Journal of Hospitality Leisure Sport & Tourism Education最新文献

The purpose of this practice paper is to show faculty how and where to use ChatGPT to support planning an event in an event management class. This project is based on the high impact pedagogical practice of experiential learning. The use of ChatGPT, or similar chatbot style, artificial intelligence can be applied to many experiential learning projects in sport management. The application of this paper focuses specifically on using ChatGPT to plan and execute an event within a 16-week event management class. The use of ChatGPT has many benefits for faculty and students alike, especially for text-based tasks. This paper focuses primarily on using ChatGPT to alleviate heavy time-consuming tasks during the event planning process for faculty so that experiential learning implementation can be done more efficiently.

Sport law knowledge is a vital component of sport management education and professional preparation for those working in the sport and recreation industries. It has been more than 15 years since scholars fully analyzed the content of sport law courses. Given the increase in litigation surrounding the sport industry, there is increased focus and interest in the law as a teaching tool within the sport management curriculum. Sport management curricula must continue to evolve and adapt to respond to the dynamic nature of industry and academia. Therefore, this study updates foundational work on the content of sport law classes in U.S. undergraduate sport management programs. Through an online survey of sport law course instructors in undergraduate sport management programs, we discovered all instructors include Title IX in their courses. Consistent with previous research, the next most covered areas included aspects of negligence law and contract law. Many instructors thought that criminal domestic violence/intimate partner violence was an important topic that they were not covering in their course. We did find differences in course content by instructor educational degree and legal practice history. This work can inform sport management program assessments and sport law course syllabi construction.

The launch of ChatGPT, an Artificial Intelligence (AI) ChatBot, in late 2022 made many people look to the disruption such technology could play in education. This study aimed to identify the quality of short answer outputs for sport management questions from ChatGPT and suggestions on utilizing ChatGPT in the functional areas of sport management. The study was exploratory, and the methodology used was a generic qualitative inquiry. The results indicated that ChatGPT produces grammatically quality, complete, and topically accurate outputs for short answer questions. The findings indicate the pros and cons of utilizing Artificial Intelligence chatbots, such as ChatGPT, in the sports management higher education classroom. The discussion gives practical suggestions on how ChatGPT can supplement and support sport management education.

Universities play a key role in shaping Tourism and Hospitality (T&H) students' entrepreneurial intentions (EI), referring to one's willingness and desire to consider the creation of a new venture as a career option. However, the importance of a university climate for entrepreneurship is often overlooked in enhancing entrepreneurial career aspirations in T&H students. Drawing on Social Cognitive Career Theory and Institutional Theory, this study examines the role of entrepreneurial climates within universities and the mechanism through which it can shape T&H students' entrepreneurial intentions. Using data from 190 T&H students in the final year of a tourism and hospitality program, the PLS-SEM results reveal that T&H students' entrepreneurial self-efficacy and outcome expectations play key sequential roles in translating entrepreneurial climates into greater EI. The findings highlight the importance of individual and contextual-level factors in the formation of EI among T&H students.

The COVID-19 pandemic outbreak impacted hospitality and tourism management (HTM) program offerings that typically attract students, such as experiential learning courses, field trips, and internships, which were canceled or postponed. This transition has raised concerns about whether student satisfaction with their major and their perceived career readiness were impacted by the modified curriculum. Therefore, this study investigates how perceived curriculum, campus support, and self-efficacy affect HTM student satisfaction with the major and career readiness during the COVID-19 pandemic. Consequently, perceived curriculum, campus support, and self-efficacy positively influenced student satisfaction with their major. Self-efficacy has a positive impact on career readiness.

Career expectations contribute to job satisfaction and worker persistence. The tourism industry is characterized by high staff turnover. The industry was decimated by the COVID-19 pandemic causing widespread unemployment and transforming working conditions, while radically altering educational conditions for hospitality and tourism students. We assessed how the pandemic influenced students' expectations, comparing undergraduate opinions before and during the pandemic. While Pandemic-Students were more pessimistic about working conditions, they revealed an increased desire to provide personal interactive service and a greater tendency towards entrepreneurialism. These results contrast with previous research; highlighting students’ resilience and suggesting a positive vision of pandemic-related opportunities.

As the metaverse has been introduced into the education sector, higher education institutions have further promoted metaverse platforms for implementing problem-based learning (PBL) to enhance students' competencies. This research explored hospitality students’ experiences of a PBL curriculum using grounded theory to understand the educational effect of PBL in the metaverse. The findings indicated that while participants were fascinated by the fact that the metaverse platform had novel features and functions with the creation of virtual space, they faced difficulties in using it due to linguistic and technical limitations in class. However, the participants actively participated in collaboration with the group members as their willingness to adhere to the lessons grew. Therefore, the core category was derived as “enhancing learning effectiveness through active participation in changing educational environments.” Based on the research results, this study provides theoretical and practical foundations to create innovative and effective PBL educational environments in the field of hospitality education.

The aim of this study was to analyse recent scientific production (period 2015–2021) on the impact of generic competences on the professional performance of specialists in Physical Education (PE) and Sport Sciences. Six databases were consulted following the international PRISMA statement (Moher et al., 2009). The searches yielded 588 results. However, only 12 articles meet the set inclusion criteria. The findings coincide in pointing out the relevance of generic competences in the training of professionals, especially those associated with interpersonal relationships. The competences which tend to be most highly valued in these studies are (a) teamwork; (b) problem solving; (c) ethical commitment; (d) interpersonal skills; and (e) autonomous learning. The studies seem to indicate that these generic competences are the most important ones in the professional performance of professionals on PE and sports sciences which should have been taken into consideration in the training programmes of new teachers.

The current study explores to what extent design thinking supports students in hospitality education to develop higher-order thinking skills. A survey and student portfolios were used to gain insight into students' thinking skills. Findings demonstrated that industry partners were more satisfied with the students' thinking and innovation skills than facilitators (educators). In addition, findings showed a variation in students' higher-order thinking skills depending on students’ prior education and/or experiences in the hospitality industry. The study suggests that a holistic and integrative approach to design thinking in the hospitality educational curriculum is needed to support the development of higher-order skills.