Case Studies in Sport Management (CSSM) is the only journal dedicated to case studies in sport management. It is the Official Case Study Journal of the Commission on Sport Management Accreditation (COSMA). CSSM serves as a searchable library of cases that instructors can use in incorporating the case method of learning into their classrooms. The journal is continually updated with new cases as they are accepted and published through the refereed review process, thereby providing users with new content related to the ever-evolving sport industry.
CSSM publishes continuously in one regular issue; case studies in special issues are also published continuously.
Case Studies in Sport Management is a peer-reviewed journal focusing on the publication of teaching case studies related to the sport management discipline. The purpose of Case Studies in Sport Management is to enhance pedagogy in the discipline through the dissemination of teaching cases across varied topics consistent with the COSMA Common Professional Component topical areas, including sport management, marketing, finance, and law. The online journal will serve as a searchable library of cases instructors can use to incorporate the case method of learning into their classrooms.
Please visit the Ethics Policy page for information about the policies followed by CSSM.
The COSMA Fellow
The COSMA Fellow, a partnership between CSSM and COSMA, is a unique distinction that demonstrates excellence for tenure and promotion, strong engagement with COSMA, and an opportunity for distinction among other sport management educators. Similar to fellowships in other academic societies, the COSMA Fellow is designed for active contributors to sport management pedagogy, through COSMA and CSSM’s joint efforts.
A teaching case study is a narrative description of a situation facing a sport manager and/or organization, whether real or simulated. The reader is presented with a set of facts, historical context, data, and related information from the standpoint of protagonists who are charged with assessing the situation, generating and analyzing potential solutions, and identifying what they believe is the optimal solution to the problem(s) presented in the case. It is this problem-solving or decision-making element that distinguishes teaching cases from other types of case studies (e.g., research case studies or business case studies that describe “best practices”). Teaching with the case method allows students to begin to think and act as industry professionals by assuming roles similar to those they someday aspire to fill. The case method provides an action-oriented teaching and learning environment in which students develop and enhance skills such as critical thinking, strategic decision-making, creativity, teamwork, and leadership.
Teaching case studies offer many advantages including:
Rehearsing problem solving and critical thinking
Modeling sound scientific decision-making processes (e.g., problem identification, situational analysis, solution generation and evaluation, and decision making)
Bridging the gap between theory and practice in the industry
Creating a dynamic, interactive learning environment with active student involvement
Enhancing vital skills such as oral and written communication, persuasion, and working in groups and teams
Using Case Studies
One of the most appealing aspects of using case studies in the classroom is the flexibility they offer instructors in their course planning. You may use cases in many class sessions throughout the semester or use cases occasionally to help illustrate a key point from the main class session. Each case is accompanied by Teaching Notes written by the case study and included with all cases. Teaching Notes can help instructors structure class discussion and enrich students’ understanding of the case subject’s decision-making process. Teaching Notes are unique to each case and include advice for instructors about the target audience of the case, learning objectives, the particular theories and frameworks used, and strategies for using the case in the classroom. Teaching Notes are only available via an institutional subscription. Instructors belonging to an institution that maintains an institutional subscription to CSSM are allowed access to Teaching Notes upon request. To request access to Teaching Notes, please click here to fill out the request form. After access is granted, instructors can view any Teaching Note by logging in, selecting the case of interest, and navigating to the case’s Supplementary Materials tab.
A sport management department's faculty may decide together that they will use cases in several courses offered in the curriculum. In such a situation, the department may wish to require students to obtain an individual subscription, or ask the institution for an institutional subscription, so that the CSSM resource is readily available to students whenever they need it, no matter how many courses they are taking a semester.
Tips for Authors
The following workshops were created by CSSM Editor Michael Naraine and Kyle Rich (Associate Professor, Department of Recreation and Leisure Studies, Brock University). They are designed to build capacity for faculty and graduate students to develop teaching cases based on existing research or partnerships in a range of disciplinary backgrounds.
Understanding Case Teaching
In this workshop, Kyle Rich reviews an introduction to the theory and practice of teaching with case studies. He distinguishes teaching with cases from the research method and situate it within broader approaches to problem-based learning, before talking about the ways we can structure and deliver case-based learning to develop a range of skills and knowledge.
Writing Case Study Narratives
In this workshop, Michael Naraine discusses strategies for framing and structuring the case study narrative. He talks about the importance of context, and how we can use Freytag’s Pyramid to think about the key components of a narrative.
