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An Experiential Learning Trip: Exploring Student Experiences and Motivations for Volunteering at the Super Bowl

Joshua R. Pate and David J. Shonk

The purpose of this study was to explore the experiences of sport management students during an experiential learning trip to Super Bowl XLVII in New Orleans, LA. A secondary purpose of the study was to explore and describe why students were motivated to participate in the trip. The study draws from theories of student and volunteer motivation. A qualitative approach was employed using ethnography that detailed the accounts of 11 students and 2 professors from James Madison University who volunteered to work events surrounding the Super Bowl. The findings revealed three themes: learning, career empowerment, and on-site preparation. This type of experiential trip can be replicated by other sport management educators and the findings can assist in further developing the literature on experiential learning.

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Integrating an Experiential Client-Based Ticket Sales Center into a Sport Sales Course

David A. Pierce and Jeffrey C. Petersen

This educational review provides an overview of the application of experiential learning in the area of sport sales. Insights are provided for sport management academicians that relate to planning and initiating experiential client-based sales projects, and the analysis of the benefits and drawbacks associated with four approaches to lead generation (promotional lead approach, sales table approach, upselling approach, and retention approach), delivery of sales training methods (professor driven, team driven, and practice), and operation of a call center within three distinct frameworks (remote, on-site, or independent). Guidance for project assessment, both during the project and after project completion, is discussed, and the article concludes with a strong connection of the inherent value of such training with the added value of client-based sport sales training to the sport industry.

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Legal Concepts in Sport: A Primer (4th Edition)

Denise M. Farag

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Media Relations in Sport (4th Edition)

J. Michael Martinez

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A Mock Debate on the Washington Redskins Brand: Fostering Critical Thinking and Cultural Sensitivity Among Sport Business Students

Stephanie A. Tryce and Brent Smith

This article details a sport business project intended to provide students with an opportunity to analyze critically the convergence of business, cultural, and social justice issues associated with the controversial name of the Washington Redskins football franchise. In the context of a mock debate, three teams of students represented separate interests—the Native American community, the Washington Redskins management, and Washington, D.C. government—to advocate for and against a recently proposed name change. Taking up this real topic in contemporary sport business, students received intensive exposure to self-directed learning, cultural competence, simulated debate, and spontaneous questions. Students reported in their personal reflections that the project helped improve their critical analysis of stakeholders’ positions, cultural awareness, and sensitivity to factors that can help and hinder brand meaning.

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Social Media as a Learning Tool: Sport Management Faculty Perceptions of Digital Pedagogies

Katie Lebel, Karen Danylchuk, and Patti Millar

This research explored the use of social media within the sport management discipline in a North American context, specifically investigating how sport management academicians use social media as a teaching and learning tool. An online survey garnered the social media literacies of sport management faculty (N = 132). Compared with cross-discipline studies that have measured similar interests, sport management faculty appear to have a limited awareness of social media applications. Only 61% of study participants reported having incorporated social media into their course design. While a majority of faculty agreed that the use of social media in education can provide positive enhancement to both teaching and learning, in practice, participant social media teaching strategies were narrowly employed. Results suggest a potential disconnect between the digital pedagogies currently employed by sport management faculty, the expectations of students, and most importantly, the demands of the sport industry.

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Supervising International Graduate Students in Sport Management: Perspectives of Experienced Advisors

Karen Danylchuk, Robert Baker, Brenda Pitts, and James Zhang

This study examined the perspectives of sport management academicians regarding their experiences supervising international graduate students. Fifteen experts were interviewed and provided their perspectives on practices used in international student involvement—specifically, student identification, recruitment, acceptance, orientation, progress, and retention, and the inherent challenges and benefits. The primary challenges cited by the majority of participants were language and cultural differences in learning; however, all participants concurred that the benefits of supervising international students far outweighed the challenges. These benefits included, but were not limited to, bringing international and global perspectives into the learning environment, which was positive for both students and professors. Findings from this study may provide program administration with insights on key factors affecting the quality of delivery of sport management education to international students. Consequently, high-quality programs can be developed to meet the needs of students from diverse cultural and educational backgrounds.

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Volume 9 (2015): Issue 1 (Jan 2015)

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Volume 9 (2015): Issue 2 (Jan 2015)

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Applying Intergroup Contact Theory to the Sport Management Classroom

Jennifer Bruening, Rhema D. Fuller, Raymond J. Cotrufo, Rachel M. Madsen, Justin Evanovich, and Devon E. Wilson-Hill

Allport’s (1954) intergroup contact hypothesis states that interactions with members of an out-group, particularly of a different racial and/or ethnic group, are effective in changing attitudes about diversity (Allport, 1954; Pettigrew, 1998). In this study, the intergroup contact hypothesis was applied to the design of a sport management course. The classroom component focused the role of sport in education, health, and leadership development, and the application was structured sport and physical activity programming with school-age children at several urban sites. Data were gathered from 91 college students over 3 years about course-related experiences and how the students’ backgrounds influenced their social identities and understanding of out-group members. Results showed that intergroup contact effectively assisted in developing understanding and cooperation and reducing negative attitudes between groups. The participants received diversity education, via intergroup contact, both inside and outside the classroom, which will potentially equip them to take proactive strategies when managing organizational diversity in the sport industry.