Integration of Experiential Learning and Leadership Development in a Sport Management Classroom

2016 ◽  
Vol 10 (1) ◽  
pp. 54-63 ◽  
Author(s):  
Joanne Williams ◽  
Heidi M. Parker
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Sport Management

Designing Experiential Learning Curricula to Develop Future Sport Leaders

2009 ◽  
Vol 3 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Kirsty K. Spence ◽  
Daniel G. Hess ◽  
Mark McDonald ◽  
Beth J. Sheehan
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Sport Management ◽  
Leadership Capacity ◽  
Development Framework ◽  
Conceptual Connection ◽  
Curricular Framework ◽  
Management Leadership ◽  
Vertical Development ◽  
The Impact

As sport management graduates enter into a rapidly shifting industry with fluctuating environmental conditions, the need for greater leadership capacity arises (Amis, Slack, & Hinings, 2004). Sport management educators can facilitate leadership development by designing and administering undergraduate curricula that focuses on students’ vertical development. According to Cook-Greuter (2004), vertical development is defined as “how we change our interpretations of experience and how we transform our views of reality” (p. 276). The purpose of this paper is to outline a curricular framework that may impact students’ vertical development and thus increase future leadership capacity. To fulfill this purpose, the conceptual connection between vertical development, the Leadership Development Framework (LDF), and Experiential Learning (EL) is first explained. The curricular framework is then outlined in the context of a pilot study facilitated within a sport management (leadership) course in January 2008. Suggestions for future empirical projects to measure the impact of EL curricula on students’ vertical development are also offered.

Improving Experiential Learning in Sport Management Through Work-Integrated Learning

2021 ◽  
pp. 1-10
Author(s):  
Susan B. Foster ◽  
David A. Pierce
Keyword(s):  
Experiential Learning ◽  
Sport Management ◽  
Cooperative Education ◽  
The United States ◽  
Research Review ◽  
Integrated Learning ◽  
Work Experiences ◽  
Curricular Innovation ◽  
Integral Role ◽  
Work Integrated Learning

Experiential learning has played an integral role in curricular innovation since the inception of North American sport management education. However, internationally, work-integrated learning, and specifically cooperative education, have proven to be robust methods for preparing students for the workforce with little to no mention of these terms as applied to sport management curricula in the United States. This educational research review positions involving both of these structured pedagogies that combine classroom instruction with highly contextualized, authentic work experiences of at least two semesters to improve experiential learning and calls for more research to be done to demonstrate its efficacy. Recommendations are made to spur faculty to consider ways these pedagogies can be applied to their sport management curricula. In addition, this review addresses keys to successfully implement them on campus.

Leadership Development Through Experiential Learning in University Studies at Florida Universitària

2014 ◽  
pp. 89-102
Author(s):  
Bernardo Ortín ◽  
Mª Dolores Soto ◽  
Francisco Rodrigo ◽  
Sandra Molines ◽  
Elvira Asensi ◽  
...  
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
University Studies

Sport Analytics Education for Future Executives, Managers, and Nontechnical Personnel

2020 ◽  
pp. 1-7
Author(s):  
Liz A. Wanless ◽  
Michael Naraine
Keyword(s):  
Experiential Learning ◽  
Organizational Support ◽  
Business Processes ◽  
Sport Management ◽  
Technical Skills ◽  
Learning Goals ◽  
Business Analytics ◽  
Sport Industry ◽  
Approach To Teaching ◽  
Business Acumen

Successfully adopting sport business analytics to enhance organization-wide business processes necessitates a combination of business acumen, modeling expertise, personnel coordination, and organizational support. Although the development of technical skills has been well mapped in analytics curricula, informing future leadership and affiliated nontechnical personnel about the sport business analytics process, specifically, remains a gap in sport management curricula. This acknowledgment should compel sport management programs to explore strategies for sport analytics training geared toward this population. Guided by experiential learning and foundational business analytics frameworks, a seven-module approach to teaching sport business analytics in sport management is advanced with a particular focus for future executives, managers, and nontechnical users in the sport industry. Concomitantly, the approach presents learning goals and outcomes, sources for instructors to review and consider, and sample assessments designed to fit within the existing sport management curricula.

