Mock Trial: Transforming Curriculum Through Coopetition

2020 ◽  
pp. 1-3
Author(s):  
Leeann M. Lower-Hoppe ◽  
James O. Evans ◽  
Richard L. Bailey ◽  
Shea M. Brgoch
Keyword(s):  
Experiential Learning ◽  
Sport Management ◽  
Competition And Cooperation ◽  
Theory To Practice ◽  
Mock Trial ◽  
Apply Theory ◽  
Learning Technique ◽  
Working Together ◽  
Course Format ◽  
Additional Value

Coopetition is a strategic concept that integrates elements of competition and cooperation. This strategy focuses on creating an environment where working together develops additional value for all entities involved, but there is still competition for this newly established value. Mock trial is an experiential learning technique that can serve as a platform to implement coopetitive strategies, providing students the opportunity to cooperatively apply theory to practice in a competitive courtroom simulation. This extended abstract details implementation of coopetition through mock trial for the sport management classroom. Implications for enhancing the coopetitive environment through course format, mentorship, and facilitation are also discussed.

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.

scholarly journals Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

10.28945/2347 ◽  
2016 ◽  
Vol 11 ◽  
pp. 015-034 ◽  
Author(s):  
Meghan J. Pifer ◽  
Vicki L. Baker
Keyword(s):  
Literature Review ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Faculty Members ◽  
Multiple Stakeholders ◽  
Program Administrators ◽  
The Past ◽  
Theory To Practice ◽  
Apply Theory ◽  
Recommendations For Practice

Studies of doctoral education have included an interest not only in processes, structures, and outcomes, but also in students’ experiences. There are often useful recommendations for practice within individual examinations of the doctoral experience, yet there remains a need to strengthen the application of lessons from research to the behaviors of students and others engaged in the doctoral process. This paper is the first to synthesize research about doctoral education with the particular aim of informing practical strategies for multiple stakeholders. In this article, we summarize findings from a literature review of the scholarship about doctoral education from the past 15 years in a stage-based overview of the challenges of doctoral education. Our aim is to apply theory to practice through the systematic consideration of how research about doctoral education can best inform students and those who support them in the doctoral journey. We first present an overview of the major stages of doctoral education and related challenges identified in the research. We then consider key findings of that research to offer recommendations for doctoral students, faculty members, and administrators within and across stages.

Ecological Identity, Empathy, and Experiential Learning: A Young Child's Explorations of a Nearby River

2018 ◽  
Vol 34 (2) ◽  
pp. 143-158 ◽  
Author(s):  
Chloe Humphreys ◽  
Sean Blenkinsop
Keyword(s):  
British Columbia ◽  
Experiential Learning ◽  
Environmental Education ◽  
West Coast ◽  
Natural World ◽  
Ecological Identity ◽  
The West ◽  
Working Together ◽  
Journal Entries

AbstractThis article uses an unconventional format to explore the role of parent and nature and the development of a young child's ecological identity. It follows journal entries from a mother observing her young son, Julian, as he explores, interacts with, and learns from the Stawamus River on the west coast of British Columbia. By creating questions, discussing and analysing these written observations, we explore the role of parenting and nature and the implications this might have for environmental education. Some of the ideas explored in this article include early ecological identity, empathy, relational existence, experiential learning, and affordances in the natural world. We further suggest that nature and parent working together might become key educators for a child.

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.

Learning from Decision Making

2013 ◽  
Author(s):  
Deborah Roberts ◽  
Karen Holland
Keyword(s):  
Decision Making ◽  
Experiential Learning ◽  
Reflective Practice ◽  
Student Nurse ◽  
Reflective Practitioner ◽  
Learning From Experience ◽  
Key Skills ◽  
Working Together ◽  
To Come ◽  
Reflection On Practice

This chapter explores the concept of learning from your experience in clinical practice, and is designed to help you to use reflection as a means of learning both to make decisions in practice and to learn from the decisions that you have made. The use and value of reflective practice will be explored in many of the chapters to come; it is considered to be essential in the development of decision-making skills as a student nurse, and for your ongoing personal and professional development as a qualified registered nurse. Learning from experience is often referred to as ‘experiential learning’ and one of its key skills is reflection. In other words, reflection is the key to helping you to use experiences as a student and a person in order to learn from them. This chapter will provide some definitions of reflection and will introduce some commonly used frameworks or models that can help you to develop the underpinning skills required if you are to be a reflective practitioner. There are also activities for you to complete, so that you can begin to use a range of different frameworks that are appropriate to different situations. To place reflection in the context of your learning to become a nurse and therefore to achieve the appropriate competencies, the Nursing and Midwifery Council (NMC) states that: We can see from this statement that there appear to be some key assumptions and activities that are seen as working together, including reflection, and these will be explored particularly in this chapter. Reflection on practice, and subsequently for learning from this practice, will be two of the most important aspects that will be addressed. To begin with, however, we need to consider some of the underlying principles in which reflection and reflective practice are embedded. Learning from our experiences means that we can either use what we have learned to develop and to enhance future experiences, or alternatively that we can learn from any mistakes that we may have made in the anticipation that we will not make the same ones again.

scholarly journals The Life Threatened Child and the Life Enhancing Clown: Towards a Model of Therapeutic Clowning

2008 ◽  
Vol 5 (1) ◽  
pp. 17-25 ◽  
Author(s):  
Donna Koller ◽  
Camilla Gryski
Keyword(s):  
Health Care ◽  
Rapid Growth ◽  
Life Changes ◽  
Health Care Settings ◽  
Theoretical Account ◽  
Pediatric Setting ◽  
Theory To Practice ◽  
Proposed Model ◽  
Apply Theory ◽  
Sick Children

In the last decade, there has been a rapid growth in the presence of clowns in hospitals, particularly in pediatric settings. The proliferation of clowns in health care settings has resulted in varying levels of professionalism and accountability. For this reason, there is a need to examine various forms of clowning, in particular therapeutic clowning in pediatric settings. The purpose of this article is to address what therapeutic clowning is and to describe the extent to which it can provide a complementary form of health care. In an attempt to apply theory to practice, the article will draw upon the experiences of a therapeutic clown within a pediatric setting while providing a historical and theoretical account of how clowns came to be in hospitals. Toward this end, a proposed model of therapeutic clowning will be offered which can be adapted for a variety of settings where children require specialized forms of play in order to enhance their coping, development and adjustment to life changes. Finally, current research on clowning in children's hospitals will be reviewed including a summary of findings from surveys administered at the Hospital for Sick Children.

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
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