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Volume 16 (2022): Issue 2 (Oct 2022)

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Tabletop: An Experiential Approach to Teach Sport

Moetiz Samad

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Leveling Up Sport Management Education: Gamification in the Classroom

Ashley M. Duguay, Amber M. Shipherd, Carrie LeCrom, and Chad Goebert

In line with trends in sport management education that have encouraged a transition from traditional forms of passive and depersonalized learning to active and motivated learning, this essay draws on theoretical and applied insight to provide sport management educators with actionable information related to gamification. In educational contexts, gamification involves using game elements such as narratives, teams, and badges in the classroom as a way to support students’ intrinsic motivation and basic psychological needs (i.e., autonomy, competence, relatedness). This essay presents a case for gamification as a high-impact pedagogical approach that can help sport management educators replicate the global, complicated, and dynamic nature of the sport industry, thus creating more authentic, engaging, and influential experiences for students. Accordingly, this essay outlines gamification in education, discusses game elements and design, and provides a thorough description of a gamified sport psychology course. It concludes with future considerations and key takeaways for sport management educators.

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“I Felt Like . . . They Left Me to Fend for Myself”: A Mixed-Method Examination of Sense of Belonging Among Minoritized Groups in Sport Academic Programs

Yannick Kluch, Elizabeth A. Taylor, Raquel Wright-Mair, and Dakota Boring

Drawing from Strayhorn’s model of educational sense of belonging and Vaccaro and Newman’s model of belonging for privileged and minoritized students, this study utilized a mixed-method approach to examine to what extent students from minoritized groups feel like they belong in the sport management classroom. Significant differences in sense of belonging were found based on visible identities such as gender or race. In addition, our qualitative data revealed five higher-order themes that positively or negatively impacted students’ sense of belonging across identity groups: (a) representation, (b) community, (c) support, (d) accomplishments, and (e) academic and professional experience. Limitations, implications, and directions for future research are discussed.

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Teaching Reflections and Insights From a 38-Year Sport Management Career

W. James (Jim) Weese

What makes an effective university instructor? Are there transferable practices and strategies that relate to success in the classroom? The recipient of the 2022 North American Society for Sport Management Distinguished Sport Management Educator Award reflects on his 38-year career and concludes that teaching has been his most rewarding activity. Like him, colleagues typically have little preparation for the role, so they often rely on exceptional role models and influential mentors. He reflects on the impact that significant role models and mentors had on his development and teaching practices. He shares insights, experiences, and teaching strategies that sport management colleagues may wish to adopt to heighten their efficacy and impact with their students.

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Global Sport Management Learning From Home: Expanding the International Sport Management Experience Through a Collaborative Class Project

Melissa Davies and Tim Ströbel

This article identifies an innovative solution to improve global sport management learning. Building on continued calls to include both experiential and international sport business curricula in the sport management classroom, this article shows how institutions from different countries can collaborate virtually to provide students with practical international perspectives through an applied sport globalization project. Findings from 30 American and 13 German student reflections were analyzed to reveal the project- and course-related outcomes through this collaborative class project between Ohio University (United States) and the University of Bayreuth (Germany). Students not only identified both soft skills and an appreciation of international sport business endeavors but also noted challenges like the logistics of communicating with groupmates abroad and the challenges within the assignment itself as they considered sport consumption abroad. Beyond the learning outcomes within the course, this article also explores program-level outcomes for the involved institutions and their sport management programs.

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Peer Mentoring After Experiential Learning

Molly Hayes Sauder, Donna C. Grove, and Dexter Davis

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Deontological Ethics, Naomi Osaka, and the 2021 French Open: A Teaching Case Study for Deontological Ethics

Chuck Provencio

This simulation scenario is based on the events surrounding Naomi Osaka’s decision to withdraw from the 2021 French Open tennis tournament, in which Osaka chose not to participate in media obligations due to mental health concerns. Tournament officials attempted to address her concerns, but Osaka did not find the response substantial enough and viewed the response as worsening the situation. Sport managers, athletes, and other stakeholders have responsibilities toward one another that may be best viewed through deontological ethics. Students will analyze the situation from the perspective of a sport manager using deontology as their guiding ethical framework. Learning objectives include developing a deeper understanding of Kant’s categorical imperative and Ross’s prima facie intuitionism, as well as providing opportunities for students to practice ethical leadership in a classroom setting.

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Examining the Use of Postcolonial Management Theory in Sport Management Education: Strategies to Enhance Student Learning of Colonial Histories and Challenge Dominant Ideologies

Mitchell McSweeney, Georgia Teare, and Helen Liu

There remains limited work that examines the use of postcolonial theory in sport management, and even less so in sport management education. The purpose of this paper is to outline a performative approach, guided by postcolonial management theory, and its utilization within sport management classrooms. The paper highlights two forms of performativity—critical and progressive—and identifies and discusses specific pedagogies that educators may adopt for student learning about the dominance of Westernized understandings of management and organizations. Integrating a postcolonial management theory, performative approach in sport management education in conjunction with socially just pedagogies seeks to acknowledge and disrupt a reliance on Westernized ideologies. The paper concludes by discussing the significance of postcolonial management theory for sport management education.

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Volume 16 (2022): Issue 1 (Apr 2022): Special Issue: Diversity and Inclusion in Sport Management Education