authors":"Chen-Jin Lin , Min-Yen Lu , Wen-Hwa Ko","doi":"10.1016/j.jhlste.2025.100551","DOIUrl":"10.1016/j.jhlste.2025.100551","url":null,"abstract":"<div><div>In hospitality education, it is important to cultivate students’ professional skills in reducing food waste for culinary professionalism and sustainable societal development. This study aims to explore the differences between hospitality students in Shanghai and Taipei in terms of their professional competencies in avoiding food waste, as well as the curriculum design of hospitality education. This study conducted questionnaire survey and analyzed the results by the importance-performance analysis, in order to explore the relationship between professional competencies and culinary course training. The results indicate that the students in Shanghai and Taipei differed in self-assessed personal moral attitudes, food handling attitudes, menu analysis, and planning management skills.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100551"},"PeriodicalIF":4.8,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143783392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-28DOI: 10.1016/j.jhlste.2025.100548
Pablo Gálvez-Ruiz , Samuel López-Carril , Nicholas M. Watanabe , Alejandro Lara-Bocanegra
In our increasingly digitalized society, social media have emerged prominently within the educational landscape, fostering the creation of online and blended teaching-learning environments. Among these platforms, TikTok, renowned for its short dynamic videos featuring effects and music, stands out. Despite its growing popularity among youth and initial explorations of its pedagogical use by university educators, the educational benefits of TikTok remain largely unexplored. This gap is partly due to the absence of validated research tools to assess its potential educational impact. This study addresses this gap by adapting and validating a new scale, “TikTok-SportEdu”, with a sample of 250 Spanish sport sciences university students (M = 22.56; SD = 3.55). The TikTok-SportEdu scale, comprising 15 items across three dimensions—1) TikTok as a university teaching-learning tool, 2) TikTok as a professional profile development tool, and 3) TikTok as a tool for interaction and staying informed about sport industry developments—demonstrates robust psychometric properties. The TikTok-SportEdu scale will enable educators, educational institutions, policymakers, and industry professionals to better understand the strategic use of TikTok in higher education, providing a reliable instrument for future research.
{"title":"TikTok as a learning tool in higher education: Validation of a scale","authors":"Pablo Gálvez-Ruiz , Samuel López-Carril , Nicholas M. Watanabe , Alejandro Lara-Bocanegra","doi":"10.1016/j.jhlste.2025.100548","DOIUrl":"10.1016/j.jhlste.2025.100548","url":null,"abstract":"<div><div>In our increasingly digitalized society, social media have emerged prominently within the educational landscape, fostering the creation of online and blended teaching-learning environments. Among these platforms, TikTok, renowned for its short dynamic videos featuring effects and music, stands out. Despite its growing popularity among youth and initial explorations of its pedagogical use by university educators, the educational benefits of TikTok remain largely unexplored. This gap is partly due to the absence of validated research tools to assess its potential educational impact. This study addresses this gap by adapting and validating a new scale, “TikTok-SportEdu”, with a sample of 250 Spanish sport sciences university students (<em>M</em> = 22.56; <em>SD</em> = 3.55). The TikTok-SportEdu scale, comprising 15 items across three dimensions—1) TikTok as a university teaching-learning tool, 2) TikTok as a professional profile development tool, and 3) TikTok as a tool for interaction and staying informed about sport industry developments—demonstrates robust psychometric properties. The TikTok-SportEdu scale will enable educators, educational institutions, policymakers, and industry professionals to better understand the strategic use of TikTok in higher education, providing a reliable instrument for future research.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100548"},"PeriodicalIF":4.8,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-22DOI: 10.1016/j.jhlste.2025.100547
Qianjin Wu , Shanshan Li , Shuang Xin , Qian Hou , Ping Li
This study examines factors affecting AIGC acceptance among physical education students using the UTAUT model and perceived risk. Analyzing 414 Chinese students via PLS-SEM reveals that performance expectancy, social influence, facilitating conditions, and perceived risk significantly influence behavioural intention, whereas effort expectancy does not. Both facilitating conditions and behavioural intention positively influence use behaviour, with the impact of facilitating conditions being partially mediated by behavioural intention. Gender does not moderate these relationships. Findings suggest promoting AIGC in sports teaching by enhancing performance expectancy, leveraging social influence, optimizing facilitating conditions, and improving risk education.
