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University–Organization Collaboration in Sport for Development: Understanding Practitioners’ Perspectives and Experiences in Research and Evaluation Partnerships

Meredith A. Whitley, Jon Welty Peachey, Julia Leitermann, NaRi Shin, and Adam Cohen

Despite a growing body of scholarship exploring university–organization collaborations in the sport for development (SfD) field, there has been limited consideration of the experiences of practitioners and partnering organizations in these partnerships. The purpose of this study was to examine their experiences when partnering with academic institutions, programs, scholars, and/or students, with a specific focus on research and evaluation partnerships. Interviews were conducted with 22 participants working at 20 SfD organizations in the United States. Findings were organized into six main categories (e.g., motivations, factors that facilitate or impede collaboration, collaboration outcomes). A conceptual process framework for university–organization collaboration emerged from the data. This study is one of the first in the SfD field to examine practitioners’ perspectives of university–organization collaborations centered on research and evaluation activities. The findings help advance the SfD field, identifying the various factors at play as these partnerships are formed, activated, and sustained.

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Privileging Practice in Sport Leadership: Applying Relational Reflexivity

Zack J. Damon, Sarah Leberman, Janelle E. Wells, Laura Burton, Lesley Ferkins, Jim Weese, and Jon Welty Peachey

Hibbert et al.’s relationally reflexive practice framework guided the authors to develop a new sport leadership generative partnership model emphasizing privileging practice and the sport sector as it relates to researching, teaching, and practicing sport leadership. The 2019 North American Society for Sport Management symposium on sport leadership, titled “The Changing Face of Leadership Within Sport: What Does the Future Hold?” acted as a springboard for deep, reflexive conversations among the authors. Through the development of our model, we purposely highlight the process of a relationally reflexive journey making sense of our lived experiences, engaging with learnings from the symposium, and arguing that sport leadership and followership research and teaching ultimately should be about improving the sport sector within specific cultural contexts. We offer critically conscious considerations for privileging and embedding practice as part of sport management teaching, research, and service.