Abstract
This study utilised content analysis and semi-structured interviews with librarians to examine reading list diversity guidance within English higher education. Additional interviews with sport management educators evaluated their perceptions towards, and implementation of, diverse reading lists. Underpinned by congruence theory, the results evidenced incongruence between educators and librarians. Highlighting dyadic goal importance incongruence, educators disagreed that diverse reading lists can increase student attainment and engagement. Deep levels of dissimilarity regarding the pedagogical value of diverse reading lists also existed. However, educators perceived non-implementation of reading list diversity to be congruent with the diversity values expressed by their institution and department.
| Original language | English |
|---|---|
| Article number | 100489 |
| Journal | Journal of Hospitality, Leisure, Sport and Tourism Education |
| Volume | 35 |
| DOIs | |
| Publication status | Published - 11 Mar 2024 |
Data Access Statement
The data that support the findings of this study are partially available from the University of Northampton Research Explorer at: 10.24339/0b9f884c-1d06-48c6-b64f-a67b98efb243. A subset of the data is not publicly available due to information that could compromise the privacy of research participants.Keywords
- Reading Lists
- Congruence Theory
- Curricular Diversity
- Higher Education
- Sport Management
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Institutional and Educators’ Implementation of Reading List Diversity: A Congruence Analysis
Gray, S. (Creator), University of Northampton, 12 Mar 2024
DOI: 10.24339/0b9f884c-1d06-48c6-b64f-a67b98efb243
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