Student Experiences with Service-Learning in Sport Management

Abstract

The purpose of this study was to discuss the service-learning experiences of students in sport management classes. Participants included 157 students enrolled in four sport management courses at two universities located in the southeastern United States. Students enrolled in the classes in the spring semester of 2001 were assigned a minimum of 15 hours of service-learning as a requirement for the courses. A 39-item survey instrument was constructed for use in the present study and was administered after the completion of the service hours. These results suggest that the service-learning experiences actively engaged the students as opposed to a more passive observational experience. These respondents reported many advantages, and few disadvantages, of having a service requirement in their sport management classes. Respondents reported that service experiences improve social interaction skills, resume building, awareness of social responsibility, development of practical skills, and interaction with others from diverse cultures.

A neglected dimension in service-learning pedagogy: developing projects from the perspective of rural community stakeholders

“…The same author also stressed that it is a predictor of an increased sense of personal efficacy and contributes to the development of career and leadership skills. Previous literature (Bennett et al 2003;Swick 2001and Batchelder and Root 1994, as cited in Paulins 1999) also highlighted the potential of service learning in increasing social responsibility and acquiring a sense of purpose, and that students realize they can make a difference in the community and learn things valuable in adult life. Certainly, service-learning activities can positively influence students' cognitive processes, socialization skills, and commitment to serve.…”

“…The same source also stressed that strong service-learning programs lead to feelings of greater connectedness to the school and, as a result, decrease teacher turnover and increase teacher collegiality. Service learning is also a way for universities to create a positive public image that can help them acquire more opportunities for fundraising and resource development, eventually fulfilling their moral obligation to the community (Bennett et al 2003). Therefore, aside from influencing school climate and culture, service learning can help schools promote and actualize their vision and mission (Isaacson and Sapertein 2005).…”

“…According to Bennett et al (2003), service learning is an educational process where students are guided and educated through a volunteer experience in communities that allow them to observe, practice, and deliver skills and services taught in the classroom. Various authors (Isaacson and Sapertein 2005;Buchanan et al 2002) describe service-learning as a pedagogy that enables students to engage in active and real-life learning experiences.…”

Examining the Significance of Service Learning in Driving the Purpose of a Rural-Based University in South Africa

“…In this context, the relationship between higher education and rural development is becoming an important policy concern, particularly in countries where the revitalization of rural areas represents a critical challenge (Atchoarena & Holmes, 2004: 16) 10. How Service Learning Can Drive the Purpose of a Rural-Based University Bennett, Henson and Drane (2003) define service learning as an educational process where students are guided and educated through a volunteer experience in communities that allow them to observe, practice, and deliver skills and services taught in the classroom. In this view, learning in a rural-based university should be immersed in community activities so that students learn by engaging in active and real-life learning experiences (Buchanan, Baldwin & Rudsill, 2002).…”

Is This for Real? Authentic Learning for the Challenging Events Environment

“…Experiential learning has also been acknowledged by students as being highly beneficial to their studies within event management (Daruwalla & Fallon, 2005) as well as other related areas such as sport management (Bennet, Henderson & Drane, 2003).…”