Weese (2002) recently expressed concerns about the faculty job market in sport management. The purpose of the current article is to examine and discuss both the number of doctoral students being produced and the adequacy of their preparation for faculty positions. The authors surveyed doctoral-program faculty and reviewed advertised open positions to provide the basis for observations regarding current and future issues relative to this job market. Whereas the authors found that approximately 70 jobs are advertised each year in sport management, doctoral programs produce only about 15 graduates annually, suggesting that the numbers produced are clearly insufficient. When examining the adequacy of the students’ preparation, the authors found research preparation is considered to be most important. Doctoral programs in sport management, however, also place high emphasis on teaching preparation. It is unclear whether these efforts are adequate to meet the needs of the students or the job market.
Search Results
Are Sport Management Doctoral Programs Meeting the Needs of the Faculty Job Market? Observations for Today and the Future
Daniel F. Mahony, Michael Mondello, Mary A. Hums, and Michael R. Judd
Specialized Accreditation of Sport Management Programs: Perspectives of Faculty and Administrators
Jo Williams and Colleen Colles
Changes in higher education, demands for accountability, and concerns over academic quality have brought increased attention to accreditation (Eaton, 2006). The growth of specialized accreditation has created numerous opportunities but also brings challenges (Tullis & Carney, 2007). The sport management discipline has recently launched an outcome-based and mission-driven accreditation organization: the Commission on Sport Management Accreditation (COSMA). The purpose of this study was to examine the perceptions sport management faculty and administrators have towards the potential benefits and challenges of accreditation. Surveys (N=322) were distributed and 119 useable responses were obtained. In general, respondents indicated support for COSMA but many also expressed concerns. Institutions that had joined COSMA had different perspectives than those who had not, particularly in relation to the value of external benefits such as competitive advantages and increased marketing potential. Concerns over costs, involvement of business professionals and the credibility of the organization were also considered.
Volume 8 (2019): Issue 4 (Nov 2019): 2019 American Kinesiology Association Leadership Workshop: Hiring, Evaluating, and Retaining Kinesiology Faculty
KRJ Kinesiology Review 2163-0453 2161-6035 1 11 2019 8 4 10.1123/kr.2019.8.issue-4 2019 American Kinesiology Association Leadership Workshop: Hiring, Evaluating, and Retaining Kinesiology Faculty Guest Editors: Jason R. Carter and Nancy Williams INTRODUCTION 10.1123/kr.2019-0047 SCHOLARLY ARTICLES
Practitioners’ Perspectives on Values, Knowledge, and Skills Needed by PETE Participants
Bryan A. McCullick
This study examined practicing teachers’ perspectives on the requisite characteristics needed for participants in PETE. Eighteen physical educators were interviewed. The interviews were audiotaped and transcribed, and the data were analyzed using analytic induction, which allowed the researcher to draw themes and commonalities from participant answers. Interpretivism and teacher socialization theories were used to analyze and understand the data. Dominant themes emerging from this study were that undergraduates should have a love for physical activity, should like children and people, be physically fit, and be flexible. The teachers also believed that a teacher educator’s effectiveness in preparing future physical educators depended on being credible, displaying a love for physical activity, and having concern for undergraduates and their development as teachers. Finally, themes emerging specific to characteristics of cooperating teachers included commitment to the profession, displaying effectiveness as teachers, and embodying personal characteristics such as honesty and adaptability. This study is significant in that it provides evidence of a shared technical culture in physical education, gives teacher educators valuable input as to the type of student who would likely be a good physical education teacher, and gives voice to those who teach physical education in an area in which they should be intimately familiar—the preparation of a teacher for public school.
Mentorship of New Faculty Members
Lindsey E. Eberman, Leamor Kahanov, Moti Kahanov, and Adam Yoder
Edited by Mary Barnum
Faculty-Led, Short-Term Study Abroad
M. Susan Guyer
Edited by Malissa Martin
What's in a Grade: Faculty Responsibility for Grade Inflation
Tamerah Hunt and Fredrick Gardin
Column-editor : James M. Mensch
Current Issues in Athletic Training Faculty Technology Development
Pradeep Vanguri and Rob Gray
The Emergence of Faculty Consensus Concerning Teacher Education: The Socialization Process of Creating and Sustaining Faculty Agreement
Kim C. Graber
Managing Difficult Conversations
John B. Bartholomew and Sherri L. Sanders
) Working With Difficult Faculty: Challenges for the Chair served as a key source for our presentation and is recommended reading for anyone taking on a leadership role where challenging conversations will be a normal component of the position. Of note, the Thomases ask department chairs to be proactive in
