Dr Linda Allin

1
The value of real life evaluation research
for student learning and employability in Sports
Development

• Dr Linda Allin
• Division of Sport Sciences

2
Background

• Research methods module does not specifically
  cover evaluation research, yet this was thought
  by staff to be a key form of research utilised
  within the sports development field.
• Community Sports Development module had potential
  for engaging students with real life evaluation
  research and enhancing learning, but links and
  opportunities not established.
• Understanding employer perspectives of research
  and engaging employers to enable students to
  undertake small scale evaluations in Community
  Sports Development had potential to enhance
  relevance and employability

3

• Project objectives
• Work with key employers in the region, to
  identify specific evaluation research projects
  that could be undertaken by sports development
  undergraduates in conjunction with the
  organisation each year
• To research employer views on research, the value
  of research to their field and the research
  skills needed by graduates
• To develop guidelines for students in relation to
  working with organisations and build a database
  of case studies that can be used to inform
  subsequent modules
• To develop potential research opportunities for
  sports development staff

4
The Process

• Prior to module delivery, contacted key employers
  to identify programmes and contacts
• During the module, students asked to contact
  those identified and negotiate evaluation -
  Included interviews or combination of
  interview/questionnaire. Wrote up as group
  evaluation research project, with recommendations
• Module tutor drafted brief guidelines for working
  with organisations
• Interviewed six employers as to their views of
  research in sports development (range Assistant
  Director to Sports Development Officer)
• Fed back initial findings from employers to
  students

5
Was it successful?

• Survey of reviews from students in relation to
  the benefits of their involvement in real life
  evaluation research with employers
• Focus group with students to gain deeper
  understanding
• Phone calls to employers
• Longer term impact may be judged in relation to
  understanding across level 5 and 6, as well as
  student/staff engagement with employers and
  sports development applied research

6
Impact on Student Learning?

• When youve actually got to go out and do it, it
  gives you a better understanding of what youre
  doing because you know the ins and outs of it.
  And you know exactly what youve asked, the
  process that has been there to answer it and the
  results that youve got from it, instead of just
  being given a piece of paper in black and white
  saying We did this, this and this and this is
  what happened.
• - Deeper engagement and understanding

7
Impact on Student Learning?

• Were going out and doing this and we might be
  going out looking for one result and there might
  be something completely different happen and
  weve got to change our whole focus, because it
  is real and you cant predict whats going to
  happen. Youve got to change everything to go
  with what youre given or what you get from your
  interviews.
• - problem solving and dealing with
  uncertainty
• Just how important the issues are relating to
  research and CSD. Not everything that is said
  actually gets done and there are a lot of
  tensions and contradictions that arise - theory
  to reality

8
Employer Views of Research

• The nature and value of research in sports
  development
• Evaluation and monitoring of projects
• For organisational benefit
• For funders
• Increasing demand
• Quantitative/qualitative
• The challenges in undertaking research in the
  sports development industry

9
Employer views of research skills

• Knowing what you want to achieve
• Good planning
• Investigative skills
• Communication, the ability to talk to different
  people, adjust to different audiences, informed
  communication skills
• To know what the theories are and justify what
  you found
• Organisation, logical thinking

• Knowledge of various methodologies and deciding
  which one to use
• Knowledge of ethics
• Time management
• Good skills on analysis and being able to
  interpret and present results you may be
  sending it on to somebody
• Commitment to doing it properly
• Knowledge of techniques and tools

10
Additional Benefits

• Students obtaining placements and longer term
  opportunities based with employers with whom they
  undertook projects
• Employer contacted staff to discuss
  research/consultancy evaluation of a sports
  development health initiative
• Adapted book of case studies of example projects
  developed

11
Concluding questions and thoughts

• What are some of the issues and suggestions for
  engaging students with employers in the
  curriculum?
• Short term contracts means that programmes
  continually changing
• Time and structural constraints, staff intensive
• Ethical Approval
• Use of key alumni
• Keeping employers informed and engaged in a
  variety of ways (visiting lecturer, consultation
  on ideas, placements, wbl) building solid
  two-way relationships
• Brochure of partner opportunities
• Flexibility