THEMATIC INSTRUCTION IN SPORT MANAGEMENT EDUCATION: A MIXED METHODS EVALUATION OF LEARNING OUTCOMES, STAKEHOLDER READINESS, AND INDUSTRY RELEVANCE IN VIETNAM

Abstract

Background: The global shift from knowledge-transmission to competency-based, learner-centred education poses particular challenges for applied fields like sport management, where graduates must integrate theory with practice. In Vietnam, traditional lecture-dominated instruction and uneven institutional innovation perpetuate a persistent theory–practice gap. This study evaluated the effectiveness and feasibility of thematic instruction—an integrated, theme-based pedagogical model—within the Sport Management programme at Danang Sport University, Vietnam, to determine its capacity to align academic preparation with industry demands. Methods: A convergent parallel mixed-methods design was employed, involving 315 participants across four stakeholder groups: 182 undergraduates, 68 lecturers, 45 industry experts, and 20 employers. Quantitative data were collected via structured questionnaires measuring perceptions of instructional effectiveness, knowledge and skill development, learning attitudes, and institutional readiness. Qualitative data were gathered through semi-structured interviews exploring implementation barriers and reform recommendations. A quasi-experimental cohort comparison was also conducted, comparing academic performance between Cohort 17 (thematic instruction) and Cohort 16 (conventional teaching) in Sport Event Management and Sport Facility Management modules. Data were analysed using descriptive statistics, independent t tests, Mann–Whitney U tests, Chi square tests, and Braun and Clarke’s thematic analysis. Results: Students and lecturers strongly preferred active, experiential learning over didactic methods. Students in Cohort 17 outperformed their conventionally taught peers across all assessment criteria (all p < .001), with improvements of 18%–22%. Employer satisfaction with graduates’ competencies reached 85%, particularly in problem solving, teamwork, and adaptability. Stakeholder readiness was uniformly positive, with no significant differences between students and lecturers in awareness, interest, or attitudes (all p > .05). However, barriers included curriculum rigidity, heavy lecturer workloads, limited thematic design expertise, and a lack of standardised competency based rubrics. Conclusions: Thematic instruction proves effective and feasible for enhancing learning outcomes, developing industry ready competencies, and strengthening university–industry collaboration in Vietnamese higher education. Sustainable implementation, however, requires targeted faculty development in thematic module design and competency based assessment, alongside institutional support to reduce workloads and foster pedagogical innovation. This study offers an evidence based, context sensitive blueprint for curriculum reform in sport management education, adaptable to similar institutions across Southeast Asia.