Facilitating and integrating learning within sport studies cooperative education: Exploring the pedagogies employed by students, academics and workplace supervisors

Abstract

Using an interpretative case study methodology, the pedagogical approaches used to facilitate and integrate student learning in cooperative education programmes in sport studies were investigated. This research drew from two New Zealand university cohorts and involved six focus group interviews. Findings suggested there were limited direct explicit attempts to integrate on-and off-campus learning. Integration was implicitly or indirectly fostered, principally by reflection through assessments (e.g., journals, reports), and primarily consisted of reflection-on-action (Schön, 1991) after the learning activities. Significantly, the integration Martin, of learning also consisted of reflection on personal growth, rather than critical reflection on theory or organisational practice.

Exploring Learning & Teaching in Higher Education

“…Cooperative education can facilitate student learning in sport and recreation by putting into practice the theoretical concepts learned in the classroom (Martin et al 2010). The integration of action learning within sport cooperative education projects is offered as a mechanism for enhancing the learning experience through developing capabilities for improving practice.…”

Estilos De Aprendizagem Experiencial E Aquisição De Habilidades: Um Estudo Com Discentes De Graduação Em Administração Em Instituições De Ensino Superior

“…McLoughlin e Luca (2003) destacaram que não basta aos futuros administradores ter apenas habilidades técnicas, eles precisam ter também habilidades de comunicação, trabalho em equipe, ter consciência social e global, ser autodirigido e estar preparado ao longo da vida. De acordo com Martin et al (2010), as estratégias para facilitar o desenvolvimento da habilidade da reflexão melhoram significativamente os resultados obtidos pelos estudantes no processo ensino aprendizagem.…”

The hospitality and tourism honours degree programme: Stakeholders perceptions on competencies developed

“…Most studies consider the inclusion of industrial attachment/internship as an integral part of a tourism and hospitality degree programme (Heaton et al, 2008;Archer et al, 2008;Martin et al, 2010). Work placements can provide the 'bridge' necessary for new graduates even before they have completed their degree course whilst at the same time making a significant contribution to the employing organization (Heaton et al, 2008).…”

“…Work placements can provide the 'bridge' necessary for new graduates even before they have completed their degree course whilst at the same time making a significant contribution to the employing organization (Heaton et al, 2008). Work based learning also provides graduates with comprehensive skills desired by potential employers, in particular the development of behavioral ‗people skills' such as self confidence, communication, understanding work culture, work ethics, customer relationship, time management, initiative and relationship building and developing a sense of professionalism (Archer et al, 2008;Martin et al, 2010). At best, industrial attachment only -adequately prepare‖ graduates for the realities of hospitality and tourism management provided both supervisors (academic and industry) effectively facilitate the integration of learning (Whitelaw, 2003;Martin et al, 2010).…”