Developing, designing, and delivering a high-impact short-term, faculty-led study abroad for sport management students: Going global

2021 ◽  
pp. 86-109
Author(s):  
Adam Beisel ◽  
Andrew Grainger ◽  
S.P. Morris
Keyword(s):  
Study Abroad ◽  
Sport Management ◽  
High Impact ◽  
Short Term ◽  
Management Students

Preparing Culturally Competent Teachers through Faculty-Led Study Abroad

2016 ◽  
pp. 57-73
Author(s):  
R. McKenna Brown ◽  
Stephanie Erin Tignor
Keyword(s):  
Study Abroad ◽  
High Impact ◽  
Teacher Education Programs ◽  
Culturally Competent ◽  
Key Factors ◽  
Education Programs ◽  
Short Term ◽  
Short Term Study ◽  
National Trends ◽  
Sustainability Curriculum

A review of national trends and best practices informs this analysis of key factors for high-impact teacher education programs abroad, particularly short-term faculty-led programs. Challenges faced by such programs, as well as criticisms of short-term study abroad are addressed and strategies proposed for fostering successful faculty-led programs including discussion of concerns regarding sustainability, curriculum integration, partnerships, student engagement, career integration, and safety and security.

Preparing Culturally Competent Teachers through Faculty-Led Study Abroad

2016 ◽  
pp. 92-108 ◽  
Author(s):  
R. McKenna Brown ◽  
Stephanie Erin Tignor
Keyword(s):  
Study Abroad ◽  
High Impact ◽  
Teacher Education Programs ◽  
Culturally Competent ◽  
Key Factors ◽  
Education Programs ◽  
Short Term ◽  
Short Term Study ◽  
National Trends ◽  
Sustainability Curriculum

A review of national trends and best practices informs this analysis of key factors for high-impact teacher education programs abroad, particularly short-term faculty-led programs. Challenges faced by such programs, as well as criticisms of short-term study abroad are addressed and strategies proposed for fostering successful faculty-led programs including discussion of concerns regarding sustainability, curriculum integration, partnerships, student engagement, career integration, and safety and security.

scholarly journals Student Engagement and Study Abroad

2013 ◽  
Vol 38 (1) ◽  
Author(s):  
Liam Rourke ◽  
Heather Kanuka
Keyword(s):  
Student Engagement ◽  
Study Abroad ◽  
High Impact ◽  
Learning Activity ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
School Year ◽  
Short Term Study ◽  
Study Abroad Program

In this study the authors assessed student engagement during a short-term study-abroad program using the National Survey of Student Engagement (NSSE). Data were collected from a group of Canadian undergraduates spending six weeks in Mexico. Their program included a 10-day bus tour, three half-credit courses, and accommodations with local families. The authors administered the NSSE twice: once at the conclusion of the students’ current school year and six weeks later at the end of their study-abroad program. A comparison of responses from the two administrations of the NSSE indicates an advantage, though modest, for the study-abroad setting. Study abroad’s stature in higher education as a high-impact learning activity received moderate support from the data. The authors encourage administrators and researchers to use student engagement and the NSSE to refine study-abroad programs.

Enhancing Holistic Learning Through a Sport Management Short-Term Study Abroad

2020 ◽  
Vol 14 (2) ◽  
pp. 97-106
Author(s):  
Daniel L. Springer ◽  
Arden J. Anderson ◽  
Stuart M. Dixon ◽  
Stacy M. Warner ◽  
Marlene A. Dixon
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Online Survey ◽  
Sport Management ◽  
Short Term ◽  
Term Study ◽  
Holistic Model ◽  
Holistic Learning ◽  
Long Term Study ◽  
Short Term Study

