Learning and working with the pros: Student perspectives on an embedded experiential learning project

Sheptak, R. Dale; Menaker, Brian E.

doi:10.1016/j.jhlste.2016.09.002

Cited by 10 publications

(3 citation statements)

References 12 publications

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“…Similar examples of the above are found in studies by: Jones andColwill (2013), Yaseen et al (2018), Khoumbati et al (2010), McKelvey andSouthall (2008), Sheptak and Menaker (2016), Nielson and Border (2016) and Hagenbuch (2006).…”

Section: Experiential Learning and The Recognition Of Business Opportunitiessupporting

confidence: 78%

Sales training and ICT: a literature review

Torres

Laverde

Segovia

2020

ICT

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Purpose The purpose of this paper is to identify in the specialized literature published in the past 20 years about sales training, some elements or key factors that could be applied to the use of information and communication technologies (ICT) as a support for the learning of the detection of business opportunities. Design/methodology/approach This is a study of a documentary nature in which a method of systematic literature review was applied to 132 studies published in journals indexed in Scopus and Scielo on sales training processes. The analysis of the data combined a process of categorization and frequencies statistical analysis. Findings The results highlight the role of ICT and specifically the use of mobile devices to support the strengthening of training in sales in terms of relationship, opportunity and flexibility in communication with the client, the construction of positive emotional environments and experiential/situated training. Originality/value The originality of this study lies in the extraction and interpretation of key factors focused on addressing a guiding question about the relationships between the use of ICT and sales training.

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Section: Experiential Learning and The Recognition Of Business Opportunitiessupporting

confidence: 78%

Sales training and ICT: a literature review

Torres

Laverde

Segovia

2020

ICT

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“…Finding pedagogical strategies that allow students to be trained more consistently and adjusted to the characteristics of social and economic dynamics is essential for the growth of the sport education sector. Part of this training is to give students greater contact with concrete realities that allow them to be more sensitive about the skills they need to improve in order to have a more efficient performance when they finally enter the labor market (Rovegno, 1992; Sheptak and Menaker, 2016; Zach et al , 2012). In this way, in view of the results obtained, it was possible to verify that the involvement of students and teachers in the process of organizing sport events can be an interesting tool to develop a set of essential competences for the performance of sports professionals, similar to the conclusions obtained in other studies (Timken and McNamee, 2012; Curtner-Smith and Sofo, 2004; Parker and Curtner-Smith, 2012; Wahl-Alexander and Curtner-Smith, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…However, in addition to the internships which are formally incorporated into the curriculum structure, other strategies are also considered as alternatives that can be applied at different stages of the educational experience. In this way, approaches such as “practicum experience” or “experiential learning” have become part of the formal or informal plan of many courses (Sotiriadou, 2011; Sheptak and Menaker, 2016; Timken and McNamee, 2012).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Sport events at the community level

Miragaia

Costa

Ratten

2018

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Purpose The purpose of this paper is to identify motives that lead students and teachers of sports science to participate voluntarily in the organization of sport events at a community level. Design/methodology/approach A questionnaire composed of five dimensions, expression of values, concern for the community, interpersonal contacts, vocational guidance and personal growth/development, was given to a sample of students and teachers. Then a confirmatory factorial analysis was applied to the five dimensions and descriptive statistics was used to identify the ranking in terms of the reasons why teachers and students decide to engage in extracurricular activities. The Mann-Whitney U-Test was used to identify significant differences between the two groups. Findings Teachers and students consider that the main reasons for their involvement are related to expression of values, concern for the community and vocational guidance. Significant differences were found indicating that for students, gaining experience for future jobs is one of their priorities but for the teachers they consider that helping others and contributing to the good of society are the main reasons. Research limitations/implications The implications for organizers of community sport events are that different rationale for contributing need to be taken into account. Originality/value This study contributes to the pedagogical strategies that can be used to improve the training of the sports science students. It is important to note that the involvement of students and teachers in extracurricular activities can benefit from their integration into the labor market.

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From classroom to courtside: An examination of the experiential learning practices of sport management faculty

Sattler

2018

Journal of Hospitality, Leisure, Sport & Tourism Education

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Learning and working with the pros: Student perspectives on an embedded experiential learning project

Cited by 10 publications

References 12 publications

Sales training and ICT: a literature review

Sales training and ICT: a literature review

Sport events at the community level

From classroom to courtside: An examination of the experiential learning practices of sport management faculty

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