Experiential learning from an international perspective: An empirical study of the United States, Canada, Australia and New Zealand
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Curricular and co-curricular experiential learning has become a vital component of higher education degree programs.This study examined the evolution of experiential learning in sport management from an international perspective.Self-administered surveys were completed by 98 sport industry organizations in the United States, Canada, Australia, and New Zealand to analyze industry practitioners' perceptions of the importance of various general education/liberal arts, business management, and sport management competencies gained through the sport management curriculum.Furthermore, it aimed to determine whether there was an optimal level of experiential learning from industry practitioners' viewpoints.The results highlighted the continued and evolving importance of experiential learning within college/university degree programs, and that experiential learning builds beneficial partnerships that prepare students to become future sport management industry practitioners.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it