Journal of Hospitality Leisure Sport & Tourism Education最新文献

{"title":"Authentic assessment and digital literacy in sport marketing","authors":"Carleigh Yeomans ,&nbsp;Paul Bowell ,&nbsp;Adam Karg ,&nbsp;Ryan Jopp","doi":"10.1016/j.jhlste.2025.100549","DOIUrl":"10.1016/j.jhlste.2025.100549","url":null,"abstract":"<div><div>Focusing on a single sport marketing unit, this research examines how authentic assessment with a digital deliverable influenced students' confidence, application and communication of sport marketing theories in real-world contexts. Data were collected through a mixed methods case study approach. Students responded to a short quantitative survey and qualitatively reflected on their impressions, concerns and learning outcomes. Findings revealed statistically significant improvements in students' digital literacy, particularly in their use of digital content creation tools, with self-reported confidence levels increasing markedly. Despite initial technological trepidations, students reported that hands-on teaching and learning interventions, such as the creation of digital storyboards, facilitated their learning and success with the assessment. Furthermore, students reported the relevance of the skills in preparing them for future careers. The study contributes to literature on authentic assessment within the broader sport marketing discipline; highlighting the challenges and opportunities associated with integrating digital tools into educational practice.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100549"},"PeriodicalIF":4.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143637522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiences of athletes in a simulation based applied sports science university assessment: Identifying areas for improvement","authors":"Thomas W. Jones,&nbsp;Paul Ansdell","doi":"10.1016/j.jhlste.2025.100535","DOIUrl":"10.1016/j.jhlste.2025.100535","url":null,"abstract":"<div><div>It is imperative that university assessments have high levels of academic rigour, it is also important that they are ecologically valid and prepare students for employment in the relevant sectors post study. As such, within a practical based subject like strength and conditioning, academic staff have designed assessments to reflect industry relevant activities such as athlete testing, data interpretation and communicating relevant information to the athlete. To improve this process, it is important to act upon feedback from key stakeholders in the assessment process, such as the external athletes involved in this specific assessment. The purpose of this analysis was to obtain feedback from the athletes the students worked with in the assessment process with a view to improving future iterations. Following the assessment all athletes involved completed a short interview and filled out a questionnaire which contained fixed response and open-ended questions on their opinions and experiences of the assessment. All athletes who participated stated they would be willing to be involved in future years, all athletes also stated that the assessment was very industry relevant and commended its inclusion within the programme. Areas for improvement were identified, athletes felt that the assessor should be less present to facilitate more organic interactions between the students being assessed and the athlete. The assessment was perceived as a positive experience for external athletes involved, who all believed the process mirrored experiences from their athletic careers. For future assessments staff should devise strategies to be less visible to allow more natural interactions between students and athletes.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100535"},"PeriodicalIF":4.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A CLIL-based model proposal for a solution to English-speaking anxiety of gastronomy and culinary arts students","authors":"Emel Akay,&nbsp;Burcu Yılmaz,&nbsp;Hilmi Rafet Yüncü","doi":"10.1016/j.jhlste.2025.100559","DOIUrl":"10.1016/j.jhlste.2025.100559","url":null,"abstract":"<div><div>Proficiency in English is a critical requisite for gastronomy and culinary arts students and professionals seeking to excel in their profession. However, learners frequently encounter challenges such as anxiety, limited self-confidence, insufficient topic knowledge, fear of making errors, and concerns over peer judgment. Therefore, a mixed-methods study was conducted among 111 students enrolled in a gastronomy program at a Turkish state university during the 2023–2024 academic year, adopting an action research methodology to investigate English-speaking anxiety among this student cohort. A two-phase data collection approach was employed: first, a survey was administered to quantify students' anxiety levels while speaking English; subsequently, in-depth interviews were conducted to elicit reasons underlying their apprehensions. Following this exploratory phase, Content and Language Integrated Learning (CLIL)-based activities were designed and implemented to address the identified sources of anxiety, accompanied by reflection reports collected from participants after each intervention. These reports, coupled with expert feedback, informed revisions to the activities, allowing for a second measurement of anxiety levels post-intervention. The findings indicated that gastronomy students experienced English language anxiety stemming from perceived competence, fear of judgement, internalized psychological constraints, limited contextual learning, pedagogical and evaluation-based reasons. Notably, prospective female chefs exhibited higher anxiety levels compared to their male counterparts. Furthermore, the results revealed a significant decrease in anxiety levels among participants following the implementation of CLIL-based activities and tasks. These outcomes suggest that a CLIL-integrated gastronomy English course may effectively mitigate learners' anxiety during the learning process.