{"title":"A study on students' behavioural intention and use behaviour of artificial intelligence-generated content in physical education: Employing an extended the unified theory of acceptance and use of technology model","authors":"Qianjin Wu , Shanshan Li , Shuang Xin , Qian Hou , Ping Li","doi":"10.1016/j.jhlste.2025.100547","DOIUrl":"10.1016/j.jhlste.2025.100547","url":null,"abstract":"<div><div>This study examines factors affecting AIGC acceptance among physical education students using the UTAUT model and perceived risk. Analyzing 414 Chinese students via PLS-SEM reveals that performance expectancy, social influence, facilitating conditions, and perceived risk significantly influence behavioural intention, whereas effort expectancy does not. Both facilitating conditions and behavioural intention positively influence use behaviour, with the impact of facilitating conditions being partially mediated by behavioural intention. Gender does not moderate these relationships. Findings suggest promoting AIGC in sports teaching by enhancing performance expectancy, leveraging social influence, optimizing facilitating conditions, and improving risk education.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100547"},"PeriodicalIF":4.8,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143681457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-22DOI: 10.1016/j.jhlste.2025.100550
Dobson B. , Ward S. , Corden S. , Tinnion D.
Introduction
Higher education is constantly evolving to meet the demands of education, industry, and student's needs. Despite the ever-changing landscape, limited literature has investigated the changes which occur as students develop from the onset (Level 4) to the end (Level 6) of their undergraduate studies. Aim: To investigate the experiences and perceptions of students enrolled on sports-based undergraduate degree programmes at a UK-based Higher Education Institution (HEI).
Method
A total of 261 students responded to the National Student Survey (NSS), consisting of Sports Therapy (ST, n = 93, 35.5 %), Sports Coaching and Management (SCM, n = 91, 34.7 %), and Sport and Exercise Science students (SES, n = 77, 29.8 %). The cohort was then analysed by year group (Level 4 (n = 105, 40 %), Level 5 (n = 88, 33.6 %), and Level 6 (n = 69, 26.3 %).
Results
Significant differences were observed for Assessment and Feedback, Student Voice, and Overall Course Satisfaction (p ≤ 0.05). Pairwise comparisons revealed Level 4 students had significantly higher satisfaction when compared against Levels 5 and 6 for the sub-sections (p ≤ 0.001 to 0.032), however, no differences were observed between Levels 5 and 6 throughout. Qualitative responses alluded to the rationale behind significant differences for each sub-section and question, such as assessment rubrics and audio feedback.
Conclusion
One aim of the NSS survey is to provide data that supports universities to improve the student experience. Whilst the large number of respondents (<340,000 in 2023) translates to a highly reliable tool for gathering large quantities of information, this information is arguably given without deeper consideration of the many factors that may influence the student's responses. Herein, the potential value in investigating individual degree programmes more closely and of considering any differences between year-groups is highlighted. The utility of adding a qualitative element to better establish the reasoning behind each survey answer is also discussed. Collectively, this may drive a feedback mechanism that can allow students and HEI's to derive more informative outcomes and better decision making thereafter.
