Using Value Creation Framework to Assess the Value Created by Recent Curriculum Changes in the Degree Program of Sport Coaching and Management
Read, Derek (2022)
2022
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2022060716332
https://urn.fi/URN:NBN:fi:amk-2022060716332
Tiivistelmä
Value Creation Framework (VCF) is a commonly used framework to assess the value created by participants in coach education programs that are considered social learning spaces. An example of such a program is Haaga-Helia University of Applied Science’s (HHUAS) Degree Program in Sport Coaching and Management (DP), an International Council of Coaching Excellence (ICCE) endorsed degree program intended to prepare students to fulfil the main functions of a coach.
The aim of the present study was to assess the value created for students by the new courses within HHUAS DP. The new courses were Establishing Coaching Philosophy, Skill Acquisition and Learning in Coaching, Personal Growth 1, and Successful Team Culture. Due to the change in curriculum, the addition of classes, and the lack of formal assessment of value created by courses it was necessarily to assess the value created for the students.
The curriculum change was necessary due to the education reform in HHUAS, and the change in curriculum for the DP was influenced by the International Degree Standards published by the ICCE. The implementation of the new courses were influenced by the Degree Standards and the previous curriculum changes that shifted the program to a student-centered and competence based method.
To assess the value created by the new courses, a questionnaire was developed using the VCF and asked questions to provoke responses about the immediate, potential, applied, realized, and transformative cycles of value. The VCF is used to assess the value created for the participants in social learning spaces. In its current implementation the DP is a social learning space and the VCF can be used to assess the value created for the students.
The questionnaire was developed using Webropol 3.0, an online survey tool, with a link to each questionnaire emailed to each student in the first-year class. The return rate of the questionnaire over all four periods was 40%.
The results showed value was created for the students in all four of the assessed courses and at all five of the cycles of value mentioned previously. Many of the cycles and courses had high levels of value created for the responding students with most students able to indicate in their responses that value was created to some level for them. Some of the responses showed no value created for the students and then a few students responses indicated negative value created in a couple of the courses assessed.
The aim of the present study was to assess the value created for students by the new courses within HHUAS DP. The new courses were Establishing Coaching Philosophy, Skill Acquisition and Learning in Coaching, Personal Growth 1, and Successful Team Culture. Due to the change in curriculum, the addition of classes, and the lack of formal assessment of value created by courses it was necessarily to assess the value created for the students.
The curriculum change was necessary due to the education reform in HHUAS, and the change in curriculum for the DP was influenced by the International Degree Standards published by the ICCE. The implementation of the new courses were influenced by the Degree Standards and the previous curriculum changes that shifted the program to a student-centered and competence based method.
To assess the value created by the new courses, a questionnaire was developed using the VCF and asked questions to provoke responses about the immediate, potential, applied, realized, and transformative cycles of value. The VCF is used to assess the value created for the participants in social learning spaces. In its current implementation the DP is a social learning space and the VCF can be used to assess the value created for the students.
The questionnaire was developed using Webropol 3.0, an online survey tool, with a link to each questionnaire emailed to each student in the first-year class. The return rate of the questionnaire over all four periods was 40%.
The results showed value was created for the students in all four of the assessed courses and at all five of the cycles of value mentioned previously. Many of the cycles and courses had high levels of value created for the responding students with most students able to indicate in their responses that value was created to some level for them. Some of the responses showed no value created for the students and then a few students responses indicated negative value created in a couple of the courses assessed.