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Abstract

In the 21st century, the need for curricula and student-centered inquiry tobe authentic, meaningful and transformative is widely accepted by theprimary, secondary and tertiary education sectors. To achieve this, participation of high-school students in university curricula is an approach thatshould be considered, as it could extend the education and societalopportunities typically available. However, so far there exists a shortageof literature discussing this approach or evaluating its long-term impacts.The island state of Tasmania (Australia) is a small embryonic-regionaleconomy in which the youth are often held back from navigating theirway into prosperous adulthood by long-established societal and financialchallenges, including seventh (7th) generation unemployment, the highest youth suicide rate in the country, an inert labor market, reducednumbers of fulltime jobs, an increasingly growing dependence on welfare,and one of the country’s highest school drop-out rates. Combined, theseissues appear overwhelming. Since 2014, the state’s only university, education department and local industry have collaborated to deliver deeperlearning to senior secondary students. Data suggest the “deeper”approach has been meaningful because it meets the immediate andlonger-term needs of those the pre-tertiary and tertiary education systemsare attempting to serve. Given the collaboration and longer-term needs,a university 100 level Sport & Recreation Management (SRM) coursedelivered to senior secondary school students (years 11 and 12) throughthe lens of a community of emerging practice has merit because theuniversity is well placed to facilitate complementary thinking for sophisticated phenomena.

Item Type:	Article
Authors/Creators:	Craw, MJ and Strand, B and Woodroffe, JJ and Latham, R
Keywords:	educational partnership, higher education, pedagogy, sport and management
Journal or Publication Title:	International Journal of Kinesiology in Higher Education
Publisher:	Taylor & Francis Inc
ISSN:	2471-1624
DOI / ID Number:	https://doi.org/10.1080/24711616.2019.1682486
Copyright Information:	Copyright 2019 The National Association for Kinesiology in Higher Education (NAKHE)
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