Fueling leadership in yourself: a leadership development program for all types of health-care workers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nathan Houchens ◽  
Stacy L. Sivils ◽  
Elizabeth Koester ◽  
David Ratz ◽  
Jennifer Ridenour ◽  
...  
Keyword(s):  
Health Care ◽  
Leadership Development ◽  
Experiential Learning ◽  
Employee Engagement ◽  
Health Care Workers ◽  
Development Program ◽  
Learning Methods ◽  
Content Type ◽  
Daily Work ◽  
Care Workers

Purpose Leadership development may be a key strategy to enhance job satisfaction, reduce burnout and improve patient safety in health-care systems. This study aims to assess feasibility of a leadership development series in an effort to invigorate a collaborative culture, create peer networks and elevate autonomy in daily work. Design/methodology/approach The authors implemented a collectivistic leadership development series titled Fueling Leadership in Yourself. The series was designed for all types of health-care workers in the medicine service at a tertiary referral center for veterans. Two series of leadership development sessions with varied experiential learning methods were facilitated by content experts. Subjects focused on leadership approaches and attributes applicable to all roles within a health-care system. The authors collected participant perceptions using pre- and post-series surveys. Primary outcomes were understanding and applicability of leadership concepts, employee engagement in leadership, satisfaction with training and work environment and qualitative reflections. Findings A total of 26 respondents (of 38 participants) from 8 departments and several role types increased their knowledge of leadership techniques, were highly satisfied with and would recommend the series and found leadership principles applicable to their daily work. Participants continued to use skills years after the series. Practical implications Short, intermittent, collectivistic leadership development sessions appear effective in expanding knowledge, satisfaction and skills used in daily practice for a diverse group of health-care workers. Originality/value Novel programmatic aspects included inviting all types of health-care workers, practicing universally applicable content and using a variety of active, experiential learning methods.

Cultural Intelligence and Experiential Learning Powering Faculty Intercultural Leadership Development

2016 ◽  
pp. 354-375
Author(s):  
Althia Ellis
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Learning Outcomes ◽  
Cultural Intelligence ◽  
Process Model ◽  
Learning Experience ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Cognitive Intelligence ◽  
Intercultural Leadership

A look at today's higher education institutions shows an increasing number of culturally diverse students. The ability of faculty to value these learners can serve as an unmatched resource to enrich the learning experience for students and enhance the intercultural leadership development of faculty. We will explore how the integration of research in experiential learning and cultural intelligence (CQ) can help develop a process model for faculty to turn their interactions with diverse students into learning outcomes (Ng, Van Dyne, & Ang, 2009). The application of cultural intelligence, which offers a four-factor framework (metacognitive intelligence, cognitive intelligence, motivational intelligence, and behavioral intelligence) might increase the likelihood that faculty who interact with diverse students will engage in the four-stage theory of experiential learning: experience, reflection, conceptualization, and experimentation (Ng, Van Dyne, & Ang, 2009; Mezirow, 1997). The experience will impact experiential and learning outcomes, and can lead to multiple advantages.

Practice Makes Perfect: Practical Experiential Learning in Sport Management

2018 ◽  
Vol 89 (9) ◽  
pp. 32-38 ◽  
Author(s):  
Lawrence Brady ◽  
Tara Q. Mahoney ◽  
Justin M. Lovich ◽  
Nicole Scialabba
Keyword(s):  
Experiential Learning ◽  
Sport Management

Developing the Theater of Leadership

2015 ◽  
Vol 17 (3) ◽  
pp. 337-347 ◽  
Author(s):  
Tammy Tawadros
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Leadership Behavior ◽  
Systematic Evaluation ◽  
Self Awareness ◽  
Improvisational Theater ◽  
Group Context ◽  
Interactive Drama ◽  
Hrd Professionals ◽  
Effective Use

The Problem Recent models of leadership emphasize the importance of adaptive, strategic, and socio-emotional capabilities for success. The development of leadership has transformed from teaching about the concept to an experiential learning of leadership, an approach that focuses on identity and problem solving. Over the past decade, improvisational theater and interactive drama based leadership development has received increasing attention; moreover, many advocate its use as a powerful and innovative experiential learning tool, to foster self-awareness and increase ability to deal with the unexpected and unpredictable. Through simulated, unscripted scenarios with actors, improvisation allows experimentation, discovery, and rehearsal of leadership behavior in a group context. It generates individual, relational learning that is immediate, emergent, and relevant to the emotional and cognitive complexities of real-world leadership. There is a paucity of literature on theater-based leadership. This makes it difficult for HRD professionals to justify giving theater-based leadership development (TBLD) techniques preference over other, less resource-intensive techniques. The Solution This article proposes a practical model for the systematic evaluation of TBLD techniques . A pathway mapping approach will be used. The model draws on recent social psychology research on social interaction and identity. Based on this, “micro” analytic techniques of discursive psychology and conversation analysis are proposed to examine patterns of leadership interaction behavior. The findings are to be used as a basis for building a “high fidelity,” evidence-based methodology for role-play and improvisation as development training for leaders. The approach offers a clear framework for HRD professionals. It will be used to analyze and inform the effective use of TBLD. This article is purely theoretical; it does not include empirical research. The Stakeholders Many can potentially benefit by using TBLD techniques, including human resource (HR) professionals and HRD practitioners, leadership development specialists and training providers, organization development practitioners, and professional actor trainers.

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