Exploring dual career quality implementation at European higher education institutions: Insights from university experts
Pascal Izzicupo,
Angela Di Baldassarre,
Barbara Ghinassi,
Ilvis Abelkalns,
Ugis Bisenieks,
Antonio Sánchez-Pato,
Francisco José Cánovas-Alvarez,
António J Figueiredo,
Juan Alfonso García-Roca,
Alejandro Leiva-Arcas,
Lourdes Meroño,
Anda Paegle,
Liliana-Elisabeta Radu,
Cristian-Mihail Rus,
Oana-Mihaela Rusu,
Hugo Sarmento,
Janis Stonis,
Raquel Vaquero-Cristóbal,
Vasco Vaz,
Mojca Doupona,
Laura Capranica and
on behalf of the More Than Gold Consortium
PLOS ONE, 2022, vol. 17, issue 11, 1-23
Abstract:
Introduction: This paper examines the convergence of the opinions of European higher education institution (HEI) experts on possible implementation of dual career policies and provision areas at university level. Methods: An online 32-item questionnaire encompassing 26 dual career aspects collected the opinion of European HEI experts as the last phase of a Delphi method preceded by i) focus groups with student-athletes who aimed to identify needs for dual careers and ii) a workshop with 21 dual career experts to generate the statements to be included in the survey. Seventy-one HEI experts from 12 EU member states participated in the survey, rating each dual career aspect identified in previous phases. Results: The relative position of each aspect has been plotted based on relevance (x-axis) and feasibility (y-axis). The Quadrant IV of the resulting scatterplots identified the following nine aspects rated as highly relevant and highly feasible for implementation: tutorship/mentorship, psychological support, programmes based on integration of academic departments and sports services, and adaptable programmes to the needs of each student-athletes (assistance/tutorship area), individual study plans and distance learning (curricula requirements area), publicity for student-athletes and initiatives for increasing the awareness of student-athletes and knowledge of dual career issues (social support area), and access to educational facilities (logistic support area). Discussion and conclusions: The HEI experts’ views represent a coherent and useful starting point to develop a deep understanding of the considered 26 aspects founded on a phenomenological lifeworld-led approach and emphasizes the need for a minimum standard for dual career policies and provisions.
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0277485
DOI: 10.1371/journal.pone.0277485
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