Esport Studies in Higher Education: A Content Analysis of Validated Course Curricula in the United Kingdom

Scott, Michael ORCID: https://orcid.org/0000-0002-6803-1490, Assuncao, Carina ORCID: https://orcid.org/0000-0002-9860-6013, L'Estrange, Mark and Summerley, Rory ORCID: https://orcid.org/0000-0001-6496-9679 (2024) Esport Studies in Higher Education: A Content Analysis of Validated Course Curricula in the United Kingdom. In: Esports Research Network Conference 2024: Where Worlds Collide, October 30 - November 1, London, UK.

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Abstract / Summary

There is considerable interest in the development of esport studies in the global higher education sector. As esports has grown in popularity, so too have university courses increased in number. Since Jenny, Gawrysiak, and Besombes (2021) reviewed international esports curricula, the United Kingdom (UK) has gone from five course providers to 24. Yet, there seems to be little consensus on what an esport degree entails due to their varying foci and interdisciplinary complexity. As such, this research questions: what are the trends in curriculum design for esport degrees in the UK? A content analysis is being conducted on validated course specification available for those programmes listed on the University and College Admission System (UCAS) for 2024/25 entry. These documents are being reviewed in correspondence with the hub-and-spokes model and career pathways presented in Scott et al (2021). They also explore the notion of ‘graduateness’ (Steur, Jansen, & Hofman, 2012) with attention to relevant benchmarking statements drawn from the Framework for Higher Education Qualifications (FHEQ), Sector-Recognised Standards (SRS), and relevant Professional, Statutory, and Regulatory Bodies (PSRBs). The initial findings reveal an intricate network of partnerships, particularly between awarding bodies and providers where there is scope for progression or articulation from earlier levels of study. They also seem to suggest that many courses remain general, that there is some consensus emerging on the shape of esport ecosystems, and that specialized courses which focus on particular career pathways are starting to emerge. These trends have implications for the revalidation of curriculum in forthcoming years, illustrate how providers can work with professional bodies to assure quality, and might also inform institutions interested in offering new awards for this industry. It is also hoped that these findings may stimulate discourse between industry and academia.

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