高等教育不断发展，以满足教育、行业和学生的需求。尽管环境不断变化，但有限的文献调查了学生从本科学习开始（4级）到结束（6级）期间发生的变化。目的：调查在英国高等教育机构（HEI）注册体育本科学位课程的学生的经历和看法。方法共有261名学生参与了全国学生调查（NSS），包括运动治疗（ST, n = 93, 35.5%）、运动教练与管理（SCM, n = 91, 34.7%）和运动与运动科学（SES, n = 77, 29.8%）。然后按年级组(第4级（n = 105,40 %）、第5级（n = 88, 33.6%）和第6级（n = 69, 26.3%）对队列进行分析。结果两组在评估与反馈、学生声音、总体课程满意度方面差异有统计学意义（p≤0.05）。两两比较显示，与第5级和第6级学生相比，第4级学生的满意度显著更高（p≤0.001至0.032），然而，第5级和第6级之间没有观察到差异。定性回答暗指每个小节和问题的重大差异背后的理由，例如评估标准和音频反馈。NSS调查的目的之一是提供支持大学改善学生体验的数据。虽然大量的受访者（2023年为34万）转化为收集大量信息的高度可靠的工具，但可以说，这些信息是在没有深入考虑可能影响学生反应的许多因素的情况下给出的。在此，强调了更密切地调查个别学位课程和考虑年级组之间的任何差异的潜在价值。本文还讨论了添加定性元素以更好地建立每个调查答案背后的推理的效用。总的来说，这可能会推动一种反馈机制，使学生和高等教育机构能够获得更多信息的结果，并在此之后做出更好的决策。
{"title":"Comparative analysis of National Student Survey responses: Exploring the perspectives and feedback of undergraduate sport students","authors":"Dobson B. , Ward S. , Corden S. , Tinnion D.","doi":"10.1016/j.jhlste.2025.100550","DOIUrl":"10.1016/j.jhlste.2025.100550","url":null,"abstract":"<div><h3>Introduction</h3><div>Higher education is constantly evolving to meet the demands of education, industry, and student's needs. Despite the ever-changing landscape, limited literature has investigated the changes which occur as students develop from the onset (Level 4) to the end (Level 6) of their undergraduate studies. <strong>Aim</strong>: To investigate the experiences and perceptions of students enrolled on sports-based undergraduate degree programmes at a UK-based Higher Education Institution (HEI).</div></div><div><h3>Method</h3><div>A total of 261 students responded to the National Student Survey (NSS), consisting of Sports Therapy (ST, n = 93, 35.5 %), Sports Coaching and Management (SCM, n = 91, 34.7 %), and Sport and Exercise Science students (SES, n = 77, 29.8 %). The cohort was then analysed by year group (Level 4 (n = 105, 40 %), Level 5 (n = 88, 33.6 %), and Level 6 (n = 69, 26.3 %).</div></div><div><h3>Results</h3><div>Significant differences were observed for Assessment and Feedback, Student Voice, and Overall Course Satisfaction (<em>p</em> ≤ 0.05). Pairwise comparisons revealed Level 4 students had significantly higher satisfaction when compared against Levels 5 and 6 for the sub-sections (p ≤ 0.001 to 0.032), however, no differences were observed between Levels 5 and 6 throughout. Qualitative responses alluded to the rationale behind significant differences for each sub-section and question, such as assessment rubrics and audio feedback.</div></div><div><h3>Conclusion</h3><div>One aim of the NSS survey is to provide data that supports universities to improve the student experience. Whilst the large number of respondents (<340,000 in 2023) translates to a highly reliable tool for gathering large quantities of information, this information is arguably given without deeper consideration of the many factors that may influence the student's responses. Herein, the potential value in investigating individual degree programmes more closely and of considering any differences between year-groups is highlighted. The utility of adding a qualitative element to better establish the reasoning behind each survey answer is also discussed. Collectively, this may drive a feedback mechanism that can allow students and HEI's to derive more informative outcomes and better decision making thereafter.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100550"},"PeriodicalIF":4.8,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143681458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-17DOI: 10.1016/j.jhlste.2025.100549
Carleigh Yeomans , Paul Bowell , Adam Karg , Ryan Jopp
Focusing on a single sport marketing unit, this research examines how authentic assessment with a digital deliverable influenced students' confidence, application and communication of sport marketing theories in real-world contexts. Data were collected through a mixed methods case study approach. Students responded to a short quantitative survey and qualitatively reflected on their impressions, concerns and learning outcomes. Findings revealed statistically significant improvements in students' digital literacy, particularly in their use of digital content creation tools, with self-reported confidence levels increasing markedly. Despite initial technological trepidations, students reported that hands-on teaching and learning interventions, such as the creation of digital storyboards, facilitated their learning and success with the assessment. Furthermore, students reported the relevance of the skills in preparing them for future careers. The study contributes to literature on authentic assessment within the broader sport marketing discipline; highlighting the challenges and opportunities associated with integrating digital tools into educational practice.
