دانلود رایگان مقاله انگلیسی چارچوبی برای تفکر انتقادی در آموزش مدیریت ورزش و قابیلت استخدام دانش آموختگان - تیلور و فرانسیس 2017

ABSTRACT

Sport management education is increasingly including opportunities for critical reflection in both formal and informal learning environments to improve graduate employability. This paper outlines potential reasons why there is disconnect between the skills employers want in the sport industry and the skills that sport management programmes equip graduates with. The findings of this review suggest that critical reflection in tertiary sport management education is individually oriented, and neglects the social dimensions and other contextual aspects (e.g. organizational culture) of the sport industry. This paper proposes an operationalization of critical reflection into three individual dimensions (experimentation, asking for feedback, and career awareness) and three social dimensions (challenging group-think, openness about mistakes, and sharing ideas). The paper concludes with suggestions for further research and higher education policy direction that combines formal and informal learning environments in enhancing the social aspects of critical reflection in sport management curricula.

Future research and conclusion

Given the wealth of evidence of the benefits of developing the social dimensions of critical reflection, and based on the analysis in this paper, these development benefits offer directions for future research and investigations into the ways that curriculum design and changes to higher education policy direction can enable sport management graduates to become more critically reflective, thereby increasing their employability. Specifically, further research should investigate students’ views, experiences, and abilities to critically reflect within WIL environments and it should investigate the ways in which students can add value to the host organizations during WIL. This information could inform curriculum design to foster experiences that facilitate the development of the social dimensions of critical reflection. Further to this, future research on the role, value and advancement of critical reflection in sport management education should be inclusive of the perspectives of WIL supervisors, educators, and host organizations. Including the views of all stakeholders would result in greater insights on issues surrounding the application of SKAs in organizational settings by sport management students.

From a methodological viewpoint, using a sequential mixed methods design or action research could provide a deeper understanding of the role and advancement of critical reflection and learning through WIL. Quantitative research could offer an insight into the extent of interns’ abilities to critically reflect during WIL, and qualitative data could produce knowledge on the how and why of potential differences between the perspectives of the different groups of stakeholders. By identifying and exploring the meanings associated with critical reflection through analysing the responses of WIL supervisors, lecturers, and students, future research could contribute to the development of theory about the meanings associated with the concept of critical reflection.