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100559"},"PeriodicalIF":4.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144168872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A single spark can start a prairie fire: How a teaching program enhances individual learning performance and group spillover effect","authors":"Austin Rong-Da Liang ,&nbsp;Tung-Sheng Wang ,&nbsp;Chen-Ju Lin","doi":"10.1016/j.jhlste.2025.100556","DOIUrl":"10.1016/j.jhlste.2025.100556","url":null,"abstract":"<div><div>This study investigates the impact of a curriculum aligned with departmental goals on students' learning performance and its spillover effects on non-course participants. A total of 36 sophomores completed both pre- and post-tests, while 15 freshmen participated in in-depth interviews. The results indicated that students experienced a significant enhancement in their professional competence after completing the course, reported a positive learning experience, and expressed a willingness to share their knowledge with others. The spillover effect was evident, as non-course participants were inclined to engage in departmental special events. Overall, action research proved effective in designing curriculum for tourism education.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100556"},"PeriodicalIF":4.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144105691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative analysis of National Student Survey responses: Exploring the perspectives and feedback of undergraduate sport students","authors":"Dobson B. ,&nbsp;Ward S. ,&nbsp;Corden S. ,&nbsp;Tinnion D.","doi":"10.1016/j.jhlste.2025.100550","DOIUrl":"10.1016/j.jhlste.2025.100550","url":null,"abstract":"<div><h3>Introduction</h3><div>Higher education is constantly evolving to meet the demands of education, industry, and student's needs. Despite the ever-changing landscape, limited literature has investigated the changes which occur as students develop from the onset (Level 4) to the end (Level 6) of their undergraduate studies. <strong>Aim</strong>: To investigate the experiences and perceptions of students enrolled on sports-based undergraduate degree programmes at a UK-based Higher Education Institution (HEI).</div></div><div><h3>Method</h3><div>A total of 261 students responded to the National Student Survey (NSS), consisting of Sports Therapy (ST, n = 93, 35.5 %), Sports Coaching and Management (SCM, n = 91, 34.7 %), and Sport and Exercise Science students (SES, n = 77, 29.8 %). The cohort was then analysed by year group (Level 4 (n = 105, 40 %), Level 5 (n = 88, 33.6 %), and Level 6 (n = 69, 26.3 %).</div></div><div><h3>Results</h3><div>Significant differences were observed for Assessment and Feedback, Student Voice, and Overall Course Satisfaction (<em>p</em> ≤ 0.05). Pairwise comparisons revealed Level 4 students had significantly higher satisfaction when compared against Levels 5 and 6 for the sub-sections (p ≤ 0.001 to 0.032), however, no differences were observed between Levels 5 and 6 throughout. Qualitative responses alluded to the rationale behind significant differences for each sub-section and question, such as assessment rubrics and audio feedback.</div></div><div><h3>Conclusion</h3><div>One aim of the NSS survey is to provide data that supports universities to improve the student experience. Whilst the large number of respondents (&lt;340,000 in 2023) translates to a highly reliable tool for gathering large quantities of information, this information is arguably given without deeper consideration of the many factors that may influence the student's responses. Herein, the potential value in investigating individual degree programmes more closely and of considering any differences between year-groups is highlighted. The utility of adding a qualitative element to better establish the reasoning behind each survey answer is also discussed. Collectively, this may drive a feedback mechanism that can allow students and HEI's to derive more informative outcomes and better decision making thereafter.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100550"},"PeriodicalIF":4.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143681458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pushed or pulled? A qualitative analysis of university sport management faculty attrition in the United States due to a lack of a sense of belonging","authors":"John J. Miller,&nbsp;Elizabeth Gregg,&nbsp;Amanda Pascale,&nbsp;Jason Lee","doi":"10.1016/j.jhlste.2024.100533","DOIUrl":"10.1016/j.jhlste.2024.100533","url":null,"abstract":"<div><div>Administrators, academic leaders, and colleagues often believe that faculty members are “poached” by other universities due to external factors like higher salaries or enhanced reputations (O'Meara et al., 2014). While some faculty may retire others may be pushed away or pulled to take a position at another university or in the public sector. This study employed Zhou and Volkwein's push-pull model to determine whether sport management faculty perceived a lack of belongingness influenced attrition or retention.</div><div>The results of this qualitative analysis study revealed that the most significant reasons for sport management faculty attrition are internal push factors, such as feelings of isolation in the work environment and experiences of discrimination. Conversely, external pull factors such as higher salaries were not a reason for sport management faculty leaving. Administrators can use these findings to revise their policies and practices as needed thereby making their institutions more attractive to faculty they want to retain.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100533"},"PeriodicalIF":4.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Feminism and sports business management higher education","authors":"Hanya Pielichaty","doi":"10.1016/j.jhlste.2025.100544","DOIUrl":"10.1016/j.jhlste.2025.100544","url":null,"abstract":"","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100544"},"PeriodicalIF":4.