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  • The Place and Value of Critical Reflection in Work Integrated Learning for Sport Management Students

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    Schepper_2015_02Thesis.pdf (2.661Mb)
    Author(s)
    De Schepper, Josephus
    Primary Supervisor
    Skinner, James
    Other Supervisors
    Engelberg, Terry
    Year published
    2015
    Metadata
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    Abstract
    The purpose of this research was to examine the role of critical reflection in a (vocational) sport management internship in the Netherlands. Social constructivism provided the theoretical framework as it takes into consideration the emotional, social, cultural and political contexts of the work integrated learning environment (WIL) to which interns are exposed to and identifies the central active role the student has in the learning process. The study employs a sequential mixed methods design consisting of a quantitative (Study 1) and a qualitative phase (Study 2, Study3 and Study 4). Within Study 1, the three key stakeholders ...
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    The purpose of this research was to examine the role of critical reflection in a (vocational) sport management internship in the Netherlands. Social constructivism provided the theoretical framework as it takes into consideration the emotional, social, cultural and political contexts of the work integrated learning environment (WIL) to which interns are exposed to and identifies the central active role the student has in the learning process. The study employs a sequential mixed methods design consisting of a quantitative (Study 1) and a qualitative phase (Study 2, Study3 and Study 4). Within Study 1, the three key stakeholders of WIL (students, educators and WIL-supervisors) were recruited from 20 out of 25 vocational sport management institutes in the Netherlands. Students within these institutes were enrolled in a four year full time program which leads to a Diploma in Operational Sport and Exercise Management. The web-based survey was completed by 113 third year students, 122 fourth year students, 25 educators and 45 WIL-supervisors / possible future employers. Study 1 adopted a quantitative methodology to assess the relationship between students’ self-perceived ability to critically reflect. The assessment was operationalised in three individual and three social learning dimensions, and their critical reflection as assessed by the WIL-supervisor and their educational institution. Additionally, the perceived importance of a student’s critical reflection was compared by each of the key stakeholders groups by responding to open-ended questions. Multivariate analysis of variance (MANOVA), a one way of between groups’ analysis of variance (ANOVA) and the relevant post hoc tests were used to analyse the data.
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    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    Griffith Business School
    DOI
    https://doi.org/10.25904/1912/3842
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    Critical Reflection
    Sport Management
    Work Integrated Learning
    Publication URI
    http://hdl.handle.net/10072/367484
    Collection
    • Theses - Higher Degree by Research

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