Journal of Hospitality Leisure Sport & Tourism Education最新文献

The number of students attending British universities is rapidly increasing, among them, many are international students. These diverse students pose opportunities and concerns regarding the equitable and efficient delivery of the learning environment. This study examines the perceived value within an international learning environment (ILE) and examines antecedents and outcomes of such value in addressing the students' needs. Structure Equation Modeling (PLS-SEM) was used to analyse 323 online survey responses, and thematic analysis and content analysis were used to examine 35 semi-structured interviews. Work-Integrated Learning, Academic Integration, and Scholarship of Teaching and Learning are established as major value practices that have significant relationships with both students' perceived value and satisfaction. The perceived value also mediates the relationship between different value practices and students' satisfaction. Moreover, the classroom environment and campus climate mediate the relationship between the perceived value and students’ satisfaction. The qualitative results provided further insights to significant relationships among different constructs. The research findings make significant theoretical contributions and have practical implications for understanding the perceived value at an ILE, which is a critical need for higher education development today.

Internships could influence the career goal-setting of tourism and hospitality students and their intention to stay in the industry, but there is a lack of studies examining these relationships. The purpose of this study was to assess how goal-setting among students in the hospitality education sector affects students' intention to stay in the hospitality industry. A survey instrument underpinned by Goal-setting theory and Vroom's expectancy theory was applied to examine students' goal-setting and implementation intentions prior to and after the internship. The findings confirmed that self-efficacy, goal commitment, feedback mechanism, and situational constraints, severally have predictive effects on the implementation intentions of students. In addition, industry knowledge and valence had predictive effects on implementation intention, but goal commitment and situational constraints did not record significant effects on implementation intentions after the internship. The implications of the study are discussed.

The emergence of sport professions entices the pursuit of sports careers. Graduates are expected to possess a broad set of skills. However, there is limited research on the required generic employability skill. To examine generic skills, an inductive qualitative strand on collecting employability skill set data, including job descriptions and associated employability skill sets explanations using the O*NET OnLine database was followed by a deductive quantitative strand on analyzing the corresponding importance scores of the employability skill sets needed across all sport occupations. The Knowledge-Skill-Ability framework was adopted to identify the top 10 most-needed areas across all sport occupations.

Statistics is involved in sport curricula, due to its importance in science in general and in sport sciences in particular (see for example the development of specific disciplines such as sabermetrics in baseball). The aim of this study is to investigate attitudes toward the first statistics course − the most relevant predictor for achievement − among sport sciences students of the University of Lausanne. Attitudes, measured by the instrument Survey of Attitudes Towards Statistics (SATS, Schau et al., 1995) were collected via a self-administered survey, that included known predictors of attitudes (Eichler & Zapata-Cardona, 2016) and a new one − interest in statistics in daily-life. Adopting a gender perspective, the results indicate that men have higher positive feelings toward statistics than women (Affect) and have higher confidence about their own capabilities than women (Competence). Gender and achievement in mathematics in secondary school are significant predictors of Affect and Competence, but there is an additional effect of age for the latter. Finally, there is no gender difference in achievement in the end of the semester. Gender differences in attitudes towards statistics are practically relevant for many reasons, such as women's experience during a course, the likelihood that they will take an additional optional statistical course, and in some cases, their achievement at the end of the course. It is important that the instructor is aware of them.

Given the current recruitment and retention landscape in the hospitality and tourism (H&T) industry due in part to unfavorable impressions of work in the industry and the post-pandemic exodus, hospitality and tourism management (HTM) students and interns are in high demand across the services industries in general. To address recruitment gaps while building a long-term talent pipeline, we propose a novel way to understand the knowledge transfer work that occurs for students during an internship. Boundary crossing provides an industry-focused theoretical perspective for designing, supporting, and valuing the cognitive processes that individuals undergo while interning at a H&T organization.

