Perceptions of Learning among Sport Management Students at a Short-Term, High-Profile Sporting Event Volunteer Opportunity

Autor/inn/en	Sauder, Molly Hayes; Davis, Dexter; Grove, Donna C.
Titel	Perceptions of Learning among Sport Management Students at a Short-Term, High-Profile Sporting Event Volunteer Opportunity
Quelle	In: Schole: A Journal of Leisure Studies and Recreation Education, 38 (2023) 3, S.194-206 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-156X
DOI	10.1080/1937156X.2022.2035283
Schlagwörter	Student Volunteers; Experiential Learning; Athletics; Administration; Undergraduate Students; Student Motivation; Student Experience; Prior Learning; Extracurricular Activities + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Leichtathletik; Verwaltung; Schulische Motivation; Studienerfahrung; Vorkenntnisse; Außerunterrichtliche Aktivität
Abstract	Volunteering at short-term, high-profile sporting events has become an increasingly popular form of experiential learning within the sport management discipline. Thus, the purpose of this study was to explore perceptions of sport management student volunteers regarding outcomes of their participation in this endeavor. Data was collected via surveys emailed to students at the conclusion of their volunteer experience. Quantitative results (n = 54) yielded many findings, including levels of students' perceived learning in a number of transferable skill areas and career management competencies. Further, the results showed that this learning was primarily derived from engaging in assigned duties, speaking with event attendees, and informal meetings/conversations with faculty during the trip as opposed to formal training activities. Qualitative results provided some insight into disadvantages that may have diminished the learning experience for students. These results yield practical implications for educators and event managers, while also suggesting potential future research directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01