El viaje a los Estados Unidos: una estudiada herramienta de política exterior y de

This section is a personal account of the journey undertaking in fulfilling the aims of the professional doctorate, as such it is written in the first person in line with the reflective nature of the discourse. As a teacher in sport management, one of the main motivations for undertaking doctoral studies was to investigate why some students really embraced engagement initiatives, yet others hardly got involved in any opportunities. I believe a key skill to the art of teaching is getting everyone involved and enthused and I wanted to learn and develop my ability in this area, hence, understanding the motivations and barriers to engagement became the focus for my study. Through undertaking this research and talking to colleagues and students, I have gained a greater insight into: the importance of engagement within HE; the benefits that can be gained from successful engagement initiatives; why staff sometimes struggle to offer engagement opportunities; and what barriers may stop students from participating in those opportunities. Such insight has enhanced my understanding considerably and will enable me in the future to offer advice and guidance to colleagues regarding SE initiatives to ensure that all students will be able to

146

participate in engagement opportunities, resulting in effective engagement policies that are beneficial for all stakeholders. In particular, understanding the issues faced by students and the importance they place on social integration or anxieties associated with socialisation was extremely insightful, which will hopefully aid my understanding to address such issues in the future. Similarly, having a greater understanding of the tensions that some staff feel between academic and professional employees and why such perceptions exist will help provide awareness to deal and manage such concerns.

Another major reason for starting the professional doctorate programme was to develop my skills in research as my confidence in this particular domain was lacking. Whilst the doctoral journey has indeed been extremely challenging, the research skills learnt have greatly improved my ability to work in this area. Undertaking research from both a qualitative and quantitative approach has broadened my understanding and ‘refreshed’ my working knowledge of research design and enhanced my ability to analyse and report research data.

I have presented two research papers from my doctoral research at international conferences, which was a great learning experience for myself and receiving feedback from leading researchers in the field helped improve my confidence, as well as assured my ability. I have also been invited to write a book chapter entitled ‘Education in Sport & Physical Activity in Europe’, again this is from the work presented at one of the conferences and an attendee approaching me after they had heard my presentation. I am also currently in the process of writing two research papers for peer reviewed journals from the findings of my thesis, which will hopefully result in successful publications and enhance my credibility in research.

The emphasis of the study aims has also allowed me to concentrate my efforts in work I undertake externally within two sport boards I represent. In recognition of the research work I have been undertaking, I have been asked to chair and run educational symposiums for the European Association of Sport Management, investigating issues related to the learning and teaching of the discipline. Working with leading sport scholars from around the world has enhanced my knowledge of global issues that are pertinent to the study aims and beyond. From this work, I have also been asked to act as a consultant for sport management curriculum within Europe and Africa, as it has been identified that my approach to teaching is very much about students and ensuring they are actively involved in learning. Such invitations and acknowledgements have given me tremendous confidence in my own ability to be seen

147

as an active researcher in this area, which is fundamentally an outcome of starting the doctorate.

I have also been asked to chair a working group on the World Association for Sport Management investigating how we can potentially initiate learning and teaching programmes within sport management across the globe (particularly in developing countries) linked to the Sport for Peace & Development Programme ran by UNESCO (United Nations Educational, Scientific, and Cultural Organisation). This is a tremendous accolade to be asked to coordinate this project and one of which I am tremendously proud of, highlighting that I am becoming known as an expert in the field of learning and teaching within sport management. Important to note that whilst I teach within the field of sport management discipline, my role within the university for a number of years has involved working comprehensively with numerous departments and disciplines. This reason, as well as the fact that engagement is universal to all students, was the main reason as to why I did not limit my study to only sport students, as I wanted to understand staff and student’s views from a wide range of subjects.

Undoubtedly, the skills I have developed throughout the course of this professional doctorate have enabled me to become a better teacher. The research skills learnt, can be shared with my students and the wider implications of student engagement can be publicly disseminated with my immediate colleagues and further afield (as has already occurred).

In summary, I have learnt many new ideas and skills through the undertaking of the professional doctorate. My initial aim was to gain a greater understanding of SE and in particular to learn how I could improve as a teacher to ensure that students could participate fully in engagement opportunities. I believe I have achieved this but I have also accomplished much more personally and also enhanced many skills which will help me in my career in the future. With a growing reputation as an expert in the field of sport management, particularly in the area of learning and teaching, has enabled me to become a more engaged member of the profession who now has the confidence and ability to share insight, not only to my students but to the wider academic and professional community.

148