The purpose of this research is to understand the trends of scientific publications in the “Higher Tourism Education” and “curriculum” in the world and to show how authors, institutions, and countries interact with each other in those studies in the field of tourism. This study is a bibliometric study, which is a type of quantitative research. A time limit was set in order to examine the current data and the results between the years 2010 and 2021. The first of three main findings is the most influential authors in the formation of the intellectual foundation of the field, secondly, identifying the publications of the relevant authors, and finally shedding light on the research area and possible future developments with analyzes of the macrostructure in these fields with regard to the citations made. When the obtained results are examined, it has been concluded that the use of this method, which is very new for both educational sciences and other disciplines, will contribute to the promotion of knowledge and epistemology that develops in a cumulative manner. Additionally, it has been determined that by steering researchers to the less explored areas, it would result in the creation of more papers on connected issues.

This case study examines a small, Southeastern US private college sport management program to explore sport management students more fully. Using a pre-test/post-test program assessment mechanism, average grades in sport management courses, and the academic profile of entering sport management students from 2016 to 2021, this study describes the population and performance of sport management students. This study supports the literature that sport management students are less diverse than other student populations and that the program loses more female and non-white students and gains transfer students. The students' academic performance did improve from pre-test to post-test with female students improving their scores more than male students. Students performed the best on the Sport Finance content area and improved the most in Sport Ethics. The study found that in most content areas, students’ course grades were higher than their post-test scores. The study did not find significant relationships between course grades or incoming academic profile and performance on the tests. Though it utilized a single sport management program, this study contributes to the literature concerning sport management students. Sport management programs can use this information in program assessment, course evaluation, and student support.

Entrustable professional activities (EPA) are commonly integrated within competency frameworks across many healthcare curricula but are less evident in the training of Sport and Exercise Scientists. Equipping graduates with the key knowledge, skills and professional attributes to complete practical tasks competently with minimal supervision in the workplace is essential. Entrustable professional activities are an indicator of practical competency within a field of work, enabling students to independently display specific practical expertise in an authentic workplace setting. The aim of this paper is to describe how entrustable professional activities can be implemented into Sport and Exercise Sciences teaching in Higher Education. To guide the paper, a narrative review approach was utilised to identify current EPA frameworks and processes in use. A framework and competency matrix were developed based on the accreditation criteria of the British Association of Sport and Exercise Sciences (BASES) and implemented into an introductory module. The EPA framework was evaluated by asking students (n = 47) to rank the importance of the competency action statements. The EPA framework was successfully used within a module and the framework was defined as a matrix, with statements aligned to a selection of expected graduate competencies, as EPAs were not related to specific tasks but were designed to cover the tests included in the module. EPAs offer a well-structured teaching and learning tool with clear alignment to the overall discipline of Sport and Exercise Sciences. EPAs may aid the professional development of key attributes and skills to produce work-ready Sport and Exercise Science graduates.

In hospitality and tourism (H&T) context, interaction between stakeholders is vital to cultivate the learning sustainability. This study investigates the perceptions of sustainable issues among stakeholders (industry practitioners and students) to identify priorities for sustainability education. Triple Bottom Line approach is applied. Diagonal line model of importance–performance analysis was employed to classify the three categories of sustainability issues (economic, social, and environmental) into four areas. Results indicate that industry practitioners and students generally agree on economic and social issues but not on environmental issues. This study contributes to literature by showing how sustainability must be included in H&T education.

This study evaluated how tourism and hospitality students' perceptions of how they utilize sharing economic platforms enhance their learning and change the values and attitudes of sustainability. A total of 567 students participated in this study, and a multiple mediation-moderation approach was adopted. In the mediation effects, the results show that sharing an economic platform as a foundational attribute indirectly influences students' values and attitudes via sustainable behaviour development (e.g., innovative, supportive and eco-behaviour). Furthermore, in the moderation effects, digital learning is a critical moderating factor that influences sustainable behaviour to students’ effort expectancy and values for sustainability.