Editorial Ethics Policy
Sport Management Education Journal encourages the submission of manuscripts in a number of areas as they relate to diverse issues in the field of sport management education. Studies using quantitative and/or qualitative approaches are welcomed. The journal publishes research and scholarly review articles in the field of sport management education.
When preparing manuscripts for submission in the Sport Management Education Journal, authors should follow the guidelines in the Publication Manual of the American Psychological Association (6th edition), 2009 (www.apa.org). Manuscripts must be submitted in English. All manuscripts must be preceded by an abstract of no more than 150 words. If footnotes are used, they should be as few as possible and should not exceed 6 lines each. Figures should be created in Excel or saved as TIFF or JPEG files. All tables, figure captions, and footnotes must be grouped together on pages separate from the body of the text. Reference citations in the text must be accurate concerning dates of publication and spelling of author names, and they must cross-check with those in the reference list. Manuscripts will be summarily rejected if they do not follow the APA guidelines.
Manuscripts submitted will be judged primarily on their substantive content, but writing style, structure, and length are very important considerations. Poor presentation is sufficient reason for the rejection of a manuscript. When first received, manuscripts will be evaluated by the editor in terms of their contribution-to-length ratio. Thus, manuscripts should be written as simply and concisely as possible. Papers should be no longer than 40 double-spaced pages (using one-inch margins and Times New Roman 12-point font), inclusive of references, tables, figures and appendixes. However, we recognize that in rare circumstances, papers intended to make very extensive contributions may require additional space. Prior to submitting a manuscript, authors should consider the contribution-to-length ratio and ask themselves: ’is the paper long enough to cover the subject while concise enough to maintain the reader’s interest?’ [This paragraph is based on the Information for Contributors of the Academy of Management Review.]
Authors should submit their manuscript through ManuscriptCentral, the online submission system for the Sport Management Education Journal at mc.manuscriptcentral.com/hk_smej. ManuscriptCentral manages the electronic transfer of manuscripts throughout the article review process while providing step-by-step instructions and a user-friendly design. Please access the site and follow the directions for authors submitting manuscripts. Any problems that may be encountered can be resolved easily by selecting “Get Help Now” in the upper-right corner of any ManuscriptCentral screen. Please note that a blind review process is used to evaluate manuscripts. As such, any clues to the author’s identity should be eliminated from the manuscript. The first page of the manuscript must not include author names or affiliations, but it should include the title of the paper and the date of submission.
Manuscripts must not be submitted to another journal while they are under review by the Sport Management Education Journal nor should they have been previously published. Manuscripts are read by reviewers, and the review process generally takes approximately 12 weeks. Manuscripts will be evaluated in terms of topical relevance, theoretical and methodological adequacy, and clarity of explanation and analysis. Authors should be prepared to provide the data and/or research instrument(s) on which the manuscript is based for examination if requested by the editor. Comments from reviewers concerning manuscripts along with the editorial decision are made available to authors. Authors of manuscripts accepted for publication must transfer copyright to the North American Society for Sport Management.
Copyright Assignment Form
Questions about the journal or manuscript submission should be directed to the Editor of the journal: Lynn Ridinger, firstname.lastname@example.org.
A New Section of the Sport Management Education Journal
In an effort to encourage growth in the exchange of pedagogical practices in sport management, a Pedagogical Innovations section of the journal has been established. This section is designed to solicit a variety of original and creative contributions that will aid SMEJ readers in both a scholarly and practical manner. Therefore, these submissions should advance new and inventive pedagogical practices or improvements on established teaching methods. They also should address the everyday needs of sport management educators in search of ideas that can be put to use immediately.
Contributions to the Innovations section will vary in length. Essays, Dialogues, & Interviews are usually limited to 2,000 words. Case Studies and Educational Research Reviews should be between 4,000 and 6,500 words, allowing readers to digest a large amount of material in a usable form. Additionally, articles should be written in a brief, easy-to-read, ready-to-use format, and, depending on the subject matter, focus on specific activities and include lists of steps and necessary resources.
Submission categories for the Pedagogical Innovations section include the following.
Case Studies – Case studies should be developed in order to provide readers with an abbreviated but adequate understanding of a particular theory (e.g., social identification theory, LMX theory), research topic (e.g., consumer satisfaction, organizational politics, realistic job previews), or business issue (e.g., screening possible interns, creating a school or conference television network) and its application to a particular sport industry realm. The business issue may pertain to a real event or a fictitious scenario created by the authors to illustrate a potential business problem and possible solutions. Case studies published in the Pedagogical Innovations section of SMEJ should contain two sections:
(1) The case study narrative. Case study narratives should be written in a way that engrosses and hold the interests of students. The narrative of the case should be preceded by an abstract of no more than 150 words.
