Sports Development update - competency frameworks

In a previous update I reflected on the sever lack of confidence in some students when engaging with other professionals and students when delivering programmes. There is  a growing concern by employers that higher education programes are failing to produce students that can operate in a rapidly changing environment (Brindley and Mander, 1996; Skills Active, 2006). Barcelona & Ross (2004) argue that in order to meet the needs of the changing industry, it is imperative for both practitioners and faculty to clearly define a framework of competencies, knowledge areas, and skill sets that support the academic and professional development needs of students. 


I have continued to reflect on this issue across all the activities my final year students have delivered this year and as the group nears the end It may be observed that many have grown and developed and are ready to enter the professional sphere - some already having secured well paid jobs immediately after finishing their last exam. There are many positives but I am still concerned that for some they have not been able to fully develop their professional competencies. The balance of the entire degree is biased to knowledge (what you must know - QAA, 2008) and not competencies (what you must be able to do - Brooks and Althouse, 2007). I feel that my sports management programme moving forward should develop learning outcomes for both these areas in parallel (Brooks and Althouse (2007). I have discussed this with the group and presented competency frameworks based on (Skills Active, 2012) national occupational standards. I asked students to reflect and score themselves (e.g. superior skills, good, underdeveloped), I will follow this with my own assessment as part of the wider assessment framework for the module.   The reaction was interesting - having delivered a programme of work they could engage with the framework and were comfortable in immediately assessing where they may need to improve. For the proactive students this should allow them to continue their development working with their existing or future employers to access further training and development.


References

Barcelona & Ross (2004) An Analysis of the Perceived Competencies of Recreational Sport Administrators Journal of Park and Recreation Administration, 22 (4).

Brindley, C. and Mander, P. (1996) Leisure by degree, Leisure Manager, June/July.

Brooks, D.D. & Althouse, R.C. (2007). Diversity and social justice in college sports: Sport management and the student athletes. Morgantown, WV: Fitness Information Technology.

The Quality Assurance Agency for Higher Education (2008) Hospitality, leisure, sport and tourism. QAA.

Skills Active (2006) Analysis of Gaps and Weaknesses, London, Skills Active.

Skills Active (2012) http://www.skillsactive.com/skillsactive/national-occupational-standardshtt accessed May 2012.

Placements - flavour of the month or here to stay?

The Department for Business, Innovation and Skills is endorsing a range of ways to help students gain vital international experience from overseas study and work placements. A report by Professor Colin Riordan, Chair of the UK HE International Unit, discusses the incentives and obstacles to students studying and working abroad. According to Times Higher Edcation (2012) the main recommendations are:
The development of a national strategy for outward mobility and a sector- led body to support this. Professor Riordan and the Joint Steering Group on Outward Student Mobility have now been asked to develop this idea and present options for a sector-led solution.

A replacement scheme for the current Erasmus fee-waiver that will come into effect from the academic year 2014/15. For the first time, financial support will also extend to student placements at overseas institutions outside of the Erasmus scheme - both within and outside of the EU.
Universities and Science Minister David Willetts said:

“Study abroad offers a huge range of benefits for students taking part, and also for our universities and the wider UK economy. Students improve their employability, institutions develop their international links and businesses value the wider experience of those who’ve spent time abroad. It’s a win-win for all. (THE, 2012)

Professor Colin Riordan, Chair, UK Higher Education International Unit commented:
"Studying, working or volunteering abroad increases the employability and financial rewards for students in the international labour market. Despite this the UK ranks just 25th in the world for the number of students studying overseas. (THE, 2012)

Is the grass greener?


