TY  - JOUR
AU  - Simsek, Erkan Kadir
AU  - Kalipci, M. Bahadir
TI  - A bibliometric study on higher tourism education and curriculum
JF  - JOURNAL OF HOSPITALITY LEISURE SPORT & TOURISM EDUCATION
J2  - J HOSP LEIS SPORT TO
VL  - 33
PY  - 2023
PG  - 14
SN  - 1473-8376
DO  - 10.1016/j.jhlste.2023.100442
UR  - https://m2.mtmt.hu/api/publication/34087528
ID  - 34087528
AB  - The purpose of this research is to understand the trends of scientific publications in the "Higher Tourism Education" and "curriculum" in the world and to show how authors, institutions, and countries interact with each other in those studies in the field of tourism. This study is a bibliometric study, which is a type of quantitative research. A time limit was set in order to examine the current data and the results between the years 2010 and 2021. The first of three main findings is the most influential authors in the formation of the intellectual foundation of the field, secondly, identifying the publications of the relevant authors, and finally shedding light on the research area and possible future developments with analyzes of the macrostructure in these fields with regard to the citations made. When the obtained results are examined, it has been concluded that the use of this method, which is very new for both educational sciences and other disciplines, will contribute to the promotion of knowledge and epistemology that develops in a cumulative manner. Additionally, it has been determined that by steering researchers to the less explored areas, it would result in the creation of more papers on connected issues.
LA  - English
DB  - MTMT
ER  - 

TY  - JOUR
AU  - Podstawski, Robert
AU  - Zurawik, Marta
AU  - Boryslawski, Krzysztof
AU  - Omelan, Aneta Anna
AU  - Tsos, Anatolii
TI  - Working conditions of physical education teachers in European higher education institutions
JF  - PHYSICAL ACTIVITY REVIEW
J2  - PHYS ACT REV
VL  - 10
PY  - 2022
IS  - 2
SP  - 111
EP  - +
PG  - 16
SN  - 2300-5076
DO  - 10.16926/par.2022.10.26
UR  - https://m2.mtmt.hu/api/publication/33485470
ID  - 33485470
AB  - Aim: One of the problems of modern higher education is the so-called "New core curricula", which oblige PE teachers to make many changes in the way they work. PE teachers face several restrictions to provide PE programs that improve students' physical fitness, cognitive development, and overall health. The research aimed to investigate the working conditions of university PE teachers in selected European tertiary institutions. Materials and Methods: The quantitative research employed purposive sampling. Five academics volunteered to collect information on 66 European tertiary institutions located in Poland, Slovakia, Serbia, Hungary, Czech Republic, Slovenia, Turkey, Spain, Montenegro, Croatia, Bosnia & Hercegovina, Finland and Kosovo. Quantitative data were collected using questionnaires with a set of questions concerning characteristics of tertiary institutions and various aspects of working conditions of university PE teachers. Results: Two thirds of the university PE teachers held master's degree in PE since in over 42% of surveyed institutions, a master's degree in physical education was required to conduct PE classes. The majority of PE teachers (84.4%) were employed full-time, and on average worked 38.6 days in an academic year. Significantly more PE teachers with masters and doctoral degrees (p = 0.012) were employed full-time, or fixed term in public, middle size HEIs (p <0.001). In HEIs in cities with less than 500,000 residents, PE teachers were more often encouraged for participation in CPD (p = 0.049). Significantly more public HEIs fully or partially covered the costs of CPD or conferences (p <0.001), whereas in non-public or small HEIs significantly more PE teachers had to finance the costs of CPD. Moreover, significantly more (p = 0.037) universities implemented specific PE teachers' evaluation criteria with a personal record of their achievements. Conclusion: There is a pressing need to improve qualifications of university PE teachers, as many European HEIs do not support PE teachers in CPD. Furthermore, lack of CPD opportunities, low salaries and lack of career promotion perspectives combined with lower psychological resilience, may result in professional burnout syndrome.
LA  - English
DB  - MTMT
ER  -