Women remain under-represented in leadership roles in New Zealand sport. This research examines the university learning experiences and career expectations and experiences of female sport management graduates and CEOs of New Zealand sports organisations. It concludes with implications for tertiary teaching and learning practices.
Researching the career pathways of women across different generations may help us to understand why women remain under-represented in leadership roles in New Zealand sport. The purpose of this inter-University research is to examine the university learning experience, career expectations and experiences of females in New Zealand sport organisations. The experiences of two groups of women will be examined. The first group will be recent female sport management graduates and the second will be female CEOs of New Zealand sport organisations.
The focus of this research is the perceived role of 'risk' in outdoor adventure education. It explores alternative conceptions of outdoor education pedagogy which seek to decentralise the role of risk, and to centralise the role of learning.
This research explores the application of a cooperative education model to outdoor education. Its intention is to develop reflective practitioners and to provide work-integrated learning opportunities to enhance learner outcomes.
Recent critiques of experiential learning have problematised the individualistic and overly cognitive focus of this approach which creates binaries between experience-reflection and the learner-situation. This paper summarises these critiques and investigates the possibilities made available by understanding OAE from a socio-cultural perspective. Focussing on the use of experiential approaches to outdoor adventure education, this study offers a summary of the critiques of this approach. It surveys different conceptions of outdoor adventure education and looks to examine this education from a socio-cultural perspective.
Fleming, J., Martin, A. J., Hughes, H., & Zinn, C.
This research explores work-integrated learning opportunities in the case of tertiary sports courses. It seeks identify employers' expectations of key student and graduate competencies in an attempt to match these with those offered to students.
This research examines the process of organisational change towards the incorporation of sustainability practices in higher education within the context of the Bachelor of Adventure Research and Outdoor Education course at Christchurch Polytechnic Institute of Technology. The key themes explored by this research are the conditions of identify construction processes and change agency which facilitate moves towards sustainability practices becoming incorporated into a tertiary education programme.
To address the following research question: What more could be done by tertiary teachers to positively influence the credibility of exercise science as a rigorous scientific discipline at the undergraduate level? Define what constitutes ‘rigorous science education’ and develop a set of criteria from more established sciences against exercise science. Undertake a gap-analysis to collect data to indicate the degree criteria. Gather suggestions that explore how the gaps can be closed.