{"title":"Authentic assessment and digital literacy in sport marketing","authors":"Carleigh Yeomans , Paul Bowell , Adam Karg , Ryan Jopp","doi":"10.1016/j.jhlste.2025.100549","DOIUrl":"10.1016/j.jhlste.2025.100549","url":null,"abstract":"<div><div>Focusing on a single sport marketing unit, this research examines how authentic assessment with a digital deliverable influenced students' confidence, application and communication of sport marketing theories in real-world contexts. Data were collected through a mixed methods case study approach. Students responded to a short quantitative survey and qualitatively reflected on their impressions, concerns and learning outcomes. Findings revealed statistically significant improvements in students' digital literacy, particularly in their use of digital content creation tools, with self-reported confidence levels increasing markedly. Despite initial technological trepidations, students reported that hands-on teaching and learning interventions, such as the creation of digital storyboards, facilitated their learning and success with the assessment. Furthermore, students reported the relevance of the skills in preparing them for future careers. The study contributes to literature on authentic assessment within the broader sport marketing discipline; highlighting the challenges and opportunities associated with integrating digital tools into educational practice.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100549"},"PeriodicalIF":4.8,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143637522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-13DOI: 10.1016/j.jhlste.2025.100546
Miraç Yücel Başer , Metin Kozak , Tuba Büyükbeşe
This paper investigates the status of emerging technologies, how they can be integrated into the curriculum, the skills students can acquire through these technologies, and the employment opportunities they create in the tourism and hospitality industry. In the study, a content analysis was conducted on the curriculum of 65 undergraduate tourism and hospitality management programs, followed by an analysis of data from 28 academics to explore the role of emerging technologies in the curriculum. We have observed six core topics. Technology courses had the lowest proportion. We further observe four categories of skills that emerging technologies may provide students, highlighting their potential to shape future career opportunities. Building on these findings, the current study contributes to the literature by linking these skill sets — digital and technological, theoretical, operational, and managerial — to emerging job roles such as virtual reality tour designers, competent tourism developers, and AI-driven marketing specialists. Furthermore, the study identifies the domains where emerging technologies have the most relevance and outlines which purpose they may be included in the tourism and hospitality curriculum as a course. Thus, it forwards previous studies emphasizing the importance of emerging technologies. The study also suggests the implications for the literature, practice, and public policies.
{"title":"Integration of emerging technologies in tourism and hospitality curriculum: An international perspective","authors":"Miraç Yücel Başer , Metin Kozak , Tuba Büyükbeşe","doi":"10.1016/j.jhlste.2025.100546","DOIUrl":"10.1016/j.jhlste.2025.100546","url":null,"abstract":"<div><div>This paper investigates the status of emerging technologies, how they can be integrated into the curriculum, the skills students can acquire through these technologies, and the employment opportunities they create in the tourism and hospitality industry. In the study, a content analysis was conducted on the curriculum of 65 undergraduate tourism and hospitality management programs, followed by an analysis of data from 28 academics to explore the role of emerging technologies in the curriculum. We have observed six core topics. Technology courses had the lowest proportion. We further observe four categories of skills that emerging technologies may provide students, highlighting their potential to shape future career opportunities. Building on these findings, the current study contributes to the literature by linking these skill sets — digital and technological, theoretical, operational, and managerial — to emerging job roles such as virtual reality tour designers, competent tourism developers, and AI-driven marketing specialists. Furthermore, the study identifies the domains where emerging technologies have the most relevance and outlines which purpose they may be included in the tourism and hospitality curriculum as a course. Thus, it forwards previous studies emphasizing the importance of emerging technologies. The study also suggests the implications for the literature, practice, and public policies.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100546"},"PeriodicalIF":4.8,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143619389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01DOI: 10.1016/j.jhlste.2025.100539
Mahshad Akhoundoghli , Heather Davis , Anke Foeller-Carroll , Gaurav Panse , Jack Babb , Karla Boluk , Stefanie Benjamin , Brendan Paddison
This study reflects the imperative to cultivate space for care specifically for our graduate community against the backdrop of polycrisis. Drawing on a feminist ethic of care as our theoretical framework, we examine how universities may cultivate a caring space for graduate students. Guided by an arts-based methodology, we draw attention to the complexity of graduate students’ lives beyond academia and illustrate how art-based methodology may act as an apparatus for reflexive tourism engagement. Drawing on Creative Analytic Practice we offer a series of vignettes crafted by our graduate students leading up to and following a two-day symposium co-hosted by the Tourism Education Futures Initiative (TEFI) and Tourism RESET. Our findings reveal the effectiveness of practicing an ethic of care to challenge neo-liberal values and agendas in the academy by focusing on attentiveness (listening and including graduate students) and responsiveness (including engaging and co-designing responses) with our tourism graduate students. We conclude by exploring how we may recenter care by creating spaces for our students to share their engagement in a care-based symposium. We encourage challenging traditional ways of doing research and training scholars in the academy. There is an urgent need for a step-change in the academy that centers care by attending to the care gaps in our scholarly community.