Sport management scholars have called for educators and students to increase their global perspectives to better reflect the globalization of the industry. Short-term study abroad trips represent an alternative to long-term study abroad trips and help address financial and temporal barriers associated with longer trips. Based on a holistic model of study abroad, the current study examined the associated outcomes of an intentional pretrip and in-trip design for sport management undergraduate students in a short-term study abroad program. Utilizing a mixed-methods design, the researchers asked students on a short-term trip to complete journals and an online survey regarding their cognitive, interpersonal, and intrapersonal outcomes and corresponding experiences. Results indicate that students demonstrated learning in all three areas and highlight the importance for educators to identify opportunities to assist students in making meaning of their experiences and the corresponding lessons associated with those experiences. These findings provide guidance for educators on how intentionally planning pretrip and in-trip lessons can enhance holistic learning for short-term study abroad students.

Comparing Elements of Study Abroad Among Sport Management Students

2020 ◽  
Vol 14 (2) ◽  
pp. 85-96
Author(s):  
Carrie LeCrom ◽  
Brendan Dwyer ◽  
Gregory Greenhalgh ◽  
Chad Goebert ◽  
Jennifer Gellock
Keyword(s):  
South Africa ◽  
Study Abroad ◽  
Transformational Learning ◽  
Western Europe ◽  
Sport Management ◽  
Learning Experience ◽  
Mixed Methods Design ◽  
Study Abroad Programs ◽  
Short Term Study ◽  
Management Students

A globalized curriculum has the potential to prepare students in a way that equips them for whatever sport looks like in the future. Study abroad programs are one way to achieve this. The current study looked at two short-term study abroad programs (one to western Europe, one to South Africa), offered during the same semester at the same institution, comparing learning outcomes between students on the two trips. Utilizing a mixed methods design, students completed quantitative pre/post surveys and responded to qualitative, open-ended daily prompts while on the trips. Findings indicate that knowledge acquisition occurs in both programs; however, students traveling on a sport-focused service-based trip to South Africa had a more transformational learning experience than those traveling on a sport-business-focused trip to western Europe.

Study Abroad’s Impact on U.S. Sport Management Students

2018 ◽  
Vol 12 (2) ◽  
pp. 90-99 ◽  
Author(s):  
Carrie W. LeCrom ◽  
Brendan Dwyer ◽  
Gregory Greenhalgh
Keyword(s):  
Study Abroad ◽  
Sport Management ◽  
Reasoned Action ◽  
Time Frame ◽  
Global Mindedness ◽  
Leading Role ◽  
Studying Abroad ◽  
Before And After ◽  
Sport Industry ◽  
Management Students

As society looks to identify globally minded citizens and leaders to move us forward, sport and education have a leading role to play. The sport industry is unique in how globally focused it is, and therefore, it is critical that sport management students be well prepared for this world. Study-abroad experiences for sport management students have the ability to aid in their development as world-minded individuals. The current study sampled students from four sport management programs participating in study-abroad programs over a 3-year time frame. The pre- and posttest results on a scale of global mindedness revealed no significant differences before and after studying abroad; however, there were significant differences between the five factors of global mindedness. Reasons for these potential findings, related to the theory of reasoned action, are discussed, as well as how this study can be built on in future iterations.

Preparing Culturally Competent Teachers Through Faculty-Led Study Abroad

2018 ◽  
pp. 72-88
Author(s):  
R. McKenna Brown ◽  
Stephanie Erin Tignor
Keyword(s):  
Study Abroad ◽  
High Impact ◽  
Teacher Education Programs ◽  
Culturally Competent ◽  
Key Factors ◽  
Education Programs ◽  
Short Term ◽  
Short Term Study ◽  
National Trends ◽  
Sustainability Curriculum

A review of national trends and best practices informs this analysis of key factors for high-impact teacher education programs abroad, particularly short-term faculty-led programs. Challenges faced by such programs, as well as criticisms of short-term study abroad are addressed and strategies proposed for fostering successful faculty-led programs including discussion of concerns regarding sustainability, curriculum integration, partnerships, student engagement, career integration, and safety and security.

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