I have been lucky enough to have been involved with a compulsory worked based learning module for the past two years visiting students in The United States, Turkey  and again planning to visit students over the summer period in Greece and here in the Uk. My observations of the value of these extended placements is generally positive, witnessing students mature and develop their skills whilst for many also building vital industry experience. However the success of these placements in my opinion can be influenced by;

• The quality of the partner organisation and its attitude towards the students development
• The training and induction programmes students are put through
• The social network supporting the student - some can feel vulnerable working away from their immediate support network.
• Culture shock - understanding the expectations and values of both a new organisation and country can be overwhelming.
• The level of training and work experience prior to departing

There are many international employers looking for english speaking seasonal staff. Not all in my opinion can offer the student an excellent learning or life experience. It will be vital for institutions to build appropriate criteria to screen for appropriate employers and ensure that students are fully prepared before departing this will include the development of key skills and a cultural understanding of the environments they are about to enter.

The placements market over the next 10 years will become crowded if new national bodies are facilitating and incentivising  the development of compulsory work based programmes. Institutions and these new agencies need to have a positive attitude to collaboration within the sector and with employers to ensure that there are no sub standard learning experiences fueled by the need to keep up with Government recommendations. This cannot be another tick box exercise for institutions eager to please government ministers. There needs to be a committed investment across the sector to ensure that employers and instutions work together to meet their own and individual students needs.

Reference

Times Higher Education (2012)  Willetts pledges partial grant to encourage overseas study
 http://www.timeshighereducation.co.uk/story.asp?storycode=419824 accessed 3rd May 2012

Sports Development update - Varsity 2012

The sports development programme this year has been focusing on supporting some specific events across the University. This in part was intended to support existing programmes but also to allow students to develop their understanding of partnership and collaboration in delivering services. The biggest partnership event in 2011/2012 was the annual Varsity event between Swansea Metropolitan University and Trinity St David. The event was hosted this year by SMU and as a multi sport event exposed students to the pressures and logistics of organising teams and up to 200 spectators.

Matches included netball, football, rugby and hockey. The LSM students were tasked with sourcing appropriate venues, volunteers, supporting a pre Varsity presentation evening (Dragon Hotel), promotion of tickets and working in the day as event stewards. Other students were tasked with adding value to the event by developing new ideas or services. The process of being part of a larger events team for many was very engaging and most fully committed to the task. The process offered a longer term project and for some their commitment waned. It is clear that students are still over reliant even at the end of their University careers on the lecturer for directing their work. Confidence in their abilities to speak to other professionals was a problem for many which stalled some good ideas ( e.g, 'I phoned a week ago but no one has got back to me'). Fundamental networking, customer service and communication skills need to be developed further within the students and in my own reflection on the programme these skills should be introduced and practiced very early on - including developing them on modules throughout the degree programme.

These soft skills are not being developed through traditional teaching methods and in many cases were severely under developed. If we are to develop fit for purpose professionals then engineering situations that increase confidence(self efficacy) and professional competencies inline with kowledge should be built into every learning programme - This is an area I aim to improve across my delivery moving forward.

Sports Development - snapshot - LSM society first event

My students have delivered their first event

A faction of proactive students have led the first official event under the LSM (sport and leisure management society). Over 50 students attended a mixed netball tournament the event was led by the nominated student who although clearly nervous managed the event and the supporting team of final year students very well. My role was to observe and support if needed. The student leading clearly appreciated my presence and seemed to relax and focus on her role having the support available if needed. It was not......

The pre event organisation was a little disjointed but the event ran smoothly and the final year students worked well as a team. Post event the lead student without realising immediately started reflecting on how the event ran, what went well, what could be improved and her feelings and emotions throughout. I expanded this to a group reflection in the immediate post event debrief taking the opportunity to reinforce the core focus of the assignments. This was then followed by an in class debrief with the entire LSM group plus student union activities officer. This early win has generated momentum within the group and allowed me to reinforce that my assessment is not based on the success of the activities but the ability to plan, deliver and evaluate highlighting what they have learn't and through the literature identify how they could improve their practice.

This has initiated a flood of activity within the group and interest has spread to the students in year two who are witnessing or taking part in the activities - This should help their transition and hopefully the group will deliver activities far sooner in the next academic year.