Curriculum Representation in Programs Accredited by COSMA

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Jennifer VanSickle University of Indianapolis, Indianapolis, IN, USA

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https://orcid.org/0000-0002-1329-3901 *
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Katharine A. Burakowski St. John Fisher University, Rochester, NY, USA

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Emily Dane-Staples St. John Fisher University, Rochester, NY, USA

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https://orcid.org/0000-0003-0180-2622
DOI:
https://doi.org/10.1123/smej.2022-0029
Keywords:
content analysis; colleges and universities; teaching
First Published Online:
21 Aug 2023
In Print:
Volume 17: Issue 2
Page Range:
96–105
Restricted access

The curricular content of sport management degrees has been scrutinized and criticized by internal and external stakeholders. Before specialized accreditation, individual institutions decided the content of their degrees. Accreditation established a baseline of curricular content known as the Common Professional Component. To add to the body of literature on undergraduate sport management curricular development, this study analyzed the content of accredited sport management programs and the impact of institutional forces on that content. Despite institutional differences, results show consistency across the curricula of accredited programs, with experiential learning, management concepts, and sport marketing appearing most frequently.

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