(2) The instructor teaching notes. Teaching notes should include advice for instructors about the target audience of the case, the learning objectives, the particular theories and frameworks used, discussion questions, and strategies for using the case in the classroom. This section also may include supporting materials to be used in the case, such as tables, charts, and exhibits.
The Case Study and Teaching Notes should be prepared as a single document. Both sections combined should be between 4,500 and 6,500 words. If more space is needed, please contact the section editor prior to submitting your case study manuscript.
Educational Research Reviews – Papers submitted as educational reviews should be focused on one of three content areas: research reviews, theoretical reviews, or instructional technique reviews. An abstract of no more than 150 words should be included with the review. Authors interested in submitting a manuscript to the Educational Research Reviews sections should make clear the nature of their content and why it is relevant to sport management instructors and students (future sport professionals). The rationale that a review is needed because a given phenomenon has not been adequately examined in sport, for example, is not sufficient justification for a review. Instead, if a topic has not been extensively examined in the sport literature, authors should consider how a focal phenomenon has been studied in the relevant literatures (e.g., business, education, psychology) and then build a case for why infusing this phenomenon into our sport management curricula and work is important. The following questions may also help guide authors in the development of their manuscript:
- What is the sum of the ways a focal phenomenon is studied in the sport literature? In other words, provide a summary of key studies.
- What is the problem? What is the gap in the literature?
- Why is the problem important? That is, why is it important to address the gap in the literature?
- Does the proposed review address the problem (bridge the gap)?
- In addressing the problem, does the review make a strong case as to why it represents a worthwhile contribution to the sport management discipline?
- What are the implications of the review for sport management educators and professionals?
Option 1: Research reviews provide a thorough examination of the body of research on a single topic or a collection of similar or related topics. Research reviews go above and beyond a general review of the literature. Authors interested in writing a research review should identify a phenomenon (e.g., consumer behavior, leadership, recruiting) that is both important and relevant to the study and practice of sport management. After doing that, authors should identify a problem with the current state of research about this phenomenon, explain the importance of the problem, state how their review will address the knowledge gap, and then critically review and synthesize the relevant scholarship. Research reviews also should include a detailed take-home message for sport management instructors. This component of the research review brings together in an applied fashion the aggregate body of information compiled in the literature review.
Option 2: Theoretical reviews critically describe the evolution of theories and the way they are understood in different contexts, with particular attention being paid to sport contexts. Much like a research review, a theoretical review should identify a phenomenon (e.g., consumer satisfaction, leadership) and make the case for studying it. From there, having identified the phenomenon, authors should identify popular theoretical explanations of the chosen phenomenon. What are the strengths and weaknesses of these theoretical explanations? Does research support the identified theoretical explanations? Which theory may hold the most promise for understanding the identified phenomenon and, thus, should be taught to sport management students? Indeed, in answering the latter questions, authors should make clear how they are proposing the sport management discipline can move a particular theory forward to better understand a phenomenon.
Option 3: Instructional technique reviews explore instructional techniques (both methods and methodologies) used in education. This sort of review varies slightly from the other review options because there may not be many scholarly sources on typical ways a particular concept is taught in sport management courses. Consequently, findings gaps in the literature may be very difficult. Therefore, authors should focus on a particular area of sport management (e.g., human resource management, finance, marketing, sales) and explain how an undergraduate or graduate course in this area can be taught in new and interesting ways. Simply sharing teaching tactics is not appropriate for this section. Authors should provide sufficient background information about the nature and purpose of the sport management course, their proposed method of teaching students about the cognate area, and why the chosen approach is valuable to sport management instructors. If possible, authors should also make a strong connection to the learning theories and relevant scholarship upon which their proposed methods for teaching a sport management course are based. Lastly, authors should provide clear instructions as to how their teaching methods can be integrated into sport management classrooms by fellow instructors.
Essays, Dialogues, & Interviews – The journal seeks a wide variety of provocative manuscripts on current and future issues and trends in teaching, learning, and sport management education for this section of the journal. Essays are original commentaries or critiques. Such submissions should be well-reasoned and thought-provoking. They may pertain to a variety of areas, including: ideas and concepts essential to sport management education, emerging trends, and issues raised at conferences or symposiums. Note: Narrative accounts of author experiences with specific instructional technologies, techniques, courses, or program creation are not essays. Dialogues are responses to papers previously published in SMEJ. Interviews are discussions with academics, educators, and business or thought leaders that would be of interest to our readership.
Exemplary Contributions – Exemplary Contributions are invited from prominent scholars and practitioners. Note: Uninvited manuscripts are not accepted for this section.