Literaturnachweis - Detailanzeige
| Autor/inn/en | DeLuca, Jaime R.; Mudrick, Michael T.; Sauder, Molly Hayes |
|---|---|
| Titel | Optimistic & Boundaryless: Sport Management Students' Conceptualization of Career |
| Quelle | In: Schole: A Journal of Leisure Studies and Recreation Education, 35 (2020) 2, S.82-100 (19 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1937-156X |
| DOI | 10.1080/1937156X.2020.1718040 |
| Schlagwörter | Athletics; Administration; Undergraduate Students; Student Motivation; Majors (Students); Career Development; Student Interests; Business; Student Attitudes; Experience; Occupational Aspiration; Gender Differences |
| Abstract | Drawing on generational theory and the concept of a boundaryless career, this research explored how sport management students conceptualize a career within the field of sport. Using focus groups and interviews, qualitative data was collected from undergraduate sport management students (n = 47) at two American institutions. Data analysis illuminated both student motivations for entering the major and the ways in which they envision their career trajectory within the sport industry. Specifically, motivations for choosing the sport management major can be classified into three main themes: (i) interest in business and management, (ii) general passion for sport, and (iii) participatory sport experiences. Analysis also showed that students' career aspirations demonstrate a level of uncertainty, combined with an overall optimistic outlook and some reservations regarding future family-work considerations. Further, nuanced differences due to gender emerged within the data. Collectively, these findings lead to interesting theoretical considerations and practical implications for educators. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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