{"title":"Fostering a culture of care for tourism graduate students in the academy","authors":"Mahshad Akhoundoghli , Heather Davis , Anke Foeller-Carroll , Gaurav Panse , Jack Babb , Karla Boluk , Stefanie Benjamin , Brendan Paddison","doi":"10.1016/j.jhlste.2025.100539","DOIUrl":"10.1016/j.jhlste.2025.100539","url":null,"abstract":"<div><div>This study reflects the imperative to cultivate space for care specifically for our graduate community against the backdrop of polycrisis. Drawing on a feminist ethic of care as our theoretical framework, we examine how universities may cultivate a caring space for graduate students. Guided by an arts-based methodology, we draw attention to the complexity of graduate students’ lives beyond academia and illustrate how art-based methodology may act as an apparatus for reflexive tourism engagement. Drawing on Creative Analytic Practice we offer a series of vignettes crafted by our graduate students leading up to and following a two-day symposium co-hosted by the Tourism Education Futures Initiative (TEFI) and Tourism RESET. Our findings reveal the effectiveness of practicing an ethic of care to challenge neo-liberal values and agendas in the academy by focusing on attentiveness (listening and including graduate students) and responsiveness (including engaging and co-designing responses) with our tourism graduate students. We conclude by exploring how we may recenter care by creating spaces for our students to share their engagement in a care-based symposium. We encourage challenging traditional ways of doing research and training scholars in the academy. There is an urgent need for a step-change in the academy that centers care by attending to the care gaps in our scholarly community.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100539"},"PeriodicalIF":4.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143527430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-25DOI: 10.1016/j.jhlste.2025.100542
Jaime R. DeLuca , Molly Hayes Sauder , Jacob J. Bustad , Alisha Steere Malcarne
This study examines the importance of pedagogical approaches related to developing students' global competencies as a part of sport management education. Specifically, this research details how minor modifications to course assignments and content on the topic of sport and labor migration revealed major changes in students’ perspectives. Qualitative and quantitative data was collected across two semesters using a pre-post-test design to assess student learning. Analysis and results demonstrated the importance of framing course content for the student audience and the value in querying students to ensure their interpretation of the content is occurring in the way it was intended.
{"title":"Small change, big impact: The influence of reframing in a sport and globalization course on students’ perspectives regarding diversity and equity in society","authors":"Jaime R. DeLuca , Molly Hayes Sauder , Jacob J. Bustad , Alisha Steere Malcarne","doi":"10.1016/j.jhlste.2025.100542","DOIUrl":"10.1016/j.jhlste.2025.100542","url":null,"abstract":"<div><div>This study examines the importance of pedagogical approaches related to developing students' global competencies as a part of sport management education. Specifically, this research details how minor modifications to course assignments and content on the topic of sport and labor migration revealed major changes in students’ perspectives. Qualitative and quantitative data was collected across two semesters using a pre-post-test design to assess student learning. Analysis and results demonstrated the importance of framing course content for the student audience and the value in querying students to ensure their interpretation of the content is occurring in the way it was intended.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100542"},"PeriodicalIF":4.8,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143478543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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