Insights into the Academic Motivation of Tourism and Hospitality Students in a Research Methods Course

Rynne, John; Kwek, Anna; Bui, Jenny

doi:10.1080/10963758.2012.10696667

Cited by 8 publications

(6 citation statements)

References 52 publications

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“…Variability in relation to study skills have emerged in research conducted with first-year students in Australia (Bui et al, 2017;Kwek et al, 2013;Rynne et al, 2012). The authors of this work found differences in terms of student performance, strengths, and psychology.…”

Section: Learners In Sport Managementmentioning

confidence: 92%

“…There is a tendency for existing research to concentrate on where and what students study (Rynne et al, 2012), rather than to explore the experiences, outcomes, and concerns of learners.…”

Section: Learners In Sport Managementmentioning

confidence: 99%

“…Throughout this section we have discussed issues and complexities that make achieving the ultimate aims of internationalisation difficult. Learners enter Higher Education with disparate cultural, life, and educational experiences (Rynne et al, 2012). If we are to offer a culturally pluralistic education to students in sport management that benefits from the diverse backgrounds of the people we teach, the issues discussed in this section need to be reconciled and considered in the design of units, programmes, teaching environments, and content.…”

Section: Learners In Sport Managementmentioning

confidence: 99%

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Learners and learning in the global industry of sport management

Lock¹,

Adams²

2021

Sport Management Education

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Sport is a global, culturally complex, and popular industry that attracts widespread attention.Unsurprisingly, then, sport management education has grown in popularity because of young professionals seeking to gain qualifications that equip them for a career in the industry.Increasingly, sport management is delivered in Higher Education environments that prioritise internationalising activities, such as student and staff mobility and aggressive recruitment of overseas students. This creates a complex environment for sport management educators. In this Chapter, we discuss tensions between educating students about a global sport industry and the richness of local and national cultures within the global sport industry. From this basis, we explore how differences between students (e.g., domestic and international) create complexities for educators and Higher Education providers that seek to benefit from the promise of internationalised learning environments.

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Section: Learners In Sport Managementmentioning

confidence: 92%

“…There is a tendency for existing research to concentrate on where and what students study (Rynne et al, 2012), rather than to explore the experiences, outcomes, and concerns of learners.…”

Section: Learners In Sport Managementmentioning

confidence: 99%

Section: Learners In Sport Managementmentioning

confidence: 99%

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Learners and learning in the global industry of sport management

Lock¹,

Adams²

2021

Sport Management Education

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“…Despite recent economic crises, the tourism and hospitality sectors continue to grow exponentially (Rynne, Kwek & Bui, 2013). It is estimated that 69 million new jobs will be created in the hospitality industry to 2021.…”

Section: Introductionmentioning

confidence: 99%

“…To rise to this challenge, trainers must motivate their students and foster a strong commitment to training. According to Rynne et al (2013), bolstering students' motivation could help ensure that the tourism and hospitality managers of tomorrow are top-notch. Indeed, several research papers emphasize the importance of motivation in predicting performance during training sessions but also performance after training (Deci & Ryan, 1985).…”

Section: Introductionmentioning

confidence: 99%

How to Deal with Amotivated Students? Using Commitment to Reduce Amotivation as Applied to Hospitality Training

Terrier

Rech

Marfaing

et al. 2018

Journal of Hospitality & Tourism Education

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Amotivation can be considered one of the more important problems hospitality training faces. This research paper aims to test if using commitment can reduce amotivation and increase performance in the context of training programs. We used action identification to improve the effectiveness of commitment. Ninety-two students participated in the experiment. Broken down into three experimental conditions, 29 participated in a standard training program and 63 in one of the two training programs using commitment (33 participants for the low identification-level commitment and 30 for the high). Results show that commitment increases performance and reduces amotivation. Furthermore, the link between the strength of participants' commitment and performance appears to be mediated by amotivation. Finally, results are discussed and future avenues of research are suggested.

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