東華大學圖書館 |

Faculty Perception of Formal Debate Inclusion in Undergraduate Sports Management Curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Faculty Perception of Formal Debate Inclusion in Undergraduate Sports Management Curriculum./
作者:	Rosenberg, Jonathan.
面頁冊數:	1 online resource (183 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
Contained By:	Dissertations Abstracts International84-06A.
標題:	Sports management. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30242958click for full text (PQDT)
ISBN:	9798358499454

Faculty Perception of Formal Debate Inclusion in Undergraduate Sports Management Curriculum.
Rosenberg, Jonathan.

Faculty Perception of Formal Debate Inclusion in Undergraduate Sports Management Curriculum. - 1 online resource (183 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: A.

Thesis (Ed.D.)--United States Sports Academy, 2022.

Includes bibliographical references

There is an abundance of research found in the literature regarding student career preparation that focuses on the increasing emphasis on soft skills by future employers (Dabke, 2015; Petrone, 2018; Majid et.al., 2019). A study by Jones et al., 2019, found that soft skills account for 85% of career success. Soft skills are defined as the more universal macro skillsets that include teamwork, leadership, written and oral communication, and critical thinking as opposed to the hard skills that are more specialized such as cost accounting skills for accountants. Also found in the literature was a defined gap whereby students rate their soft skill mastery higher than do future employers. Several employers lament that students come unprepared for their initial foray into the workforce (Rabasca Roepe, 2017). These employers also suggest that the onus falls on the faculty to heighten student soft skill development. While many studies on the perceptions of both employers and students were available, interestingly, the group being charged with the responsibility of heightening student skills, the faculty, were not. The intention of this study was to thus remedy this omission through measuring faculty perception for specific areas of interest connected to this soft skill issue and which class activities are perceived most effective in heightening student mastery. The first part of the study sought to find if undergraduate sports management faculty perceived a difference in the importance of soft and hard skills and whether their students were deemed to be at the appropriate level of mastery for each skillset. The second area of study was focused on effective class activities with a particular emphasis on the value of including debate in undergraduate sports management curriculum. Debate has been demonstrated in the literature to be employed by multiple disciplines across curriculum who rated it as a highly effective activity in heightening soft skill development, student learning, interest/engagement, and future career success (Iberri-Shea, 2017; Rogers et al., 2017; Snider & Schnurer, 2016; Woods, 2020).More specifically, the primary purposes of this study were to: (a) examine the undergraduate sports management faculty's perceived importance of soft and hard skills; (b) examine whether the faculty perceived students to be at the appropriate level of hard and soft skill mastery and whether a significant difference was found between the two skillsets (c) assess the perceived corollary value of hard and soft skills on future career success (d) measure the perceived differences between those faculty who had engaged students in debate and those who had not, as to perceptions on the value of debate v. other class activities in the areas of student learning, soft skill development, interest/engagement and future career success.The study sample was comprised of 108 (N = 108) North American based undergraduate sports management faculty garnered from the North American Society for Sports Management listserv. The survey instrument was constructed through modifying five previous studies conducted by Chikeleze et al., 2018; Dane-Staples, 2019; Majid et al., 2019, Rogers et al., and 2017; Stewart et al., 2016. The results found that 62% (n = 65) were said to have engaged students in debate with the remaining 38% (n = 40) stated they had not. After testing for overall reliability and internal consistency, statistical analyses were conducted to test the hypotheses advanced in this study. Results showed that combined, the mean score for hard and soft skills were deemed important at 4.11 out of 5 on the employed Likert scale. However, when tested, soft skills were found to be significantly more important by the undergraduate sports management faculty. The faculty found combined student soft and hard skill mastery to be at a moderate level at 3.54 out of the 5-point Likert scale. Testing between skillsets found that while the mean score was higher for student soft skill mastery, it was not statistically significant. In terms of future career success, testing revealed that the undergraduate sports management faculty, concurred with what was found in the literature for employers, that soft skills were found to be significantly more impactful than hard skills at both the initial hire stage and subsequent future career success.When asked as to the value of debate, it was revealed that the undergraduate sports management faculty perceptions matched that of multiple academic programs across curriculum found in the literature finding debate as a highly effective holistic class activity. When tested, both faculty groupings rated debate second of seven potential class activity options in terms of holistic value for heightening student learning, soft skill development, interest/engagement, and future career success. Within the two grouping variables, when asked of the value of debate v. other class activities it was revealed that those faculty who engaged students in debate found it be more valuable than those who had not engaged their students in the activity. Finally, although overall debate widely used by this sample population, it was found that the majority those who did engage students employed the activity as a minor activity. It was revealed that 72% reported debate as < 10% of their total class grade. When asked, the majority of the faculty did not endorse that debate be utilized a standalone course. When tested, no significant difference was found between those faculty who did/did not engage students in debate and standalone course endorsement. Finally, several of the faculty noted that they have concerns connected to those raised in the literature of the potential negative outcomes associated with employing debate that include disengagement and polarization.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798358499454Subjects--Topical Terms:

3423935
Sports management.
Subjects--Index Terms:

Active learningIndex Terms--Genre/Form:

542853
Electronic books.

Faculty Perception of Formal Debate Inclusion in Undergraduate Sports Management Curriculum.
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While many studies on the perceptions of both employers and students were available, interestingly, the group being charged with the responsibility of heightening student skills, the faculty, were not. The intention of this study was to thus remedy this omission through measuring faculty perception for specific areas of interest connected to this soft skill issue and which class activities are perceived most effective in heightening student mastery. The first part of the study sought to find if undergraduate sports management faculty perceived a difference in the importance of soft and hard skills and whether their students were deemed to be at the appropriate level of mastery for each skillset. The second area of study was focused on effective class activities with a particular emphasis on the value of including debate in undergraduate sports management curriculum. Debate has been demonstrated in the literature to be employed by multiple disciplines across curriculum who rated it as a highly effective activity in heightening soft skill development, student learning, interest/engagement, and future career success (Iberri-Shea, 2017; Rogers et al., 2017; Snider & Schnurer, 2016; Woods, 2020).More specifically, the primary purposes of this study were to: (a) examine the undergraduate sports management faculty's perceived importance of soft and hard skills; (b) examine whether the faculty perceived students to be at the appropriate level of hard and soft skill mastery and whether a significant difference was found between the two skillsets (c) assess the perceived corollary value of hard and soft skills on future career success (d) measure the perceived differences between those faculty who had engaged students in debate and those who had not, as to perceptions on the value of debate v. other class activities in the areas of student learning, soft skill development, interest/engagement and future career success.The study sample was comprised of 108 (N = 108) North American based undergraduate sports management faculty garnered from the North American Society for Sports Management listserv. The survey instrument was constructed through modifying five previous studies conducted by Chikeleze et al., 2018; Dane-Staples, 2019; Majid et al., 2019, Rogers et al., and 2017; Stewart et al., 2016. The results found that 62% (n = 65) were said to have engaged students in debate with the remaining 38% (n = 40) stated they had not. After testing for overall reliability and internal consistency, statistical analyses were conducted to test the hypotheses advanced in this study. Results showed that combined, the mean score for hard and soft skills were deemed important at 4.11 out of 5 on the employed Likert scale. However, when tested, soft skills were found to be significantly more important by the undergraduate sports management faculty. The faculty found combined student soft and hard skill mastery to be at a moderate level at 3.54 out of the 5-point Likert scale. Testing between skillsets found that while the mean score was higher for student soft skill mastery, it was not statistically significant. In terms of future career success, testing revealed that the undergraduate sports management faculty, concurred with what was found in the literature for employers, that soft skills were found to be significantly more impactful than hard skills at both the initial hire stage and subsequent future career success.When asked as to the value of debate, it was revealed that the undergraduate sports management faculty perceptions matched that of multiple academic programs across curriculum found in the literature finding debate as a highly effective holistic class activity. When tested, both faculty groupings rated debate second of seven potential class activity options in terms of holistic value for heightening student learning, soft skill development, interest/engagement, and future career success. Within the two grouping variables, when asked of the value of debate v. other class activities it was revealed that those faculty who engaged students in debate found it be more valuable than those who had not engaged their students in the activity. Finally, although overall debate widely used by this sample population, it was found that the majority those who did engage students employed the activity as a minor activity. It was revealed that 72% reported debate as < 10% of their total class grade. When asked, the majority of the faculty did not endorse that debate be utilized a standalone course. When tested, no significant difference was found between those faculty who did/did not engage students in debate and standalone course endorsement. Finally, several of the faculty noted that they have concerns connected to those raised in the literature of the potential negative outcomes associated with employing debate that include disengagement and polarization.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Sports management. $3 3423935
653 $a Active learning
653 $a Formal debate
653 $a Soft skills
653 $a Undergraduate sports Management
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710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a United States Sports Academy. $b Sports Management. $3 3555285
773 0 $t Dissertations Abstracts International $g 84-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30242958 $z click for full text (PQDT)