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The Changing Climates of the Sport Management Academic Job Market and Doctoral Students’ Career Expectations

Andrea N. Geurin-Eagleman and Erin McNary

Past research shows that the job market for sport management academic positions was strong, with more job openings than qualified professors to fill the positions. Due to changing global and higher education climates, however, it was necessary to conduct further research to examine how these shifts in the external environment have impacted the sport management job market. Therefore, this study employed a content analysis methodology to examine the faculty job openings in sport management from 2010 to 2011. In addition, current doctoral students were surveyed to determine their preparation and expectations for the academic job market. Results revealed much greater parity between the number of open positions and the number of doctoral student job seekers than ever before. Similarities and differences were discovered between the actual job market and students’ career expectations and goals. Ultimately, the job market has become more competitive and job seekers must take steps to ensure a competitive advantage.

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Development of Sport Management Scholars Through Sequential Experiential Mentoring: Apprenticeship Concepts in the Professional Training and Development of Academics

Gerald R. Ferris and Pamela L. Perrewé

The sport management field has witnessed tremendous growth just in the past couple of decades, with more programs in universities at the undergraduate, masters, and doctoral levels. Because there is keen competition for jobs at all levels, but particularly at the Ph.D. level in university faculty positions, and the lack of material published on how best to train, develop, and prepare doctoral students, this article focused on developing a combined apprenticeship and mentoring perspective on Ph.D. training, and discussed some of the specific features of that pedagogical approach. Hopefully, these ideas will help educators in sport management doctoral programs with their educational endeavors.

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Exploring Mentoring Functions Within the Sport Management Academy: Perspectives of Mentors and Protégés

Jacqueline L. Beres and Jess C. Dixon

Mentoring has typically been studied in business environments, with fewer studies focusing on academic contexts and even fewer in the field of sport management. This study examined the mentoring relationships, and specifically the mentoring functions that occurred among sport management doctoral dissertation advisors (mentors) and their doctoral students (protégés). Semistructured telephone interviews were conducted with 13 individuals. Participants collectively described examples of all of Kram’s (1988) mentoring functions, with coaching, counseling, and exposure and visibility cited most frequently. Fewer instances of protection and direct sponsorship were mentioned, although there was evidence of considerable indirect sponsorship. Protégés provided more examples of role modeling as compared with their mentors, and the entire process of completing a doctoral degree can be viewed as a challenging assignment. A discussion of these findings within the context of the relevant previous academic literature and suggestions for future research are also provided.

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Financing Sport (3rd Edition)

Lauren E. Brown

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From Great Expectations to Realistic Career Outlooks: Exploring Changes in Job Seeker Perspectives Following Realistic Job Previews in Sport

Samuel Y. Todd, Marshall Magnusen, Damon P. S. Andrew, and Tony Lachowetz

Realistic job previews (RJPs) occur when both positive and negative information about a job is presented to a potential applicant. Because job seekers in the sport industry sometimes target opportunities based upon their personal affection for particular sports/sport organizations, the presentation of realistic information about the actual work could be key. The purpose of this two study, quasi-experimental research design was to examine the effect of RJPs on job seekers’ levels of attraction to sport job openings, perceptions of person-job fit, and job acceptance intentions. Study 1 results suggested job seekers’ acceptance intentions and attraction to the job changed after the job seeker encountered realistic information. Study 2 results suggested job seekers’ acceptance intentions and perceived job fit changed after encountering an RJP where perceived prestige was a factor. Thus, RJPs appear to influence the attractiveness, acceptability, and perceived fit of a job opening in sport.

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The Influence of the Internship on Students’ Career Decision Making

Michael Odio, Michael Sagas, and Shannon Kerwin

The internship experience is generally recognized for its educational and career-related benefits (Gault, Leach, & Duey, 2010); however, scholars are beginning to question the merit and expected benefits of undergraduate internships in sport management (King, 2009; Schneider & Stier, 2006). Further research has found evidence that the internship experience may negatively influence students’ intent to enter the profession (Cunningham, Sagas, Dixon, Kent, & Turner, 2005). The current study uses a longitudinal approach and qualitative analysis to examine the influence of the internship on students’ career-related decision making. Findings show that the internship plays a major role in shaping students’ career trajectory; however, many students come away more confused about their career path than before their internship. Further findings reveal issues related to intern supervision and the type of learning opportunities available to students.

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Managing Organizations for Sport and Physical Activity (4th Edition)

Julie A. Powell

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Sport Law: A Managerial Approach (3rd Edition)

James P. Strode

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What Becomes of Our Graduates?: New Employee Job Transition and Socialization in Sports Administration

John C. Barnes

It is important for sports administration programs to prepare students for career entry and transition into productive roles within their new jobs upon graduation. However, even the best academic curricula for those entering a profession may be inadequate for preparing students for early success in their careers. Not only do academic curricula lack the ability to train students for problem solving and independent thinking, they lack the ability to provide context, reducing transfer of knowledge to practice. The purpose of this article is to provide instructors in sports administration programs background information related to the transition graduates may face when entering the job market. The underlying assumption is that if instructors better understand the process of job entry and transition, they can better prepare students to embark on their careers. Included are discussions of professional preparation programs, the expectation gap held by new employees, job role transition, and organizational socialization.

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Volume 8 (2014): Issue 1 (Jan 2014)