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An important measure of the success of a tertiary education programme is the attributes that graduates possess at the completion of their studies. Universities have sought to address this issue by developing formal curriculum and programmes such as internships and work-integrated learning. However, little is known about how university-based extracurricular activities contribute to graduate attributes. The purpose of this study is to explore participation in extracurricular activities from a student perspective. Semi-structured interviews were conducted with 22 student leaders of university-based sporting, social and academic clubs. Data collection and analysis were guided by a qualitative approach to thematic analysis. The findings indicate that students developed a range of graduate attributes in areas such as such as leadership, teamwork, communication and resilience. The theory, communities of practice, is used to interpret the participants' experiences which was found to coalesce around their social interactions and relations. The study concludes with several recommendations for universities to create greater opportunities for their students to participate in extracurricular activities. [ABSTRACT FROM AUTHOR]

Purpose: To systematically review the research relating to views and experiences of people with disability eating out in cafés, restaurants, and other settings; and identify factors that impede or enhance accessibility of eating out experiences, inform future inclusive research, and guide policy development. Materials and Methods: This study involved systematic search and review procedures with qualitative metasynthesis of the barriers to and facilitators for participation and inclusion in eating/dining-out activities. In total, 36 studies were included. Results: Most studies reviewed related to people with physical or sensory disability eating out, with few studies examining the dining experiences of adults with intellectual or developmental disability, swallowing disability, or communication disability. People with disability encountered negative attitudes and problems with physical and communicative access to the venue. Staff lacked knowledge of disability. Improvements in the design of dining spaces, consultation with the disability community, and staff training are needed. Conclusion: People with disability may need support for inclusion in eating out activities, as they encounter a range of barriers to eating out. Further research within and across both a wide range of populations with disability and eating out settings could guide policy and practice and help develop training for hospitality staff. IMPLICATIONS FOR REHABILITATION: Some people with disability require support for increased self-determination and self-advocacy to access eating out experiences satisfactorily. Goals and strategies to increase access and participation in eating out activities for people with disability should include attention to the environment and hospitality venues and to staff training. Rehabilitation professionals have a role in training hospitality staff about disability access and inclusion in eating out activities. To enhance community inclusion and participation, rehabilitation professionals could focus more on the skills and strategies needed for people with disability to participate in eating out activities. Rehabilitation professionals could implement a range of facilitators that might strengthen participation in eating out activities for people with disability. [ABSTRACT FROM AUTHOR]

Autoethnography, an essential research approach, interweaves personal experiences with introspective insights from distinct communities. Despite its methodological significance, autoethnography remains inadequately represented in hospitality and tourism research discourse. This paper seeks to challenge this status quo by advocating for social model strength-based paradigms in understanding disability and by addressing the structural and attitudinal obstacles that hinder the acceptance of autoethnographic research in high-ranking journals within hospitality and tourism. This conceptual note emphasizes the empowerment of marginalized voices, including those with disabilities, and their intersecting identities. It also highlights the hurdles faced by autoethnographers when submitting their work to prestigious journals and provides recommendations for fostering the recognition and inclusion of autoethnography within the field. [ABSTRACT FROM AUTHOR]

This study challenges the claim that in a university, a discourse of containment is predominant in the relationships that exist around students with disability and their requests for accommodations. It explores the work knowledges of those involved with the implementation of the processes of granting learning accommodations: the disability services staff and the academic staff liaison officers. Innovative analytical techniques were applied to interview data that identify the lexicons used by each group indicating they had different ways of conceptualising the process, with the former focussing on the development of the documentation that would stand as surrogate for the student and the latter concerned with tricky processes of negotiation with teaching staff, and problems arising from insufficient funding. These distinct work knowledges indicate the 'messiness' that predominates in the process of ensuring that students with disability can study 'on the same basis' as others. Two groups of staff in the University are involved in administering, negotiating and implementing requests for reasonable accommodation of learning supports for students with disability. The findings show the distinct bodies of knowledge that are developed by the two groups. The disability services staff focus on documenting the student's 'impairment' and the required reasonable accommodations to support their learning. The faculty academic liaison staff rely on documentation provided by the disability services staff together with what the student choses to disclose to negotiate learning support with the student's tutors and lecturers A novel tool TerMine software was used to analyse the interview transcripts, identifying two sets of values at play through the language used. Reductions in funding to universities had an unanticipated impact on decisions to implement recommendations for support in learning. [ABSTRACT FROM AUTHOR]

Sport event studies have demonstrated that relevant stakeholders must share objectives and coordinate efforts to leverage a large-scale sport event to secure positive legacies. However, the challenging and complex task of collaboration between networks of diverse organizational stakeholders to secure legacies has received little scholarly attention. In this conceptual paper, the authors explore, through a political economy lens, differences between the political economies of sports and sport events pertaining to mass sport participation legacies. The authors focus on the mesolevel and consider how divergences in political economy elements—structure and context, stakeholders and ideas/incentives, and bargaining processes—influence the likelihood of mass sport participation legacies from large-scale sport events. The authors suggest a need for event legacy stakeholders to engage more meaningfully with the complexities surrounding securing mass sport participation legacies. In addition, they provide pragmatic, actionable implications for policy and practice to assist stakeholders in addressing the challenges they face to maximize legacy outcomes. [ABSTRACT FROM AUTHOR]

Mega-sport events (MSE) are frequently cited for their developmental and legacy potentials for host communities, including tourism, sport participation and volunteering. MSE volunteer research has demonstrated the potential to develop volunteers who may contribute to the host community's social and human capitals. However, little research considers how marginalised groups, such as First Nations or those with disability, may be co-providers of MSE experiences. This paper differs from a dominant quasi-scientific approach to empirical journal articles in that it begins with a reflexive posture drawing upon First nations pedagogy of storytelling. Reflecting upon the volunteers' social context and drawing upon a dataset of volunteers across 6 MSE in 5 countries (2009–2016), this research explores to what extent First Nations volunteers are considered and included in MSE research and practice, and what differences may exist between First Nations volunteers and others regarding their motivations and future volunteering intentions. The results indicate that significantly more can be done to include First Nations people equitably and respectfully across the design, delivery, and legacy potential of MSE. The results inform a novel framework that provides a map for theory and practice, and thus praxis, for incorporating marginalised groups as full partners across the MSE journey. [ABSTRACT FROM AUTHOR]

Research indicates that students' participation in university-based extracurricular activities contributes to their graduate attributes such as leadership, teamwork, communication and resilience. However, it has yet to be determined which types of extracurricular activities are more impactful. This study inquired if participation in competitive sporting activities compared to social-cultural clubs have a greater impact on graduate attributes. Students attending a large metropolitan university in Sydney, Australia, who participated in extracurricular activities were surveyed (n = 844) with an instrument adapted to measure their degree of club engagement and questions on the skills, knowledge and experience they acquired. The findings indicate that engagement in competitive sport is more effective at contributing to graduate attributes when compared to social-cultural clubs. The study drew on the theories of serious leisure and leisure constraints to interpret this phenomenon. Participation in competitive sport was found to relate to more aspects of serious leisure such as study/work-life balance, stress reduction and skill development such as teamwork, time management and leadership skills. However, there are greater constraints to participating in competitive sport. The study concludes with implications for university administrators and recommendations for facilitating greater student opportunities to participate in all types of extracurricular activities. [ABSTRACT FROM AUTHOR]