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143474460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing a zero-proof beverage course: Insights from industry professionals, educators, and students","authors":"Christine Bergman ,&nbsp;Adam Carmer","doi":"10.1016/j.jhlste.2024.100522","DOIUrl":"10.1016/j.jhlste.2024.100522","url":null,"abstract":"<div><div>This study examined beverage-focused hospitality courses in U.S. undergraduate programs, revealing that most courses address alcoholic beverages, with only two offering nonalcoholic (zero-proof) content. Given the growing demand for nonalcoholic beverages, the study aimed to identify key beverages and topics missing from current curricula and create an optimal zero-proof beverages course. Input from food and beverage professionals and hospitality educators highlighted coffee, tea, water, functional beverages, fermented beverages, and zero-proof cocktails as critical. The course was developed using the Integrated Course Design Framework and reviewed by hospitality educators and students for improvement. A syllabus template is included.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100522"},"PeriodicalIF":4.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142747918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging the gap: Integrating hotel asset management and real estate finance in undergraduate hospitality education","authors":"Leonard A. Jackson","doi":"10.1016/j.jhlste.2025.100558","DOIUrl":"10.1016/j.jhlste.2025.100558","url":null,"abstract":"<div><div>The hospitality industry increasingly demands graduates with stronger financial acumen and asset management skills. However, many hospitality programs underemphasize hotel real estate finance and asset management, creating a competency gap between education and industry needs. This study addresses this gap by designing and evaluating a course that integrates finance, asset management, and interdisciplinary learning. A needs assessment, including curriculum reviews and stakeholder consultations, identified key competency deficiencies. Based on these findings, a new course was developed using experiential learning principles, aligning with industry standards set by the Hospitality Asset Managers Association (HAMA) and accreditation requirements of the Accreditation Commission for Programs in Hospitality Administration (ACPHA). The course content and learning outcomes were mapped to these frameworks. Industry professionals validated and enriched the course design through interviews, confirming its practical relevance. The semester-long course blends hotel asset management and real estate finance topics through experiential activities, such as case studies, projects, and simulations. Mapping analysis confirms that the course meets key HAMA domains (e.g., financial analysis, contracts) and multiple ACPHA competencies (e.g., business finance skills). Industry experts affirmed that graduates with these integrated skills would be better prepared for entry-level management roles. This is the first undergraduate hospitality course to integrate hotel asset management and real estate finance, aligned with both professional standards and academic accreditation. It offers a replicable model for enhancing hospitality education by bridging academic content with industry needs, improving student competencies and employability.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100558"},"PeriodicalIF":4.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144098842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Facebook-mediated blended learning model is associated with enhanced knowledge retention in sports science undergraduates","authors":"Omar Trabelsi ,&nbsp;Ahmed Ghorbel ,&nbsp;Amir Romdhani ,&nbsp;Mohamed Yaakoubi ,&nbsp;Mustapha Bouchiba ,&nbsp;Mohamed Abdelkader Souissi ,&nbsp;Adnene Gharbi","doi":"10.1016/j.jhlste.2025.100538","DOIUrl":"10.1016/j.jhlste.2025.100538","url":null,"abstract":"<div><div>Blended learning is increasingly adopted in higher education, particularly following the demonstrated value during the COVID-19 crisis. We tested an innovative blende learning model in sports science education, termed the “Add-on” model. This latter uses Facebook to share educational media (“Did You Know?” DYK images) with sports science undergraduates asynchronously after classroom-based lessons. In a randomized controlled trial (RCT) design with stratified randomization, an experimental group (EG = 40) was exposed to the “Add-on” model for 23 weeks, while a control group (CG = 40) followed the regular teaching approach. Both the EG and CG took a custom-designed 50-question written test focused on DYK image content before (pretest) and after (posttest) the intervention, with a retention assessment. Significant improvements in test scores were observed in both groups at posttest (<em>p</em> &lt; 0.001), with the EG exhibiting a significantly greater improvement (<em>p</em> &lt; 0.001). At retention test, reductions in scores were less pronounced in the EG compared to the CG at <em>p</em> &lt; 0.001, indicating a superior retention effect in the EG. Simple regression analysis demonstrated a positive correlation between DYK image viewing and score improvement, with each viewed image potentially contributing to approximately 2.83% enhancement in test scores from pre- to posttest. The findings highlight the effectiveness of the “Add-on” model in sports science education and open the door for further exploration and application in other academic disciplines. Universities can collaborate with subject teachers to create and share these cost-effective materials on social media platforms such as Facebook, enhancing knowledge retention in higher education.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100538"},"PeriodicalIF":4.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143350429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}