Higher education in the United States, and sport management in particular, has faced contemporary attacks for its perceived lack of academic rigor. To investigate these criticisms, this study examined 830 students enrolled in 69 semester-long courses across four consecutive years in a single sport management program to measure perceived course rigor and its relationship to overall course ratings, course grades, and course level. Seven rigor questions were added to existing student ratings and distributed at the end of each semester. A factor analysis strongly supported the conceptualization of rigor utilized in the study. Pearson correlations indicated that student ratings and rigor were positively related. An ordinary least squares multiple regression also revealed that overall student ratings and course grades significantly aid in predicting course rigor. Pragmatically, the results suggest that sport management students appreciate rigorous courses and that faculty should strive to include elements of rigor into their courses without fear of retributional bias on student ratings.
James E. Johnson, Robert M. Turick, Michael F. Dalgety, Khirey B. Walker, Eric L. Klosterman, and Anya T. Eicher
Brian P. McCullough, Madeleine Orr, and Timothy Kellison
The relationship between sport and the natural environment is bidirectional and critical to the production of sport products, events, and experiences. Researchers have studied sport and the natural environment within the various subdisciplines of sport management. However, given the changing climate and mounting public concern for the environment, there is pressure to reconsider the relevance and significance of the natural environment, which is taken for granted in managerial contexts. Reflecting the importance of the natural environment, the robustness of the current literature, and the potential for the future, we propose a new subdiscipline of sport management called sport ecology. Thus, we proposed, in this paper, a definition for sport ecology, (re)introduced key concepts related to this subdiscipline (e.g., sustainability, green), and highlighted the leading research that serves as the foundation for sport ecology. We concluded with a discussion on the ways sport ecology can inform—and be informed by—other subdisciplines of sport management.
Jennifer E. McGarry
In her 2019 Earle F. Zeigler address, Jennifer McGarry drew on the 2017 Academy of Management Report “Measuring and Achieving Scholarly Impact” to examine how the field of sport management and the North American Society for Sport Management operationalize impact. She pointed to a broader, more inclusive, and critical examination of impact. McGarry highlighted impact on practice and impact through being explicit, particularly about the ways gender and race affect what we deem to have impact. Finally, she spoke to impact through individual and collective action, such as educating students, scholarship, and policy and advocacy. She provided examples of where we could disrupt the structures that work to maintain the status quo in terms of impact—the in-groups and the out-groups, the metrics and evaluations. She also gave examples of impact that have happened, that are happening, and that can happen even more.
Erin Morris, Ryan Vooris, and Tara Q. Mahoney
Female students are underrepresented within university sport management programs. Because of the concept of the “chilly climate,” the underrepresentation may impact their experiences as students and their opportunities inside and outside of the classroom. The purpose of this study was to gain a better understanding of female students’ experiences within this male-dominated major. Three qualitative focus groups with female sport management students were conducted. The results found the female students had strategies to overcome barriers, a firm understanding of the reality of the gender dynamic within sport management, and an awareness of the importance of networking to succeed in the major. These findings may help sport management programs better support their female students through initiatives like women-in-sport-management clubs.
Sarah Zipp, Tavis Smith, and Simon Darnell
Sport for development (SFD) research and practice has become more critically examined recently, with many scholars calling for better understanding of how and why sport might contribute to the global development movement. Developing and refining theoretical approaches is key to unpacking the complexities of SFD. Yet, theory development in SFD is still relatively young and often relies on oversimplified theory of change models. In this article, the authors propose a new theoretical approach, drawing upon the capabilities approach and critical feminist perspectives. The authors contend that the capabilities approach is effective in challenging neoliberal ideologies and examining a range of factors that influence people’s lived experiences. They have woven a “gender lens” across the capabilities approach framework, as feminist perspectives are often overlooked, subjugated, or misunderstood. The authors also provide an adaptable diagrammatic model to support researchers and practitioners in applying this framework in the SFD context.
Hebe Schaillée, Ramón Spaaij, Ruth Jeanes, and Marc Theeboom
Funding bodies seek to promote scientific research that has a social or economic impact beyond academia, including in sport management. Knowledge translation in sport management remains largely implicit and is yet to be fully understood. This study examines how knowledge translation in sport management can be conceptualized and fostered. The authors draw on a comparative analysis of coproduced research projects in Belgium and Australia to identify the strategic, cognitive, and logistic translation practices that researchers adopt, as well as enablers and constraints that affect knowledge translation. The findings show ways in which knowledge translation may be facilitated and supported, such as codesign, boundary spanning, adaptation of research products, and linkage and exchange activities. The findings reveal individual, organizational, and external constraints that need to be recognized and, where possible, managed.
Jon Welty Peachey, Nico Schulenkorf, and Ramon Spaaij
Jeremy Hapeta, Rochelle Stewart-Withers, and Farah Palmer
Indigenous worldviews and scholarship are underrepresented and underdeveloped in sport for development and wider sport management spaces. Given many sport for social change initiatives target Indigenous populations, this is concerning. By adopting a Kaupapa Māori approach, a strengths-based stance, and working together with two plus-sport and sport-plus cases from provincial and national New Zealand rugby settings: the Taranaki Rugby Football Union’s and Feats’ Pae Tawhiti (seek distant horizons) Māori and Pasifika Rugby Academy and the E Tū Toa (stand strong), hei tū he rangatira (become a leader) Māori Rugby Development camps, the authors provide an illustration of Indigenous theory–practice. They argue sport for social change practices that focus on Indigenous peoples would be greatly improved if underpinned by the principles of perspective, privilege, politics, protection, and people. Thus, any sport for social change praxis seeking to partner with Indigenous communities ought to be informed by Indigenous philosophical viewpoints.
Lauren Burch, Matthew Zimmerman, and Beth Fielding Lloyd
Active-learning research has explored 2 distinct areas: pedagogy and physical space. As existing research has most often explored only 1 area per study and few have been done in the area of sport sociology, additional research is needed. This research combined both areas of active learning through a quasi-experimental design. Using 2 different classes, Sport and Society and Gender and Sport, students were exposed to an unchanging physical space or manipulated physical space, as well as active-learning tasks of varying complexity. No differences in student perceptions of engagement or learning were found when comparing space variations; however, task complexity did lead to significant differences in student perceptions of engagement and learning.