contributed greatly to a market-based educational system, which has led to a focus on funding based on results, standardization, and privatization of public education ( Assaél et al., 2011 , 2015 ). The purpose of this study was to examine the perspectives of PETE faculty members and undergraduate (UG
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Perspectives on Inclusion in Physical Education From Faculty and Students at Three Physical Education Teacher Education Programs in Chile
Fabián Arroyo-Rojas and Samuel R. Hodge
Approaches to Delivering Online Programs in Kinesiology
Charity Bryan
The proliferation of online courses and programs has impacted kinesiology programs across the country. The process of providing online instruction, while popular with students, is often daunting to the kinesiology programs that must navigate this process. Recommendations for transitioning courses and programs from face-to-face to online are offered from both the faculty and administrative perspective. Maintaining academic rigor in online kinesiology courses and program is also essential to the dialogue and for ensuring success. Many kinesiology courses and programs are well suited for online delivery and demand for these programs is high. Kinesiology faculty and administrators should understand both the facilitators and barriers to online implementation.
“My Methods Courses Feel Like Walmart”: Influence of Secondary Organizational Socialization on Early Career Faculty Members’ Implementation of PETE
Jamie Jacob Brunsdon and Matthew D. Curtner-Smith
In the last 10 years, a small cadre of scholars has started to examine how sport pedagogy faculty members’ (FMs) thoughts and actions regarding physical education and physical education teacher education (PETE) are shaped by their secondary organizational socialization (i.e., the influence of the
Governance of Intercollegiate Athletics: Perceptions of Faculty Members
Donna J. Kuga
This study examined faculty perceptions of (a) the impact of intercollegiate athletics on institutional goals and educational experiences, (b) the role and influence of faculty regarding athletics, and (c) the factors influencing their willingness (or unwillingness) to participate in the governance of intercollegiate athletics. The study also investigated differences in faculty reactions among subgroups defined by gender, faculty status, and previous athletic participation. A sample of 240 faculty from a Big Ten Conference university responded to a mailed questionnaire. Factor analyses yielded 2 factors in impact of intercollegiate athletics, 2 factors in role and influence, 3 factors in reasons for faculty involvement, and 6 factors in reasons for lack of faculty involvement. MANOVA results indicated that those who had participated in athletics perceived greater Educational Contribution of athletics and less Value Conflicts between athletics and academics than those who had not participated in athletics.
Occupational Stressors in Physical Education Faculties
Karen E. Danylchuk
The prevalence of occupational Stressors in physical education faculties/ departments as a function of sex, age, marital status, family status, years of work experience in higher education, and type of appointment was examined through use of the Stress Diagnostic Survey (Ivancevich & Matteson, 1988a). This multidimensional self-report inventory consists of 17 dimensions, which are further subdivided into organizational Stressors (macrostressors) and individual Stressors (microstressors). The sample reported moderate degrees of stress in comparison to the normative data with the macrostressors being greater sources of stress than the microstressors. Quantitative overload was rated the highest followed by time pressure and rewards. Qualitative overload was rated lowest followed by role ambiguity and role conflict. Sex was associated with the greatest number of Stressors—gender discrimination, quantitative overload, and time pressure. Females perceived these three Stressors to be significantly greater sources of stress than did males.
Influence of Occupational Socialization on the Perspectives and Practices of Internationally Born Sport Pedagogy Faculty Members Working in American Universities
Chan Woong Park and Matthew D. Curtner-Smith
During the 2013–2014 academic year, there were 134,014 faculty members (FMs), who were citizens of countries other than the United States, working at American universities ( Institute of International Education, 2016 ). Moreover, at approximately the same point in time, FMs with foreign citizenship
Recruiting and Retaining Sport Management Faculty: Factors Affecting Job Choice
Daniel F. Mahony, Michael Mondello, Mary A. Hums, and Michael Judd
The growth of sport management has led to concerns about the quantity and quality of candidates for faculty positions. In addition to trying to recruit recent doctoral graduates, many programs focus on recruiting established faculty members. This study examines factors affecting the willingness of sport management faculty to accept new positions, and the likelihood of leaving their current positions. While the likelihood of leaving was not high, objective factors such as salary and location were important to those willing to take a new position. Subjective factors such as fit within the program and quality of faculty in the program were also important, whereas several factors were less important (e.g., recruiter description, recruiter approach, and leadership opportunities). Results confirm that attracting faculty in sport management is challenging and universities must consider a combination of strategies to attract them.
“It’s My Time to . . . Fight Some of These Battles”: The Life History of an Exemplary African American PETE Faculty Member
Richard F. Jowers and Matthew D. Curtner-Smith
-Smith ( 2013 , 2014 ) wrote the life histories of two physical education teacher education (PETE) faculty members, one with a disability and one an African American employed at the University of Alabama, Dr. Archie Wade, marginalized by race. These researchers also used the approach to describe the trials and
Securing External Funding: Five Strategies for Administrators and Faculty
Katherine Thomas Thomas
External funding increases as the number of quality proposals submitted increases; increasing the number of faculty submitting proposals is a logical step to increase external funding. Reflecting on a physical educator’s > $1.5 million grant portfolio, two main themes emerge: the role of the PI and the unit administrator. Realizing increases in external funding is in part a result of administrators empowering faculty for success, and five administrator strategies have been identified. These strategies include: (1) value all sources of external funding (e.g., teaching, research, outreach, federal, foundation), (2) reward the process and the outcomes (a good proposal is equal to a data-based paper), (3) facilitate connections for collaboration (e.g., spread the word about your faculty), (4) provide infrastructure (from labs to personnel evaluation), (5) identify and develop potential. Important strategies for PIs include: (1) write proposals, (2) take risks, (3) answer the phone, (4) details matter, and (5) seek collaborators.
Impact of Secondary Organizational Socialization on North American, Asian, and European Early Career Faculty Members’ Delivery of Physical Education Teacher Education
Meghan Dennis, Seungsoo Baek, Adam M. Wolecki, Wonhee Lee, Natalia D. Molska, R. Tanner Ryan, and Matthew D. Curtner-Smith
In recent years, a small group of researchers have begun to study how sport pedagogy faculty members’ (FMs) delivery of physical education teacher education (PETE) is influenced by their secondary organizational socialization (i.e., the impact of the university culture and conditions in which FMs