Writing Case Study Teaching Notes
In this workshop, Michael discusses strategies and considerations for writing case study teaching notes. He reviews the required components and frameworks for thinking about how to structure and articulate the information that will make the case study useful and attractive for instructors. These are presented as the 5 E’s of the lesson plan.
Michael Naraine Brock University, Canada
Melissa Davies Ohio University, USA
Chad McEvoy Northern Illinois University, USA
Jess Dixon University of Windsor, Canada
Cheri Bradish, Toronto Metropolitan, Canada
Lauren Burch, Loughborough University, UK
Chris Chard, Brock University, Canada
Brendan Dwyer, Virginia Commonwealth University, USA
Terry Eddy, University of Windsor, Canada
B. Christine Green, George Mason University, USA
Liz Gregg, University of North Florida, USA
Brandon Mastromartino, San Diego State University, USA
Chad McEvoy, Northern Illinois University, USA
Alan Morse, University of Northern Colorado, USA
Jim Reese, Drexel University, USA
Jonathan Robertson, Deakin University, Australia
Walker J. Ross, University of Edinburgh, Scotland
Jason Simmons, University of Cincinnati, USA
Allison Smith, University of Massachusetts, Boston, USA
Ryan Snelgrove, University of Waterloo, Canada
Emily Sparvero, University of Texas, USA
Sarah Stokowski, Clemson University, USA
Elizabeth Wanless, Ohio University, USA
Henry Wear, University of Oregon, USA
Jules Woolf, University of Illinois, USA
Claire Zvosec, Louisiana State University, USA
Human Kinetics Staff
Doug Hoepker, Senior Journals Managing Editor
Prior to submission, please carefully read and follow the submission guidelines detailed below. Authors must submit their manuscripts through the journal’s ScholarOne online submission system. To submit, click the button below:
The Journals Division at Human Kinetics adheres to the criteria for authorship as outlined by the International Committee of Medical Journal Editors*:
Each author should have participated sufficiently in the work to take public responsibility for the content. Authorship credit should be based only on substantial contributions to:
a. Substantial contributions to the conception or design of the work; or the acquisition, analysis, or interpretation of data for the work; AND
b. Drafting the work or revising it critically for important intellectual content; AND
c. Final approval of the version to be published; AND
d. Agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.
Authors who use artificial intelligence (AI)-assisted technologies (such as Large Language Models [LLMs], chatbots, or image creators) in their work must indicate how they were used in the cover letter and the work itself. These technologies cannot be listed as authors as they are unable to meet all the conditions above, particularly agreeing to be accountable for all aspects of the work.
Human Kinetics is pleased to allow our authors the option of having their articles published Open Access. In order for an article to be published Open Access, authors must complete and return the Request for Open Access form and provide payment for this option. To learn more and request Open Access, click here.
Cases should follow guidelines set forth in the Publication Manual of the American Psychological Association (7th ed., 2020), be double-spaced, use a standard 11- or 12-point font, and use one-inch margins on all sides throughout. The narrative of the case should be preceded by an abstract of no more than 200 words and three to six keywords chosen from terms not used in the title and followed with a series of discussion questions (approximately 4–7) that guide student learning. Many cases include supplementary materials to be used in the case, including tables, charts, exhibits, and even raw datasets for students to manipulate. The best case studies are those with clearly identifiable protagonists and problems to be solved; although, providing only symptoms of the problem and requiring students to identify the source of the problem also have tremendous value for senior undergraduate or graduate students. While it may be appropriate to include some theory as part of the case write-up, this should not detract from the flow of the case narrative. Otherwise most of the theory should appear in the teaching note.
Teaching notes are to be included as part of every submission to CSSM. A teaching note summarizes the topic of the case, explains the ideal learning outcomes and target audience (e.g., specific courses or student levels), and provides a plan for orchestrating the case by guiding instructors through classroom discussion questions and sample case analyses. Teaching notes should contain enough information and depth as to be turnkey for instructors to implement in their courses. Case authors should include the following sections in their teaching notes; failure to do so may result in the submission being desk rejected and returned for revisions:
Case Synopsis: Succinctly explain what the case is about, including the organization, industry, and the decision the case protagonist is faced with. The subject matter should be clear as well as the tool, theory, or framework the students will be learning and/or applying through the case.
Learning Outcomes: Briefly explain three to five outcomes that an instructor can reasonably expect students to achieve through completing the case. While learning outcomes can be related to general knowledge and the content of the case (e.g., running shoe industry or college athletics conference realignment), the focus of CSSM is on publishing teaching cases that can be used to learn and/or apply specific theories and/or frameworks in an active learning environment (e.g., capital budgeting, market segmentation, or Porter’s five forces). Please consider using Bloom’s Taxonomy (Bloom et al., 1956) in crafting the learning outcomes for your case.
Target Audience: Provide the level of course(s) within which the case would be ideally used (e.g., undergraduate or graduate), as well as the discipline or course subject. More detail can be provided if the case is particularly suited to a specific placement within a course.
Recommended Readings: While some instructors may use a case study to supplement a textbook, others may use a case to teach an entirely new topic, or one that requires additional outside reading. In either instance, authors are strongly encouraged to provide a few suggestions for fundamental readings that would assist instructors and/or students in learning the tools, concepts, frameworks, or theories that are to be learned and/or applied in the case. Providing a short summary of this literature is also helpful for course instructors who may be unfamiliar with the research area.
Teaching Plan and Analysis: Provide a suggested method by which to teach the case and help students achieve the desired learning outcomes. Some cases lend themselves to group work, others to individual work followed by an in-class discussion, and others to a class discussion preceded and/or followed by an individual written assignment. Debates, role-playing, and mock meetings are also effective methods for engaging students in resolving the issues presented in a teaching case study. Provide one or more proposed outlines for the flow of a class period including sample timelines, discussion questions and model answers, pre- or post-class activities, and typical challenges students may have with the case. Include specific analysis of the case during each step of the teaching plan so that answers to the discussion questions are abundantly clear and informed by content within the case narrative.
Postscript: When the case relates to a problem faced by a real organization, and to the extent that the information is available, provide information about what really happened. Depending on how instructors use the case, they can then decide whether they wish to share this information with the class.
Exhibits: Include any relevant exhibits that are necessary for the instructor to help deliver the case. These may include board plans, analyses of the case discussion questions, and tables, charts, or figures. If the case involves any kind of data analysis, data files may be provided to case instructors and students in the form of Excel spreadsheets.
Submissions of case studies to CSSM should be 10 to 20 pages in length, exclusive of supplemental materials, while the length of the teaching notes may vary. Submitting a case for review indicates the authors have not concurrently submitted their manuscript to another journal, agree to transfer copyright to Human Kinetics upon acceptance, and acknowledge following proper institutional review board procedures at their respective institutions, as applicable. Authors are also responsible for obtaining permissions for copyrighted work. Figures should be created in Microsoft Excel or saved as .tif or .jpeg files. Authors whose cases require supplementary materials such as additional documents, files, or video not contained within the case itself should seek preliminary approval from the editor before submission. Case submissions meeting these criteria will be subject to blind review. Reviews will be returned to authors in a timely manner, typically within 60 days.
Cases will be reviewed based on the following criteria:
Importance of the case topic
Clearly defined problems for readers to solve
Sufficient background information and data
Quality of writing
Depth and usefulness of the teaching note
Desk Rejection Policy
Before full review, submissions are examined at the editorial level. If the editor believes the submission has extensive flaws or is inconsistent with the mission and focus of the journal, both the editor and associate editor will review the case submission. The case will be sent out for full blind review if either the editor or associate editor believes the case warrants full review. The submission will receive a desk reject decision only if both the editor and associate editor agree the case does not merit full review due to extensive flaws or a lack of fit with the mission and focus of CSSM.
Submit a Case Study
Cases should be submitted electronically in Microsoft Word format (.docx) via ScholarOne (see submission button at the top of this page). Authors of manuscripts accepted for publication must transfer copyright to Human Kinetics, Inc. Please visit ScholarOne to view the copyright form located under the "Instructions & Forms" link in the upper-right corner. You do not need an account to access this information. Any problems that may be encountered can be resolved easily by selecting "Help" in the upper-right corner of any ScholarOne screen.
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Teaching Notes are included with all cases and help instructors structure class discussion and enrich students' understanding of the case subject's decision-making process. Teaching Notes are unique to each case and include advice for instructors about the target audience of the case, learning objectives, the particular theories and frameworks used, and strategies for using the case in the classroom.
Accessing Teaching Notes
Teaching Notes are only available via an institutional subscription directly with Human Kinetics or an institutional COSMA membership. Instructors belonging to an institution that maintains an institutional subscription to CSSM are allowed access to Teaching Notes upon request. To request access to Teaching Notes, please click here to fill out the request form. After access is granted, instructors can view any Teaching Note by logging in, selecting the case of interest, and navigating to the case's Supplementary Materials tab.